“A model for constructing a subject-spatial environment. Methodological development on the topic: “a model of a developing subject-spatial environment as a condition for the implementation of the federal state educational institution of preschool education

Autonomous non-profit organization

additional vocational education

« Open Institute professional development"

Graduation work

Organization of an effective developing educational environment in a preschool educational institution

in the process of implementing the Federal State educational standard preschool education

ExecutorN. N. Kopytova,

Senior educator MBDOU

"Kindergarten No. 11"

Kudymkar

Supervisor:Elena Efimovna Mamaeva

Perm 2016

Content

ATconducting

1.1. The concept and structure of the developing educational environment in preschool educational institutions

2. Designing a developing educational environment kindergarten during the implementation of the Federal State Educational Standard for Preschool Education

2.1. GEF DO requirements for the educational environment of a preschool educational institution

Conclusion

References and other sources of information

Appendix

Introduction

From 1 September 2013 to Russian Federation pre-school education for the first time became officially recognized as a full-fledged level of continuous general education. Together with the entry into force of the new law "On Education of the Russian Federation", the latest federal state educational standard has become relevant for all preschool institutions. Dynamic changes in preschool education are dictated by life itself. Possibilities of closed, unified, rigid educational systems, designed for the formation of a standardized personality, are exhausted. In this context, it is relevant to achieve the goals specified in the Standard:

Raising the social status of preschool education;

Ensuring by the state of equal opportunities for each child in obtaining a quality pre-school education;

Providing state guarantees of the level and quality of preschool education based on the unity of mandatory requirements for the conditions for the implementation of educational programs for preschool education, their structure and development results;

Preservation of the unity of the educational space of the Russian Federation regarding the level of preschool education.

At the present stage of development of preschool education, the leaders, teachers of the preschool educational institution are faced with the task of creating for the child preschool age multicomponent educational environment, including the following aspects:

The system of the child's relationship to the world, other people, himself.

According to the Standard, the educational environment created in a preschool educational organization must meet the following requirements: guarantee the protection and strengthening of the physical and mental health of children; ensure the emotional well-being of children; promote the professional development of teaching staff; create conditions for developing variable preschool education; ensure the openness of preschool education; create conditions for the participation of parents (legal representatives) in educational activities.

In a broad sense, the developing educational environment is a socio-cultural space within which, spontaneously or with varying degrees organization, the process of personality development is carried out. From the point of view of psychologists such as L. S. Vygotsky, P. Ya. Galperin, V. V. Davydov, L. V. Zankov, A. N. Leontiev, D. B. Elkonin, the developing environment is a certain ordered educational space where developmental education is provided. The educational environment (according to Yasvin V.A.) is a process of a special organized purposeful formation of a personality according to a socially conditioned pattern. Most specialists use the concept of Doctor of Psychology S.L. Novoselova: “The developing subject environment is a system of material objects of the child’s activity, functionally modernizing the content of the development of his spiritual and physical appearance. An enriched developing environment presupposes the unity of social and natural means of ensuring the diverse activities of the child. It is in the kindergarten that it is possible to organize such an environment, aimed at "harmonization in terms of quantity, diversity, originality, variability, the degree of influence on the personality of the child" (R. B. Sterkina) of all its components, which contributes to the development of the personality of a preschooler, becomes a source of his knowledge and social experience, including gaming.

In our study, we consider the design of a model of the educational environment in a preschool educational institution from the standpoint of the fundamental role of the developing object-spatial environment (RPSS), and consider its influence on the development of preschool children. Currently, work is underway to create a full-fledged model of the educational environment of the preschool educational institution together with the Kudymkar Pedagogical College, which presents a design option for a modern educational environment, including equipping the RPPS, the content of joint activities with children and organizing interaction with the family and society.

The concept of a subject-developing environment is defined as “a system of material objects of a child’s activity that functionally models the content of his spiritual and physical development” (S. L. Novoselova). Jean-Jacques Rousseau, an outstanding philosopher and educator, was one of the first to suggest considering the environment as a condition for the optimal self-development of the individual. Celestin Frenet believed that thanks to her, the child himself can develop his individual abilities and capabilities. The role of an adult is to correctly model such an environment that contributes to maximum development child's personality. Modern scientists and educators - Korotkova, Mikhailenko and others - believe that at the same time, the saturation of the space surrounding the child should undergo changes in accordance with the development of the needs and interests of children of younger and older preschool age. In such an environment, it is possible to simultaneously include both individual pupils and all children in the group into active communicative-speech and cognitive-creative activities.

concept« developing object-spatial environment” covers both its spatial organization and the corresponding content. These interrelated characteristics are essential. The spatial organization of the environment allows you to create comfortable, relatively stable conditions for the implementation of educational educational process. And its content, focused on systematic addition, renewal, variability, contributes to the activation of various types of activities of a preschooler, stimulates their development. The spatial organization of the environment can be called the form, and the content - the content. The social component of the environment is extremely important, that is, the organization of appropriate interaction. The balance of form and content plays an important role: a reasonable spatial organization with unreasonable content, as well as competent content with an irrational environment, will not provide the proper developmental and educational effect.

A pedagogically and psychologically appropriate developing object-spatial environment helps to optimize the process of joint activity, interaction between an adult and children. In turn, organized pedagogical interaction is one of the conditions for creating a “social situation of development for participants in educational relations”.

Thus, when creating a developing subject-spatial environment of a preschool educational organization, it is necessary to ensure the implementation of: the educational potential of the group room spaceandmaterials, equipment and suppliesfor the development of preschool children, protection and promotion of their health, accounting individual characteristics children and correction of their development;physical activity of children, opportunities for communication and joint activities of children and adults, as well as opportunities for solitude; various educational programs, taking into account the use of inclusive education, as well as national-cultural, climatic and other conditions.

Developing object-spatial environment - a part of the educational environment, represented by a specially organized space (premises, plot, etc.), materials, equipment and inventory, for the development of preschool children in accordance with the characteristics of each age stage, protecting and strengthening their health, taking into account features and correcting shortcomings their development.

When studying the psychological and pedagogical literature, we revealed a contradiction between the need to organize the RPPS in accordance with the requirements of the Federal State Educational Standard and the insufficient equipment of the premises of the preschool educational institution.

The identified contradiction made it possible to identify the problem of the study: how is it possible at the present stage to create RPPS in preschool educational institutions to comply with the Federal State Educational Standard?

This problem made it possible to formulate the research topic: "Organization of an effective developing educational environment in a preschool educational institution in the process of implementing the Federal State Educational Standard for Preschool Education"

Object of study: organization of a developing educational environment in a preschool educational institution.

Subject of study: the conditions for organizing the RPPS preschool educational institution as part of the educational environment in accordance with the Federal State Educational Standard.

The purpose of the study is to create a model of a developing object-spatial environment that contributes to the harmonious development and self-development of children, followed by its formation and bringing compliance close to the requirements of the Federal State Educational Standard.

Research objectives:

1. Identify and theoretically justify the requirements for the organization of the RPPS DOW;

2. Determine the possibilities of RPPS in accordance with GEF DO.

3. Plan project management activities to create a model of a developing educational environment in a preschool educational institution.

In the course of the study, the following were used: analysis of psychological and pedagogical literature, legislative acts, monitoring studies of the subject-developing environment, design.

1. Theoretical approaches to the organization of a developing educational environment in a preschool educational institution

1.1. The meaning and structure of the developing educational environment in preschool educational institutions

In domestic pedagogy and psychology, the term "environment" appeared in the 20s, when the concepts of "environment pedagogy" (S. T. Shatsky), "child's social environment" (P. P. Blonsky), "environment" were used quite often. (A. S. Makarenko). In a number of studies, it has been consistently and thoroughly proved that the object of influence of a teacher should not be a child, not his traits (qualities) and not even his behavior, but the conditions in which he exists: external conditions - environment, environment, interpersonal relationships, activity. As well as internal conditions- the emotional state of the child, his attitude towards himself, life experience, attitudes.

In the broadest context, a developing educational environment is any socio-cultural space within which the process of personality development is carried out spontaneously or with varying degrees of organization. The educational environment is a system of influences and conditions for the formation of a personality according to a given pattern, as well as opportunities for its development contained in the social and spatial-subject environment. From the standpoint of the psychological context, according to L. S. Vygotsky, P. Ya. Galperin, V. V. Davydov, L. V. Zankov, A. N. Leontiev, D. B. Elkonin, etc. a certain way ordered educational space in which developmental education is carried out. According to the Federal State Educational Standard, the educational environment includes the following components: a subject-spatial developing educational environment, the nature of interaction with adults, the nature of interaction with other children, the system of a child's relationship to the world, other people, and himself.

In order for the educational space to act as a developing educational environment, in the course of the interaction of its components, it must acquire certain properties:

- flexibility means ability educational structures to quickly rebuild in accordance with the changing needs of the individual, environment, society;

- continuity, expressed through interaction and continuity in the activities of its constituent elements;

- variability, which involves changing the development environment in accordance with the needs for educational services ah population;

- integration providing a solution educational tasks by strengthening the interaction of its constituent structures;

- openness, which provides for the broad participation of all subjects of education in management, the democratization of forms of education, upbringing and interaction;

- installation on the joint active communication of all subjects of the educational process, carried out on the basis of pedagogical support as a special position of the teacher, hidden from the eyes of the pupils.

At the center of the developing educational environment is an educational institution that operates in the development mode and has as its goal the process of becoming a child's personality, revealing his individual capabilities, and forming cognitive activity. This is achieved by solving the following tasks:

- create the necessary prerequisites for the development of the internal activity of the child;

- to provide each child with the opportunity to assert himself in the most significant areas of life for him, which reveal him to the maximum extent individual qualities and ability;

- introduce a style of relationship that provides love and respect for the personality of each child;

- actively seek ways, means and means to maximize the full disclosure of the personality of each child, the manifestation and development of his individuality;

- focus on active methods impact on personality.

An active study of the role of the developing educational environment in a holistic pedagogical process has been carried out in recent years in the works of domestic scientists A. I. Arnoldov, E. V. Bondarevskaya, S. I. Grigoriev, I. A. Kolesnikova, Yu. V. Mudrak, L. I. Novikova, V. A. Sukhomlinsky, V. D. Semenov, Yu. S. Manuylov, V. V. Serikov, I. V. Slobodchikov, V. M. Polonsky and others.

In the studies of V. V. Davydov, V. P. Lebedeva, V. A. Orlov, V. I. Panov, the concept of the educational environment is considered, the essential indicators of which are the following characteristics:

- certain psychological neoplasms correspond to each age;

- training is organized on the basis of leading activities;

- thought out, structured and implemented relationships with other activities.

In preschool pedagogy, the term "developing environment" is understood as "a complex of material and technical, sanitary and hygienic, ergonomic, aesthetic, psychological and pedagogical conditions that ensure the organization of the lives of children and adults." The purpose of creating a developing environment in a preschool educational institution is to provide vital important needs emerging personality: vital, social, spiritual. The versatility of the developing environment of a preschool educational institution, the complexity and diversity of the processes taking place in it determine the allocation of subject and spatial components within it.

The developing subject environment, according to S. Novoselova, is a system of material objects of the child's activity, functionally modeling the content of his spiritual and physical development. An enriched environment presupposes the unity of social and objective means of ensuring the diverse activities of the child. The main elements of the subject environment are architectural and landscape and natural and ecological objects; art studios; playgrounds and sports grounds and their equipment; play spaces equipped with themed sets of toys, play materials; audiovisual and information tools education and training, etc. The subject-play environment includes: a large organizing playing field; play equipment; game paraphernalia different kind, game materials. All components of the developing subject environment are linked to each other in terms of content, scale, and artistic solution.

RPPS in modern preschool institutions should meet certain principles:

- the principle of free choice is realized as the child's right to choose the theme, plot of the game, game material, place and time of the game;

- the principle of universality allows children and educators to build and change the playing environment, transforming it in accordance with the type of game, its content and development prospects;

- the principle of consistency is represented by the scale of individual elements of the environment with each other and with other objects, leaving an integral playing field.

RPPS includes a set of subspaces:

- intellectual development and creativity, form all the play areas, since the leading activity and intellectual and emotional development of preschoolers is the game;

- physical development, most stimulates the motor activity of children;

- game development;

- ecological development, is called upon to educate and strengthen love for nature, comprehend all the diversity and originality of natural natural forms;

- computer space, introduces children to the world of informatics and contributes to the activation of cognitive activity, the formation of the child as an independent person who knows how to make decisions.

L. N. Sedova identifies three main parameters of the importance of the developing educational environment for the process of personality formation.

Firstly, it is a goal-setting parameter that orients the teacher of preschool education towards understanding the developing educational environment as a specially organized pedagogical space, providing each subject included in it with a wide scope for optimal development and adequate self-realization of various types of activity as the basic basis of personality.

The second parameter of understanding the developing educational environment as a pedagogical phenomenon, which acts as a condition for the formation of a personality, is associated with modern searches in the field of a new content of education.

The third parameter in considering the developing educational environment from the standpoint pedagogical science is determined by the search for effective ways and methods of forming cognitive activity. In this regard, it requires a special pedagogical understanding of the technology of creating a developing environment within the framework of various types of educational institutions, as well as the technology of creating special pedagogical situations that allow stimulating the child's mental development.

1.2. Principles of building a developing environment in terms of preschool

V. A. Petrovsky, L. P. Strelkova, L. M. Klarina, L. A. Smyvina et al. developing environment in a preschool educational institution.

1. The principle of distance, position in the interaction. The primary condition for personality-oriented interaction between adults and children is the establishment of contact between them. Establishing contact can be hindered by fundamentally different positions taken by the educator and the child. Within the framework of authoritarian pedagogy, the educator is, as it were, “above”, or “above”, and the child is “below”. This position of the educator involves dictate and edification. In contrast to this, the personality-oriented position of the teacher is a partner one. It can be described as "next to", "together". At the same time, the developing environment creates conditions for an appropriate physical position - communication with the child based on the spatial principle of "eye to eye". This implies the desire of the educator to approach, "go down" to the position of the child, as well as the creation of conditions under which the child can "rise" to the position of the educator. For this, for example, furniture of different heights, the height of which can easily change depending on pedagogical tasks, the so-called "growing furniture", is suitable.

It is equally important for an adult to find a distance to make contact with a child. For each person, the feeling of comfort when communicating with others is associated with a subjective, most convenient distance. In this regard, the size and layout of the premises should be such that everyone can find a place for study or independent activity, sufficiently remote from others and, conversely, allowing for closer contacts.

2. The principle of activity. In the device of the kindergarten, the possibility of forming activity in children and showing the activity of adults is laid down. They become the creators of their objective environment, and in the process of personal-developing interaction - the creators of their personality and their healthy body. First of all, these are large-scale game and didactic aids - light geometric modules covered with fabric or leather, which are easily rearranged in the process of transforming space.

One of the walls can become a "drawing wall of creativity." On it, children can draw with crayons, charcoal or felt-tip pens, creating both individual and collective paintings.

For the youngest children (2-4 years old), picturesque rugs with removable image elements are suitable, which can be transformed using buttons, Velcro or buttonholes (a butterfly “transplants” from grass to a flower, a bird “flies” into the sky, a tree moves from the house to the river bank, etc.). Such actions of the child allow him not only to transform the environment, but also contribute to the development of his fine motor skills.

The most important condition for the emotional well-being and mood of children is lighting. It should be varied and accessible (electric switches are located at a height accessible to the child) for the children to transform the light-color design.

Hygiene rooms are used not only for the implementation of routine moments, but also for the participation of children in "real adult" life (washing dishes, other household operations), as well as for direct children's activities (bathing dolls, other games with water).

3. The principle of stability - the dynamism of the developing environment. The environment should be able to change it in accordance with the tastes and moods of children, as well as taking into account a variety of pedagogical tasks. These are lightweight partitions that can move, forming new rooms and transforming existing ones. This is the ability to change the color and sound environment. This is a variable use of objects (for example, soft poufs become either children's furniture or elements of a large designer). This is also a multifunctional use of premises (a sports complex "mini-stadium" can be installed not only in a gym, but also in a game room, bedroom, locker room).

You can change the "backgrounds", change the situation beyond recognition, filling it with emotionally rich "childish" content: "magic", "ship" or "Martian" rooms; the sports rope looks like an elephant's "trunk", "mysterious plants" are painted on the wall, etc.

The living space in the kindergarten should be such that it makes it possible to build non-overlapping areas of activity. This allows children to engage in different activities at the same time, in accordance with their interests and desires, without interfering with each other.

The kindergarten should have functional rooms that children can use: physical education; musical; theatrical; laboratories; "cabinets" (with books, games, puzzles, filmstrips, slides, etc.); creative workshops, design; laundries, etc. The arrangement of these premises should create different emotional mood, that is, to become “mysterious”, “terrible”, “magic”, “magic”, “fantastic”, etc. In other words, “space” allows the child not only to master the truth, but also “leave” it in fantasies and dreams, not only to build creatively, but also to dismantle what has been built, to see not only the beautiful, but also the ugly. Important role here the structure of both the building and the plot plays, as well as such promising architectural and design devices as glazed verandas, balconies, hanging equipment - screens, screens, shop windows; built-in and attached cabinets, retractable and sliding tables and shelves, etc.

4. The principle of the emotionality of the environment, individual comfort and emotional well-being of the child and adult. The environment should awaken activity in children, give them the opportunity to carry out various types of activities, get joy from them, and at the same time, the environment should have the properties, if necessary, to “extinguish” such activity, to give them the opportunity to relax. This is ensured by a well-thought-out set of impulses and stimuli contained in the developing environment: a lack of impulses impoverishes and limits the development of the child in all areas, and an oversaturated environment with a chaotic organization of stimuli disorients him.

Here, in addition to the already indicated zones of activity, it is appropriate to recall once again the zones for relaxation (relaxation). These are "solitude corners", and a cozy room (corner) with upholstered furniture and other elements that contribute to relaxation. It is desirable that the kindergarten has a "living room for adults", where they have Free access and children. permanent emotional stress, which the teacher experiences in his difficult professional activity, inevitably affects the general emotional background of his communication with children and, consequently, their emotional well-being.

Each child in the kindergarten should be provided with personal space (a bed with a high chair and a rug, a locker for storing personal belongings belonging only to him, photos of his family, etc.).

The design of the environment takes into account the creation of conditions for the formation and development of a full-fledged image of the "I". This is facilitated by the presence of different-sized mirrors, movable mirrors of different curvature. Emotional comfort is also supported by exhibiting children's works, in which each pupil is given a place, regardless of the level of his achievements in drawing, modeling, etc.

5. The principle of combining familiar and extraordinary elements in the aesthetic organization of the environment. Children's comprehension of the aesthetic category begins with "elementary bricks", a kind of art language: the beauty of sounds, color spots, abstract lines, witty interpretation of the image by laconic graphic means. Therefore, it is important to place in the interior not bulky “classical” paintings (Aivazovsky, Shishkin, Surikov and other authors who have become traditional for decorating orphanages, camps, boarding houses, etc.), but simple but talented sketches, prints, abstract or semi-real sculptures that give the child an idea of the basics of the graphic language and various cultures - Eastern, European, African.

It is advisable to present to children in different styles the same content of a fairy tale, episodes from the life of children, adults: realistic, abstract, comic, etc. Then the children (with the help of an adult) will be able to pay attention not only to what is depicted in front of them, but also on how it is done, mastering the beginnings of the specifics of different genres.

6. The principle of openness - closeness. This principle is presented in several aspects.

Openness to Nature is such a construction of an environment that promotes the unity of Man and Nature. This is the organization of "green rooms" - small patios, which can be glazed, with plants growing in them - trees, shrubs, grass. This is living with children of pets - cats, dogs, which children take care of.

Openness to Culture - the presence of elements of a real "adult" painting, literature, music.

Openness to the Society - the atmosphere of the kindergarten corresponds to the essence of the concept of "My Home", in which parents are endowed with special rights.

Openness of one's "I", one's own inner world child (see also the principle of the emotionality of the environment, individual comfort and emotional well-being).

7. The principle of taking into account gender and age differences in children. It involves building an environment that takes into account gender differences, providing opportunities for both boys and girls to show their inclinations in accordance with the standards of masculinity and femininity accepted in society.

Thus, the developing educational environment is a specially organized sociocultural and pedagogical space, within which several interconnected subspaces are structured, creating the most favorable conditions for the development and self-development of each subject included in it.

2. Designing a developing educational environment for a kindergarten in the course of implementing the Federal State Educational Standard for Preschool Education

2.1. GEF requirements for the educational environment of preschool educational institutions

In connection with the needs of modernizing the education system and early investment in the development of the younger generation, Russia is currently undergoing a transformation of the system of preschool education. Federal state standard preschool education implies the creation favorable conditions for the development of children in accordance with their age and individual characteristics and inclinations, the development of the abilities and creative potential of each child as a subject of relations with himself, other children, adults and the world in the implementation of the main general educational program of preschool education. The basis for organizing the educational process in a preschool organization isfocus not only on competencies that are formed in preschool age, but also on the development of a set of personal qualities, including those that ensure the child’s psychological readiness for school and a harmonious entry into a more adult period of life. The development of the child is carried out only in the game, and not in learning activities. This standard aims at a student-centered approach to each child to preserve self-worth preschool childhood. The document focuses on the absence of strict regulation of children's activities and puts forward the requirements for focusing on the individual characteristics of children in the implementation of the educational program in preschool organizations.

The content of the educational program of preschool education reflects the following aspects of the educational environment for a preschool child:

Object-spatial developing educational environment;

The nature of interaction with adults;

The nature of interaction with other children;

The system of the child's relationship to the world, to other people, to himself.

It also reflects the basic principles of preschool education:

Full living by the child of all stages of childhood (infant, early and preschool age), enrichment (amplification) of child development;

Building educational activities based on the individual characteristics of each child, in which the child himself becomes active in choosing the content of his education, becomes the subject of education;

Assistance and cooperation of children and adults, recognition of the child as a full-fledged participant (subject) of educational relations;

Support for the initiative of children in various activities;

Cooperation of the Organization with the family;

Introducing children to socio-cultural norms, traditions of the family, society and the state;

Formation of cognitive interests and cognitive activities child in various activities;

Age adequacy of preschool education (correspondence of conditions, requirements, methods to age and developmental features);

Accounting for the ethno-cultural situation in the development of children.

The content of preschool education includes such educational areas as: social and communicative development; cognitive development; speech development; artistic and aesthetic development; physical development.

The specific content of these educational areas depends on the age and individual characteristics of children, is determined by the goals and objectives of the Program and can be implemented in various types of activities (communication, play, cognitive research activities- as through mechanisms of child development).

The Federal State Educational Standard includes requirements for the conditions for the implementation of the main educational program of preschool education. These requirements are aimed at creating a social development situation for participants in educational relations, including the creation of an educational environment that: guarantees the protection and strengthening of the physical and mental health of children; ensures the emotional well-being of children; contributes to the professional development of teachers; creates conditions for developing variable preschool education; ensures the openness of preschool education; creates conditions for the participation of parents (legal representatives) in educational activities.

Also, one of the conditions necessary for creating a social situation for the development of children is interaction with parents (legal representatives) on the education of the child, their direct involvement in educational activities, including through the creation of educational projects together with the family based on identifying needs and supporting educational initiatives. families.

A holistic educational process in a preschool educational institution is a systematic, holistic, developing over time and within a certain system, purposeful process of interaction between adults and children, which is personality-oriented, aimed at achieving socially significant results, designed to lead to the transformation of personal properties and qualities of pupils . The educational process provides each individual with the opportunity to satisfy their developmental needs, develop their potential abilities, preserve their individuality, and fulfill themselves.

The educational process in each educational institution and for each pupil (student) has its own uniqueness and originality, due to the possibility of participating in its design subjects different levels- from the state to a specific teacher, parent and child.

In order to design an optimal model of the educational environment in accordance with the Federal State Educational Standard, it is necessary to remember what basic educational models exist in the ECE at the present time.

1. Training model

In recent years, it has been actively used in preschools. Organization of the educational process in preschool is built on the principle of divided training methods, each of which has its own construction logic. In this model, the position of an adult is that of a teacher: the initiative and direction of activity entirely belong to him. The model is designed for early hard programming of the educational environment in the form of methods. The educational process is carried out in a disciplinary school-lesson form. The subject environment serves the lesson - the methodology and takes the form of "training aids". attractiveness training model for practitioners is determined by its high manufacturability, accessibility to a professionally trained teacher. To help the teacher, a lot of notes are published - developments on individual methods, the content of which is not related to each other.

2. Complex-thematic model

At the heart of the organization educational content a topic is posed, which acts as communicated knowledge and is presented in an emotional-figurative form. The implementation of the theme in various types of children's activities (“living through” it by the child) forces the adult to choose a freer position, bringing it closer to a partner.The construction of the upbringing and educational process provides for the combination of types of specific children's activitiesaround one topic, which allows the child to "immerse" and "live" this event or knowledge. The topics are: organizing moments, themed weeks, events, projects, seasonal phenomena in nature, holidays, traditions, etc. Topics can be adjusted in connection with current events that are significant for a group of children according to their interests.

The organization of the subject environment in this model becomes less rigid, the creativity of the teacher is included. The set of topics is determined by the educator and this makes the entire educational process systematic,which makes quite high requirements to a common culture and creative and pedagogical potential educator, since the selection of topics is a complex process.This approach provides a holistic view of the world around children, the possibility of mastering information through different channels perception: visual, auditory, etc. This model increases the motivation of children's activities; promotes the development of independence, initiative, activity.

High potential development of the emotional-volitional sphere of children, since the development of a certain content by children ends with the organization of a climax, a final event: leisure, holiday, exhibition, performance, meeting with interesting people, presentations of children's projects, etc.

Content planning according to this model is an interconnected chain of introducing children to the topic (phenomenon) under consideration, its development in the process: joint organized educational activities of the teacher with children and educational activities in sensitive moments; testing the information received, life experience in independent children's activity in the conditions of the developing objective environment of the group, stimulating the processes of the child's self-development, his creative manifestations.

The model makes rather high demands on the general culture and the creative and pedagogical potential of the educator, since the selection of topics is a complex process.

3. Subject-environment model

The content of education is projected directly onto the subject environment. An adult is an organizer of subject environments, selects autodidactic, developing material, provokes trials and fixes the child’s mistakes. Classic variant this model is the M. Montessori system.The content of education is projected directly onto the subject environment. The condition and means of helping self-development is the subject-spatial environment created by the teacher, called the “prepared environment”.

The direct influence of the educator on the child is limited, since "... any unnecessary help is an obstacle to the development of the natural forces of the child."

The main task of an adult is to create an environment suitable for the free and full development of the child. The environment should give children the opportunity to choose and independent activities. If such an environment is created, the adult should not interfere, but tactfully help the child build his personality. This model is aimed at acquiring a variety of sensory and motor experiences, which then will automatically link into a single whole. The true essence of the mind, according to M. Montessori, is to organize and compare, and not to educate and teach.

Restriction of the educational environment only by subject material and the emphasis on the self-development of the child in this model leads to the loss of the systematic educational process and sharply narrows the cultural horizons of the preschooler. At the same time, like the training model, this model is technologically advanced and does not require creative efforts from an adult.

Given the above, it can be argued that the features of these prototype models must be taken into account when designing an optimal model of the educational process for preschool children. Asthe educational model for preschool education is not relevant, and the development of the childd should take place in accordance with targets of the educational program of preschool education in the context of the interpenetration of educational areas, the block of joint educational activities with children must be strengthened through the use of non-traditional forms of work with children and cultural children's practices: project activities, experimentation, collecting, game training and problem situations, TRIZ, communication situations, then there are adequate for a preschool child, the main canvas in which will be the game.The best way, in our opinion, is to use positive aspects complex thematic and object-environmental models: the unobtrusive position of an adult, a variety of children's activities, free choice subject material.

2.2. The project "Model of a modern developing subject-spatial environment in accordance with the Federal State Educational Standards of Education"

Project relevance

In connection with the introduction of the Federal State Educational Standard to the conditions for the implementation of the main general educational program of preschool education, which are a set of requirements that ensure the implementation of the main general educational program of preschool education, aimed at achieving the planned results of preschool education.

The integrative result of the implementation of these requirements is the creation of a developing educational environment:

Providing spiritual and moral development and education of children;

High quality of preschool education, its availability, openness and attractiveness for children and their parents (legal representatives) and the whole society;

Guaranteeing the protection and strengthening of the physical and psychological health of pupils;

Comfortable in relation to pupils and pedagogical workers.

Based on this, the MDOBU "Kindergarten No. 11" in Kudymkar developed the project "Model of a modern developing subject-spatial environment in accordance with the Federal State Educational Standard of DO"

Objective of the project : Development of a model of a developing object-spatial environment that promotes the harmonious development and self-development of children with its subsequent formation and bringing compliance with those close to the requirements of the Federal State Educational Standard.

Project objectives:

1. To study new approaches in organizing a developing subject-spatial environment that ensures the full development of preschoolers

2. Organize an educational environment conducive to the full development of children, taking into account their needs and interests;

3. Create conditions for providing various types of activities for preschoolers (game, motor, intellectual, independent, creative, artistic, theatrical);

4. Promote the cooperation of children and adults to create a comfortable

developing subject-spatial environment in the preschool educational institution.

Project implementation timeline : September 2014-July 2016

Description of the institution

Organizational and legal form: Municipal institution.

Location of the preschool educational institution: Perm Territory, Kudymkar, Gertsen St., 62a. You can get to the kindergarten by bus to the stops: "Gymnasium No. 3", "Hotel". Convenient location in the city center. Near the kindergarten there are: secondary school "Gymnasium No. 3", city swimming pool, cinema "Komsomolets", drama theater named after M. Gorky, Russian Post, secondary school No. 2, GBOU SPO "Kudymkar Pedagogical College", GBOU SPO "Komi-Permyatsky Polytechnic College", SBEI SPO "Technical School of Service and Trade", MBDOU "Kindergarten No. 16".

Kindergarten carefully preserved and developed best traditions education of the younger generation, there is a constant search for effective technologies for working with children of preschool age.

Groups operate on a 5-day work week. The preschool educational institution works under the conditions of a shortened day (10-hour stay): from 8.30 to 18.30, duty group: from 8.00 to 19.00.

There are 6 groups in the kindergarten, as well as additional rooms for educational work: a methodological office, an office for a music director and an instructor of a physical and physical education institution, an office for a psychologist and a speech therapist, a music and sports hall, a medical office, an isolation ward, a treatment room, a laundry, catering unit with utility rooms, accountant's office, manager's office.

The kindergarten has a modern information and technical base: 7 computers, 6 printers, 3 scanners, 3 copiers, Internet access. used Email, mailbox address:dou11 Cheburashka@ yandex. en . The website of the kindergarten is fully operational:childrensad-11. en. A group in the social network VKontakte has been created and is working.

Activity centers have been created in the group rooms, there are a variety of games, teaching aids, audio and video materials, and toys. The furniture is selected in accordance with the height and age of the children. The dressing rooms of the preschool educational institution are decorated with information stands, exhibitions of children's works.

The developing environment of the preschool educational institution is equipped taking into account the age characteristics of children, is interconnected in terms of condition and style. However, the developing subject-spatial environment does not fully comply with the Federal State Educational Standard.

Features of RPPS in group rooms are determined by the interests of children, age and personality characteristics. Thus, the environment contributes to the formation of a child's life position in educational activities, develops initiative and ensures self-realization through various types of activities. The territory of the kindergarten is well landscaped: flower beds, lawns are laid out. There are playgrounds on the territory of the kindergarten, where there are: sandboxes for playing with sand, small forms, verandas with a shady canopy, swings, slides, etc. Also on the territory of the kindergarten there is an alpine slide, a sports ground, an ecological trail, etc.

The educational process in the preschool educational institution is built on the basis of the main general educational program, which was developed in the preschool educational institution, taking into account the exemplary basic general educational program of preschool education "Childhood", ed. T.I. Babayeva, A.G. Gogoberidze, Z.A. Mikhailova and others.The purpose of the educational activities of the preschool educational institution: the development of the personality of preschool children in various types of communication and activities, taking into account their age, individual psychological and physiological characteristics; creation of conditions for the development of the child, opening up opportunities for his positive socialization, personal development, development of initiative and creative abilities based on cooperation with adults and peers and in age-appropriate activities; creation of a developing educational environment, which is a system of conditions for the socialization and individualization of children

This goal is realized in the process of various types of children's activities: gaming, communicative, labor, cognitive research, productive, musical and artistic, reading.

To achieve the goal, the following tasks are of paramount importance:

care for the health, emotional well-being and timely comprehensive development of each child;

creation in groups of an atmosphere of a humane and benevolent attitude towards all pupils, which allows them to grow up sociable, kind, inquisitive, proactive, striving for independence and creativity;

maximum use of various types of children's activities, their integration in order to increase the efficiency of the educational process;

creative organization (creativity) of the educational process;

the variability of the use of educational material, which allows developing creativity in accordance with the interests and inclinations of each child;

respect for results children's creativity;

the unity of approaches to the upbringing of children in the conditions of a preschool educational institution and the family;

compliance with the work of kindergarten and elementary school continuity, excluding mental and physical overload in the content of the education of preschool children, ensuring the absence of pressure on subject education.

Teaching staff:

There are 15 teachers working in the preschool educational institution, of which: with higher qualification category: 4 teachers, with the first qualification category: 7 people, without a category (young specialists): 4 people. The preschool educational institution is 100% staffed with teaching staff.

A developing educational environment has been created in the kindergarten, but it does not fully meet the requirements of the federal state educational standard, thus, it is limited positive role environment in the development of children.

Expected results of the project implementation

1. Teachers have studied new approaches in organizing a developing subject-spatial environment that ensures the full development of preschoolers

2. A developing object-spatial environment has been organized in accordance with the requirements of the Federal State Educational Standard, which contributes to the full development of children, taking into account their age-related needs and interests

3. Teachers have formed the following concepts: a developing subject-spatial environment, principles, functions of a developing subject-spatial environment, as well as practical skills in building a developing environment in groups, respectively, Federal State Educational Standards

4. Parents contribute to the creation of a comfortable developing object-spatial environment in the preschool educational institution.

5. As a result of joint work with the Kudymkar Pedagogical College, a model of the educational environment was designed and filled with content, taking into account thematic weeks.

Stages and activities of the project implementation

Preparatory stage

September 2014

– December 2014

The study of regulatory documents governing the choice of equipment, educational and methodological and game materials.

The study of modern scientific developments in the field of developing environment for preschool children.

Analysis of the developing subject-spatial environment in groups of preschool educational institutions.

Questioning of teachers: the study of their attitude to the need for changes in the construction of a developing subject-spatial environment, in accordance with the Federal State Educational Standard.

Revealing the features of the organization of space in accordance with the age of the pupils and compiling a list of the necessary equipment in the play centers.

Development of a group space organization project that meets modern criteria functional comfort and the main provisions of developing, teaching and social activities.

Protection by teachers of projects for the organization of group space.

Analysis of the conditions that must be created in accordance with modern requirements imposed by regulatory documents.

Analysis of the material base of preschool educational institutions to improve the development environment.

Implementation stage

Conducting a pedagogical hour on the topic: "The subject-developing environment as the basis for the development of preschool children."

Advice on topics:

"The legal basis for the principles of building a subject-developing environment of a preschool educational institution in accordance with the requirements for educational and material support"

"To the problem of selection of materials and equipment for kindergarten"

"Organization of activity corners for preschool children in group cells of preschool educational institutions."

Organization in the methodical office of the exhibition methodical literature and manuals for creating a developing subject-spatial environment in a preschool educational institution.

Selection and purchase of necessary toys, didactic aids, children's and play furniture and play areas.

Organization of group rooms according to the recommendations and principles of building a developing object-spatial environment.

Creation of a developing object-spatial environment in group rooms in accordance with the requirements fire safety, sanitary and hygienic standards.

Conducting review-competitions of group premises (during the entire period)

Work with students of the CPC on the design of the educational environment.

Decorative design of kindergarten corridors: information, educational and development stands, achievement stands, etc.

Decoration of the territory of the kindergarten.

The final stage

May-July 2016

Description of the experience of building a developing subject-spatial environment by group teachers.

Compilation of a card file of methodological literature and manuals for creating a developing subject-spatial environment in a preschool educational institution.

The final review competition for the best organization of the developing subject-spatial environment in the preschool educational institution.

The defense of the WRC by students of the CPC - a summary of the materials created

Organization of the developing subject-spatial environment of the preschool educational institution:

Role Playing Centers . The game is the leading activity, therefore special place the group room is occupied by gaming furniture with a full set of attributes for role-playing games in accordance with the program requirements. At the younger and middle preschool age, aids and attributes for games are presented in the form of a game situation that encourages children to start playing and unfolding the plot. At the older preschool age, children are given greater independence in the choice of game plots, conditions are created for the development of director's games.

AT recent times games of modern themes (cell phone store, etc.) are becoming increasingly relevant, so teachers use attributes for new creative games. Each age group has unformed material that can be used as substitute items (magic chests, wonderful pouches etc.).

Health Centers and Activity Zones contain:

inventory and equipment for physical activity children, non-standard physical culture equipment, manuals and attributes for corrective gymnastics and tempering activities; file cabinets of outdoor games, respiratory and finger gymnastics, gymnastics for the eyes, complexes of morning exercises and awakening gymnastics; attributes, caps for outdoor and sports games, which are organized both in groups and on the street.

Literacy Center and Children's Book Corners include:

manuals and materials for the development of all aspects of speech (equipment for didactic games and a card file for them, a card file of word games, a set of materials for diagnosing children's speech, plot and subject pictures, a selection of children's drawings for storytelling, diagrams, albums, other materials for working with children , parents); materials for preparing children for literacy (at senior preschool age);

children's book corner and children's library (children's books, magazines, children's drawings, illustrative material on works of art, collections of riddles, songs, nursery rhymes, designed in the form of a card index, a music library with recordings of literary texts). The placement of materials is rational and convenient for children (it is appropriate to combine the library with a cozy seating area, where there is a small table, sofa, etc.).

Center for Science and Gardening includes materials in sections:

the formation of an ecological culture of preschoolers (in each age group, a landscaping corner is allocated, where plants, equipment for labor in nature, manual labor, information material about wildlife, albums, didactic games on the formation of ecological ideas are placed);

development of elementary natural science ideas (encyclopedic material, didactic games; children's mini-laboratory; mock-ups natural landscapes and natural and climatic zones, albums on the formation of geographical representations, elementary ideas about the solar system, about human anatomy and physiology);

development of ideas about a person in history and culture (encyclopedic material, didactic games, illustrations and albums on the formation of ideas about the history of civilization and technological progress, materials on the formation of the basics of legal knowledge in children).

Center for Art and Theatrical Activities contains materials:

for visual activity(materials for drawing, modeling, applications, albums with sample drawings, arts and crafts, coloring books, stencils, handicrafts, changing exhibitions of children's works, joint work children and parents)

musical activities (music centers, music library); theatrical activities (materials about different types of theater, attributes for dramatization games, theatrical activities (costume elements), portable screens that are used both to show theatrical performances and to create a wall in a privacy corner where a child can do what they love);

Center for Cognitive Development includes material for working with children in the main sections: quantity and counting, color, shape, size, orientation in time and space. It contains a demo and Handout(on lexical topics, basic sensory standards - shape, color, size, etc.). In the corner there are didactic games and a file cabinet for them. Corners of mathematics for older preschoolers are equipped with entertaining material for the development of logical thinking and intellectual abilities.

Center for building and constructive games equipped with building materials, modern Lego-type construction sets, various modules. At older preschool age, the center is replenished with Mechanic-type constructors, constructors for creating architectural structures, as well as albums and materials for familiarizing preschoolers with architecture, diagrams, drawings, and models.

Safety corners include layouts on fire safety, traffic rules, posters, didactic games, visual material, a selection of children's fiction on this topic. The need to create this corner is due to the requirements of modern life, the relevance of the problem of forming the foundations of safe life.

Thus, a purposefully organized educational environment in our preschool institution plays an important role in harmonious development and upbringing of each child. In addition to the main ones, it also has an aesthetic function: it causes a feeling of joy in children, emotionally positive attitude to the kindergarten, the desire to attend it every day.

Conclusion

The development of education - an integral part of the national development strategy - begins with the level of preschool education, targeted in accordance with the Federal State Educational Standard for Preschool Education. Dynamic changes in preschool education are dictated by life itself. The possibilities of closed, unified, rigid educational systems designed for the formation of a standardized personality have been exhausted.

The algorithm for designing an educational environment in accordance with the Federal State Educational Standard for preschool education involves finding answers to the following questions:

"WHO to teach and educate?" - psychological and pedagogical characteristics of pupils, their age and individual characteristics, taking into account the psychological and physiological characteristics of preschool children, ethno-cultural conditions of development.

"Why teach and educate?" - certainty of goals and objectives in all areas of development and education of children (socio-communicative, cognitive, speech, artistic and aesthetic, physical), expansion of areas of development, socialization and individualization of children.

"WHAT TO TEACH?" - Conscious, responsible attitude to choice information impact and subject content of the environment, ensuring the development of personality, motivation and abilities of children in various activities and communication.

"How to teach and educate?" - reflexive choice of methods and technologies of the educational process and interaction, orientation to age-related features of development, use of the zone of proximal development.

As part of our project, it is importantis the understanding of kindergarten teachers of the importance of the appropriate developmental environment, it is necessary to focus their attention on the following main “problem areas”: creating a developing space for socialization and individualization of pupils; diagnosing the needs of children and teachers in the environment; selection of toys and materials based on age-related psychological characteristics of children in accordance with educational areas; ensuring the variability of the developing environment; ensuring saturation and psychological security educational environment; organization of interaction between teachers and children in the created educational environment of a preschool educational organization.

The RPPS groups of our preschool educational institution are organized in such a way that children have the opportunity to do what they love. The placement of equipment according to the principle of non-rigid centering allows them to unite in small subgroups according to common interests.Centers and zones have been created in the groups: role-playing game; health and physical activity; speech development; science and landscaping; arts; cognitive development; construction and constructive games; security corners. The organization and arrangement of centers and zones is rational, logical and convenient for children. All centers are filled with developing content, dynamically changing in accordance with the tasks of upbringing and education, the age capabilities of children, and the interests of boys and girls.

Creating a developing subject-spatial environment of any age group, we take into account psychological foundations constructive interaction of participants in the educational process, the design of the modern environment, psychological features the age group targeted by the medium. Our kindergarten is in the process of change and transformation, we are updating playground equipment, children's and play furniture, interior, material and technical equipment, which has a positive effect on the development of the personality of each of the pupils.

A big step forward for the staff of the preschool educational institution in the understanding of the Federal State Educational Standard, including the organization of a modern RPPS, was the participation of a kindergarten in the Federal Internship Site Perm Territory on the implementation of GEF DO during 2015. Teachers participated in the work of internships, developed teaching materials, programs, projects of the educational environment of their groups, etc.

At this stage, it is important to note that the leaders and teachers of the preschool educational institution understand that the educational environment of the preschool educational institution must constantly be in a dynamic state, since it is impossible to create an ideal educational environment once and for all, this is a continuous process, constantly undergoing changes and additions.

List of references and sources

1. Anikina, S.V. Planning in accordance with the Federal State Educational Standard / S.V. Anikina // Educational areas in accordance with the Federal State Educational Standard: [electronic resource]. http://d13102.edu35.ru/ (11/11/2015)

2. Verbenets, A. M., Somkova, O. N., Solntseva, O. V. Planning the educational process of a preschool organization: modern approaches and technology. Teaching aid / SPb. : LLC "PUBLISHING HOUSE" CHILDHOOD-PRESS ", 2015.-288s.

3. Gogoberidze A.G. Designing a developing subject-spatial environment of a modern kindergarten. [Text] A.G. Gogoberidze // Journal "Reference book of the head of a preschool institution", 2010 - No. 4 p.64-70

4. Childhood: An exemplary educational program of preschool education [Text] / T.I. Babaeva, A.G. Gogoberidze, O.V. Solntseva et al.

5. Kireeva L. G. Organization of a subject-developing environment: from work experience [Text] / L. G. Kireeva. - M .: Teacher. - 2009. -143 p.

6. Kiryanova R. A. Principles of building a subject-developing environment in a preschool educational institution [Text] / R. A. Kiryanova. - St. Petersburg: Childhood-Press, 2010. - 5 - 12 p.

7. Kiryanova R.A. Principles of building a subject-developing environment in a preschool educational institution [Text] / R.A. Kiryanova // Preschool Pedagogy. - 2004.- No. 11.- S. 27-30.

8. Makhaneva M.D. The influence of the environment on the formation and development of the child's personality // preschool education. - 2009. - No. 2. – P.4-6

9. Karabanova O.A., Alieva E.F., Radionova O.R., Rabinovich P.D., Marich E.M. Organization of a developing object-spatial environment in accordance with the federal state educational standard for preschool education. Methodological recommendations for teachers of preschool educational organizations and parents of preschool children / O.A. Karabanova, E.F. Alieva, O.R. Radionova, P.D. Rabinovich, E.M. Marich. - M.: Federal Institute for the Development of Education, 2014. - 96 p.

10. Morozova T.V. Organization of RPPS preschoolers in accordance with the Federal State Educational Standard. [electronic resource]. http://nsportal.ru/T.V. Morozova

11. Nishcheva, N.V. Object-spatial developing environment in kindergarten [Text] /N. V. Nishcheva. - St. Petersburg: Childhood-Press, 2010. - 128 p.

12. Novoselova S. Developing subject environment: Guidelines for the design of variable design - projects of the developing subject environment in kindergartens and educational complexes L.N. Pavlova. 2nd ed. - M .: Airess Press, 2007. - 119 p.

13. Order of the Ministry of Education and Science of Russia dated October 17, 2013 N 1155 "On approval of the federal state educational standard for preschool education" [ Electronic resource] / Official site of "Consultant Plus" company; Electron, yes. - M. 2013 - Access mode: http://www.consultant.ru/law/hotdocs/29614.html free

14 Savitskaya N.M., Safonova L.O., Lavrentieva O.I. Game space markers in the subject-developing environment of preschool educational institutions // Preschool Pedagogy. 2013. - No. 2 - p.11-13.

15. Sanitary and epidemiological requirements for the device, content and

organization of the work regime in preschool organizations. SanPiN 2.4.1.3049-13, approved. Decree of the Chief State Sanitary Doctor of Russia dated May 15, 2013 No. 26 [Electronic resource] / Rossiyskaya Gazeta official website; access mode: free

16. Federal Law No. 273-FZ of December 29, 2012 (as amended on December 31, 2014, as amended on May 2, 2015) "On Education in the Russian Federation"[Electronic resource] / Official site of the company "Consultant Plus"; access mode: free

The issue of organizing a developing subject-spatial environment in a preschool educational institution is particularly relevant today. The article reflects a model for creating a developing subject-spatial environment, into which sectors the group is divided, what each sector is aimed at and which child development centers include.

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Autonomous municipal preschool educational institution "Kindergarten No. 2" Rodnichok "p. Kresttsy Novgorod region

"A model of a developing subject-spatial environment as a condition for the implementation of the Federal State Educational Standard of preschool education"

Performed:

Fochenkova Olga Vladimirovna

Educator AMDOU

"Kindergarten No. 2 "Rodnichok"

Kresttsy village, Novgorod region

n.Kresttsy

“There is no such side of education, on which

environment would have no effect

There is no ability that would not be

directly dependent on

the concrete world surrounding the child…” (E.I. Tikheeva)

The issue of organizing a developing subject-spatial environment of a preschool educational institution today is particularly 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. An important task for me was to comprehend the features of the developing subject-spatial environment, which, through its content and properties, should ensure the creative activity of each child, the upbringing of a spiritually rich, physically healthy, aesthetically developed personality, which contributes to the manifestation and development of the creative, artistic abilities of the child, allowing them to show their own activity and most fully realize themselves.

In this regard, I have studied the following regulations, scientific literature and network sources:

Having studied the Order of the Ministry of Education and Science of the Russian Federation of July 20, 2011 No. 2151 “On approval of federal state requirements for the conditions for the implementation of the main general educational program of preschool education”, the scientific literature:

V.A. Petrovsky, L.M. Klarina "The concept of building a developing environment for organizing the life of children and adults in the system of preschool education" L.M. Klarina "General requirements for designing models of a developing environment."
Ryzhova N.A. Developing environment of preschool institutions (From work experience). M., LINKA-PRESS, 2003. -192 p.
Denisenkova N. How to organize the environment (development practice) // Preschool education. - 2003. - No. 12. - P.17-21. Novoselova G.L. Developing subject-game environment // Preschool education. - 2002. - No. 4. - P.14-18.
Yasvin V.A. Educational environment: from modeling to design. - M, 1997. - S. 17
Novoselova, S.L. Developing subject-game environment of childhood: the world of "Quadro" / S.L. Novoselova // Preschool education. –1998. – No. 4. –p.79.

Network sourceswww.doshcolniki.ru, www.pedsovet.org , www.vospityvaem.ru, www.doshvozrast.ru ,

I plan the occupancy of the developing subject-spatial environment for the whole year (this is reflected in the annual and calendar planning. All this is written in electronic form), because of this it changes depending on the topic being studied, therefore the subject-developing environment has the character of an open, open system, capable of change, adjustment and development. In other words, the environment is not only developing, but also developing. Under any circumstances, the objective world surrounding the child must be replenished and updated, adapting to new formations.

In building a developing subject-spatial environment in my group, I was guided by the principles of V.A. Petrovsky:

distances, positions during interaction - orientation to the organization of space for communication between an adult and a child "eye to eye", establishing optimal contact with children;

activity, independence, creativity - the possibility of manifestation and formation of these qualities in children and adults by participating in the creation of their objective environment; creating a play environment that provides the child with the opportunity to move.

stability - dynamism, which provides for the creation of conditions for changing and creating the environment in accordance with tastes, moods, changing depending on the age characteristics and capabilities of children, the period of study, the educational program;

complexing and flexible zoning, allowing children to engage in different activities at the same time, without interfering with each other;

emotional environment, individual comfort and emotional well-being of each child and adult;

openness - closeness, i.e. readiness of the environment for change, adjustment, development (implemented in several aspects: openness to nature, culture, society and one's own "I");

gender and age differences

The developing subject-spatial environment should contribute to the implementation of educational areas in two main models of organizing the educational process, including:

1) joint partnership activities of an adult and children;

2) free independent activity of the children themselves;

The environment is an important factor in the upbringing and development of the child and provides for the allocation of:

Micro and

macro environments

and their components.

Creating a developing subject-spatial environment, I set myself certain tasks:

1. Provide conditions for the development of cognitive and creative abilities of children.
2. Maintain cognitive activity, ensure its further growth.
3. Create conditions for the implementation of the methods of activity acquired during the educational activity, the acquired knowledge.
4. Create conditions for emotional living by a child various situations in order to comprehend the perceived content.

I want to present a model of the developing subject-spatial environment of my group. The space of the group is conditionally divided into three sectors: Active, Working, Calm.

active sector occupies most of the space of the group, the furniture is easily transformed and, if necessary, quickly removed.

game center
center of motor activity
construction center
center of musical theatrical activity

The result of the work of the active sector: Development of ways of behavior and relationships with people;Development and education of children by means of game objectivity; Socialization of the child through play activities; Stimulation and development of cognitive activity of the child; Formation of ideas about the importance of safe behavior.

Working sector occupies 25% of the entire group, as it is planned to place equipment there for organizing joint and regulated activities.

This sector includes the following centers:

Center for Cognitive and Research Activities
Center for Productive and creative activity
Center for correct speech and motor skills.

The result of the work sector:Stimulation and development of cognitive activity of the child; Formation of the desire to learn new things; Stimulation and development of speech activity and all components of the child's speech system;Development of a system of elementary mathematical, communicative, skills; Development and education of children by means of game objectivity.

Calm sectoralso occupies 25% of the group space. The centers are slightly apart so that the children can retire.

This sector includes the following centers:

book center
Recreation Center
nature center

The result of the work of the calm sector: Development of the emotional-sensual sphere, moral and ethical relations; Formation of the need to consider, talk about the content; Formation of ecological and aesthetic development; Formation of cognitive development of the child; Ecologization of various activities.

And in the end, I can say that the developing object-spatial environment in my group, created according to this model: Reveals the individual capabilities of the child, forms cognitive activity; It asserts self-confidence, gives the preschooler the opportunity to test and use his abilities, stimulates the manifestation of independence, initiative; Provides creative activity for every child.

Prepared by senior educator T.V. Tregubenko

In preschool education today there are big changes, the basis of which was laid by the state, which shows great interest in the development of this area. In order to improve the upbringing and education of preschoolers, the Federal State Educational Standards of preschool education were introduced, SanPiN was approved for the device, content and organization of the work regime in preschool organizations, from 09/01/2013. A new federal law “On Education in the Russian Federation” was put into effect. The main goal of the policy in the field of preschool education is the quality education of preschoolers. Currently, preschool institutions can choose priority areas, programs, types of educational services, new forms of work focused on the interests of the teaching staff and parents.

For the first time in history Russian education The GEF of preschool education is a document that determines at the federal level what the main general educational program of a preschool institution should be, what it defines the goals, content of education and how the educational process is organized.

The introduction of the GEF of preschool education is due to the need to standardize the content of preschool education in order to provide each child with equal starting opportunities for successful schooling.

However, the standardization of preschool education does not provide for the presentation of strict requirements for children of preschool age, does not consider them in a rigid "standard" framework.

PLO is a model for organizing the educational process of a preschool educational institution. The main general education program helps the child master the basic level of preschool education. It is designed to provide the preschooler with the level of development that will allow him to be successful in further education, i.e. at school and should be carried out by every preschool institution.

In the current conditions, according to many experts, the role of planning in the management of education is significantly increasing. Competently compiled models of the educational process in preschool educational institutions serve as a guide for teachers, help to solve the problems of quality education.

The educational process should:

Combine the principles of scientific validity and practical applicability;

Meet the criteria of completeness, necessity and sufficiency;

To ensure the unity of the educational, developmental and teaching goals and objectives of the process of educating children.

The educational process in each educational institution and for each pupil (student) has its own uniqueness and originality, due to the possibility of participating in its design of subjects of different levels - from the state to a particular teacher, parent and child.

In order to design an optimal model of the educational process in accordance with the Federal State Educational Standard, it is necessary to remember what basic educational models exist in the ECE at the present time.

Three models of organizing the educational process in a preschool educational institution

Training model

In recent years, it has been actively used in preschool educational institutions. The organization of the educational process in a preschool institution is based on the principle of divided educational methods, each of which has its own construction logic. In this model, the position of an adult is that of a teacher: the initiative and direction of activity entirely belong to him. The model is designed for early hard programming of the educational environment in the form of methods. The educational process is carried out in a disciplinary school-lesson form. The subject environment serves the lesson - the methodology and takes the form of "training aids". The attractiveness of the educational model for practitioners is determined by its high manufacturability, accessibility to a professionally trained teacher. To help the teacher, a lot of notes are published - developments on individual methods, the content of which is not related to each other.

Complex-thematic model

The organization of educational content is based on a topic that acts as communicated knowledge and is presented in an emotional-figurative form. The implementation of the theme in various types of children's activities (“living through” it by the child) forces the adult to choose a freer position, bringing it closer to a partner.

The organization of the subject environment in this model becomes less rigid, the creativity of the teacher is included.

The set of topics is determined by the educator and this makes the entire educational process systematic. However, in general, the educational process is aimed rather at expanding the child's ideas about the world around them than at its development. This model is more often used by teachers - speech therapists.

The model makes rather high demands on the general culture and the creative and pedagogical potential of the educator, since the selection of topics is a complex process.

Subject-environment model

Conclusion: the features of these prototype models must be kept in mind when designing an optimal model of the educational process for preschool children. It is possible to use the positive aspects of complex thematic and subject-environment models: the unobtrusive position of an adult, a variety of children's activities, a free choice of subject material.

3. Modern requirements for planning educational activities in accordance with the Federal State Educational Standard of Preschool Education.

The basis of the educational process is planning. The plan is a project of pedagogical activity of all participants in the educational process. Planning is a scientifically based organization of the pedagogical process of a preschool educational institution, which gives it content, certainty, controllability.

Psychological and pedagogical research recent years showed that it is not so much the teacher's knowledge of the age and individual characteristics of children that is of paramount importance in planning, but taking into account their personal characteristics and opportunities. Developing, personality-oriented interaction is understood as a reliance on the personal qualities of the child, which requires the educator:

constant study and good knowledge individual characteristics, temperament, character traits, attitudes, habits of children;

the ability to diagnose, to know the real level of formation of personal qualities, motives and interests of children;

timely identification and elimination of the reasons preventing the child from achieving the goal;

combination of education with self-education;

reliance on activity, development of initiative, amateur performance of children.

Planning of educational work in a preschool institution - one of the main functions of managing the process of implementing the main educational program - reflects various forms organization of activities for adults and children. Introduction of federal state requirements for the structure of the main general educational program of preschool education, approved. by order of the Ministry of Education and Science of Russia dated November 23, 2009 No. 655 (hereinafter referred to as the FGT), made significant changes to the current planning structure. These changes are being confirmed in the GEF DO at the present time.

All specialists of the preschool educational institution are included in the design of activities: music director, physical education instructor, speech therapist, teachers additional education and, of course, educators as active participants in the creative group of the institution. As partners, they make proposals of a substantive and organizational nature.

Mandatory pedagogical documentation of the educator is a plan of work with children. unified rules there is no maintenance of this document, so it can be drawn up in any form convenient for the teacher. However, there are several important conditions that the head of the preschool educational institution, the senior educator or teacher must observe when planning:

an objective assessment of the level of their work at the time of planning;

highlighting the goals and objectives of planning for a certain period of work, correlating them with an exemplary general educational program of preschool education, according to which the educational process is organized, the age composition of a group of children and priority areas of the educational process in a preschool educational institution;

a clear presentation of the results of the work to be achieved by the end of the planning period;

choosing the best ways, means, methods to help achieve the goals, and therefore get the planned result.

An equally important condition for real work planning is taking into account the specific features of the age group, the specific teaching staff, the real environment and conditions in which educational activities are carried out, as well as the professional competence of teachers.

The plan of educational and educational work with children is a document according to which two shift educators work. Therefore, this is a collaborative activity model and planning should be collaborative. Planning involves not only the process of drawing up a plan, but also mental activity, a discussion by two teachers of what needs to be done to achieve the goals and objectives.

The plan can be adjusted and refined in the process of its implementation. However, the number of amendments can be kept to a minimum if the principle of forward and scheduling is observed.

No matter how the plan of educational and educational work with children is designed, it must meet certain requirements:

be based on the principle of developmental education, the purpose of which is the development of each child;

on the complex-thematic principle of building the educational process;

on the principle of integration of educational areas in accordance with the age capabilities and characteristics of the pupils of the group;

to ensure the unity of educational, developmental and training goals and objectives of the education of pupils, in the process of implementation of which knowledge, skills and abilities are formed that are directly related to the development of preschool children;

the planned content and forms of organization of children must correspond to the age and psychological and pedagogical foundations of preschool pedagogy.

When planning and organizing the pedagogical process, it is important to take into account that the main form of work with preschool children and the leading activity for them is the game.

According to the Federal State Educational Standard, the planning of the educational process in a preschool educational institution should be based on a complex - thematic principle.

In accordance with the complex-thematic principle of constructing the educational process, the Federal State Educational Standard offers not a set of individual game techniques to motivate educational activities, but the assimilation of educational material in the process of preparing and conducting any significant and interesting events for preschoolers. Education through the system of classes will be restructured to work with children according to the "event" principle. Such events will be Russian holidays (New Year, Family Day, etc.), international holidays (Kindness Day, Earth Day, etc.). Holidays are joy, tribute, memory. Holidays are events for which you can prepare, which you can look forward to. Project activities will be a priority. The criterion that this principle will work will be the active, interested participation of the child in a particular project, and not a chain of actions at the direction of an adult. After all, only an active person can become successful.

A topic is selected, designed for 2-6 weeks;

All forms of educational work continue the chosen theme;

1) The saturation of the environment should correspond to the age capabilities of the children and the content of the Program. The educational space must be equipped with training and education facilities (including technical ones), appropriate materials, including consumable gaming, sports, recreational equipment, inventory (in accordance with the specifics of the Program). The organization of the educational space and the variety of materials, equipment and inventory should provide: playful, cognitive, research and creative activity of all pupils, experimentation with materials available to children (including sand and water); motor activity, including the development of large and fine motor skills, participation in outdoor games and competitions; emotional well-being of children in interaction with the object-spatial environment; opportunity for children to express themselves.

2) 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; 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 method of use) items, including natural materials suitable for use in various types of children's activities (including as substitute items in a children's game).

4) The variability of the environment implies: the presence in the Group of various spaces (for playing, constructing, solitude, etc.), as well as a variety of materials, games, toys and equipment that ensure the free choice of children; periodic change of game material, the emergence of new items that stimulate the game, motor, cognitive and research activity of children.

Our kindergarten colleagues and I constantly improve the level of professional training and share our experience: we conduct master classes. and in one of these master classes I introduced my colleagues to the quilling technique. Using this technique, we made characters for the fairy tale "Teremok". I brought all the attributes made in this technique to our center of theatrical activity

Space: It is difficult for children to play if we oversaturate the space and there are no substitute objects. There should not be an excess of toys. There should be materials that can be used, items that stimulate imagination and creativity. Calm: (so that adults do not distract), measured and calm speech of an adult, calm and confident movements. Ha quick actions children do not react (children are "lost"). It is necessary to sit down and hear a specific child (open this “door” in oneself), the conflict in the group decreases. Time: (specially allocated for play) - children need to know that they have time. Otherwise, the child behaves like a "compressed spring" and this causes him anxiety. An adult must be ready to join the game as a psychological support.

Self-service and elementary household work ) Workshop (construction center) Security Center Fine Arts Center Movement Center for Physical Education and Sports Health Center Music Center for Theater and Music Perception of fiction Mini-library Communicative Mood calendar (a place for solitude)

Alexandra Yakimova

The model for constructing a subject-spatial environment includes three components: subject content, its spatial organization, and change in time.

The content of the developing environment includes: games, objects and game materials, teaching aids, educational and gaming equipment.

Spatial organization. In the bedroom, it is possible to transform and change the location of some pieces of furniture as needed using a sliding partition-screen, drawers on wheels, which are filled with a designer of various configurations such as: "Large", "Road", "Castle". Here, children themselves can easily access and move around, space-forming materials, in the center of construction, there are bright soft modules; a tent for solitude for one child, in a corner of solitude and relaxation - a place for temporary solitude of a preschooler, here he can think, dream; tent - "Bus" for a role-playing game. All of the above, if necessary, is used and easily transformed by children into the group's playroom.

In the general development group for children from 5 to 6 years old, individual comfort was created for each child, personal space was provided: a crib, a locker, a table, a chair.

There is a lot of light in the training area, the light falls from the left side, there are children's tables, chairs, a demonstration board, an easel, a TV, a tape recorder.

Tables for classes are placed in accordance with the norms of SanPiN. The board is at eye level.

Creating a developing environment in the group, we took into account the age and individual characteristics of our children. The tables in the study area are easily adjustable. Each table, chair is marked with bright geometric shapes.

The study area includes: a center for creativity, a workshop, a corner of nature, a book corner, a corner for sensorimotor development, an experimentation center, a corner musical development, as well as a patriotic corner.

In the center of creativity, children usually spend a lot of time, here they draw and create crafts from plasticine, make applications and much more. We place the children's works in a group on the board with the help of magnets, as well as in the locker room. Plasticine crafts are placed on a special stand in the form of a ladder in the locker room.

In the training area there is a workshop, materials for construction, as well as games for orientation in space. The construction material is classified by shape and size and stored in special plastic containers. Children use sets of various small toys to play with ready-made buildings: animals and many others.

In the workshop for making handicrafts, natural material is placed, which we accumulate with the participation of parents. It is stored in special containers and containers.

A corner of nature is located next to the center of creativity. Here we observe indoor plants, teach children how to properly care for them. In the corner of nature, local history materials are placed (herbaria of plants typical of the Nizhnevartovsk region.

Within the framework of the second annual task of our educational institution: "Implementation of the national-regional component through its integration into sections of the OOP", a mini-museum was created in the general developmental group for children from 5 to 6 years old.

It is possible to achieve positive results not only in the process of educational activities, but also in the conduct of targeted additional work with children and joint activities with parents. The purpose of the work: to build a system of work taking into account the prevailing socio-cultural conditions, to use more widely the historical and artistic potential of the Khanty-Mansiysk Autonomous Okrug-Yugra, the historical, aesthetic ideas of the child on the basis of a wide familiarization with the cultural heritage native land, folk traditions and original culture native land. In the group, with the active participation of parents and we, a mini-museum was created, which presents the local flora, fauna, life and life of the indigenous population of the Khanty peoples. The photo shows three seasons in KhMAO-Yugra: winter, spring, summer.

There is also a center for research activities, where we conduct various experiments, develop thinking in our children, curiosity, as well as cognitive activity.

In the group, a sensorimotor development corner was created for the development of fine motor skills of fingers, hands, and tactile sensations. Here, children learn how to fasten buttons, tie ribbons, shoelaces, string beads, etc.

For the development of thinking, the development of fine motor skills in the training area there are also board games, lotto, puzzles, mosaics, small cubes based on Russian folk tales.

The book corner is a shelf for books and illustrations for fairy tales, works, located next to the center of creativity, so that children can better examine books and draw their favorite characters.

The material in the book corner is updated weekly on lexical topics according to scheduling.

There is also a place in the educational zone where we placed materials on the world around us, mathematics, speech development, sets of didactic games, card indexes of poems and riddles, prepared schemes for retelling, etc.

The musical development corner introduces children to musical instruments and contributes to the formation of interest in music. Children learn to play the simplest melodies on various musical instruments: pipe, drum, guitar, piano, metallophone, xylophone, tambourine, saxophone. In our group there are cassettes with children's songs, with the sounds of the forest, the sea, with various fairy tales.

The patriotic corner is located in the educational zone, contributes to the formation of patriotic feelings, introduces children to the symbols of our city of Megion, Khanty-Mansiysk autonomous region, our country.

Change in time. In the process of designing the construction of a subject-spatial environment, options for changing it were thought out:

Time (updating manuals, enriching centers with new materials and changing the organization of space throughout the educational year);

Mastery (with an orientation to the zone of proximal development of children and already mastered);

Strategic and operational change (as specific tasks are solved and deployment a certain kind activities).

Features of the organization of the subject-spatial developing environment, taking into account the age of the pupils.

The subject-developing environment in the group is organized taking into account the opportunity for children to play and do their favorite thing individually or in separate subgroups. Flexible zoning of the environment is provided, taking into account children's interests and individual needs.

The requirement for the safety of the object-spatial environment for the life and health of children is strictly observed: children's furniture, play and didactic material correspond to age characteristics and current sanitary and hygienic rules and regulations.

Reception of children is carried out in the locker room of the group, there are individual marked lockers for children. There is also an information corner for parents, where the necessary information, consultations and advice to parents are placed; a special stand in the form of a ladder for plasticine work, a plastic container for drawings.

The corner of physical development is located in the bedroom. The subject filling of the corner is used in outdoor games both in the group and on the street, individual motor activity, as well as in the free activity of children.

Each zone is painted in a different color scheme, which allows you to create a positive emotional mood for children. The bedroom is designed in light purple tones, which contributes to a pleasant rest and restful sleep of children. On one of the walls in the bedroom there are three-dimensional pictures with clouds, a month and stars.

The play area is on the left side of the group. Here, children create conditions for creative activity, develop their imagination, form playing skills, realize their game plans, and cultivate friendly relationships with each other.

In the center of the play area on the floor is a carpet - this is a gathering place for 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, dishes, toy wild and domestic animals and other toys.

The developing environment meets the interests of boys and girls, is divided into two zones: a playroom for girls, a bedroom for boys. For example, for girls there is a sewing machine, irons, dolls, baby dolls, a toy house for dolls; for boys - plastic constructors for construction.

In the play area there is also a dressing room, in the bedroom there is a theater that helps to stimulate the creative ideas of children, their individual creative manifestations.

In the household area there is a duty corner. So that children can independently determine the duty officers, we have created a card index symbols geometric shapes, both on the tables and on the chairs of children. The attendants have specially tailored clothes for duty: a cap and an apron.

All toys and play material are placed in such a way that children can freely play with them and put them away. To do this, the group has racks, cabinets, drawers.

To educate children in emotional responsiveness, emotional-volitional sphere and determine the mood of each child in our group, there are six emotion masks of different moods. Each child during the day can change their choice of emotion masks that correspond to their mood at the moment. It is planned to make a tree of emotions with photographs of children, where children, according to their mood, will choose the appropriate emotion, fix it on the tree with clothespins.

We have tried to make an informative developing environment rich, which is provided by a variety of topics, a variety of informational and didactic material. All components of the developing environment are combined with each other in terms of content, artistic design and solution, which ensures meaningful communication between adults and children in the group.

Portal for the student. Self-training

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