The environment provides each child equal opportunity to acquire certain personality traits. It is difficult to overestimate the importance of the environment, but not every environment can be developing. Today, equipment often does not comply with GOST. There is no culture of color and form, so there is an impression of a fair, unsystematic filling of groups with random objects that do not create a subject-developing environment.

We believe that the problem of the subject-developing environment is relevant today. In our group, we are trying to develop and enrich it.

Purpose of the presentation: show the role of the subject-developing environment on the development of children; exchange of experience in creating a developing environment.

Place of application: on pedagogical councils, on RMO, as visual material for students.

The subject-developing environment acts as a condition for the full development of the child. From an early age, there is an intensive development of the central nervous system. The developing brain learns to reflect the world that unfolds before the eyes of the child. In other words, in order for the brain to develop, it must reflect a bright, saturated world of impressions that evokes an emotional response that activates vision, hearing, tactile sensitivity, and speech. The developing environment promotes the assertion of self-confidence, makes it possible to test and use one's abilities, stimulates the manifestation of independence, initiative and creativity.

In kindergarten, the child gains experience of emotional and practical interaction with adults and peers in the most significant areas of life for his development. The possibilities of organizing and enriching such experience are expanded provided that a subject-developing environment is created in the group.

Under the subject-developing environment, we mean a natural comfortable environment, rationally organized, saturated with a variety of objects and game materials. The interior and toys should be comfortable in everyday use. The play space is dynamic and changes depending on the interests of children and the creative ideas of teachers.

The subject component of the environment is described in detail in the works of S.L. Novoselova. She substantiates the concept of a developing subject environment as a system of material objects of a child’s activity that functionally model the content of his development, spiritual and physical, and developed requirements for a developing subject environment, which are defined as follows:

• take into account the need to develop leading children's activities;
• the environment should be aimed at the zone of proximal mental development;
• should contain components already known to the child, as well as problematic ones to be investigated;
• the knowledge constantly used by the child is alive and enriched.

Interacting with the environment, the child not only learns the properties, qualities, purpose of certain objects, but also masters the language of social communication, one of the forms of which is establishing contacts with peers during play activities. This is how the process of forming elementary communication skills begins, in which the educator plays the leading role. He is a role model, through him the transmission of universal moral norms and rules takes place.

What is the main thing for creating a subject-developing environment? It should fit comfortably modern design, i.e. aesthetics and age functionality. Comfort gives rise to peace, joy, interest, a sense of pleasure. Therefore, the organization of the developing environment should be carried out on the basis of: the age composition of children, psychological characteristics groups; individual characteristics of children. The object environment should not create only external beauty. It is an open, changing, living system enriched by novelty. It is developing and developing, as well as enriching itself. The subject-developing environment carries great opportunities for influencing the child - it educates and develops him.

Svetlana Adeyanova
Presentation "Developing subject-spatial environment of a preschool educational institution"

Created in a group object-spatial reference food, ensures the safety and psychological comfort of children in the group, also corresponds to the sanitary hygiene requirements(furniture and other equipment is proportionate to the height of the child, and the rules fire safety. For the design of the group is characterized by color comfort: calm tones of furniture, walls, curtains, and against this background, toys and manuals acquire brightness and attractiveness. All furniture is fixed, the play material is at the level of the child's eyes. Available in the TCO group (tape recorder, music center, computer) meet the safety requirements. The group space is divided into separate subspaces. Subspaces structured in certain order differ individual design and a set of materials present a variety of different development environments in the same group room.

When creating, I was guided by the Federal State Educational Standard to the structure of the main general educational program ECE and the conditions for its implementation. organizing, developing object-spatial environment in the group, she took into account everything that would contribute to the formation basic characteristics personalities of the pupils of the group, indicators of their health, psychophysiological and communicative features, the level of general and speech development.

In construction developing object-spatial environment group, the educator relied on a model of personality-oriented interaction between an adult and a child. Since the environment allows you to enrich the experience of emotional and practical interaction of children, to include them in active cognitive activity. Environment Wednesday at the same time, it acts as a driving force in the holistic process of the formation of the child's personality, stimulates development all the potential individual abilities of the child, his independence, ability to master different types of activities.

Related publications:

Developing subject-spatial environment of the group (presentation) Developing object-spatial environment of the group Group room The development zones are: Center of movement;.

Object-spatial developing environment in the preschool educational institution In senior preschool age there is an intensive development of the intellectual, moral-volitional and emotional spheres of the individual. Transition.

Presentation "Object-spatial developmental environment in the senior group" 2 slide Developing object-spatial environment - part educational environment represented by a specially organized space.

1. slide MKDOU Shatty kindergarten "Teremok" "Developing subject-spatial environment in our preschool educational institution" 2. slide Particularly relevant for today.

Presentation "Developing subject-spatial environment" The developing object-spatial environment should be meaningful, rich, transformable, multifunctional, variable, accessible.

Developing object-spatial environment preparatory group"Flower-seven-flower". Good afternoon, dear colleagues! I offer to yours.

Developing subject-spatial environment in the Municipal Treasury preschool Borisoglebsky urban district kindergarten.

"The developing subject environment of childhood is a system of conditions that ensures the full development of the child's activities and his personality." S. L.

Zhanna Varydina

MBDOU No. 229 "Kindergarten of a combined type" of the city of Kemerovo.

One of the important conditions for upbringing and educational work in a preschool institution is the correct organization of the subject-developing subject environment. A developing environment should be understood as a natural, comfortable, cozy environment, rationally organized, saturated with a variety of sensory stimuli and game materials. In such an environment, it is possible to simultaneously include all children in the group in active cognitive and creative activity.

Rainbow program

Organization of a subject-developing environment in the middle group

Rainbow program

game center

Allows you to create conditions for creative activity children, the development of fantasy, the formation of gaming skills, the implementation of gaming ideas, the development of friendly relationships between children.

In the fifth year of life, a high interest in the role-playing game is shown.

Child middle group, like junior preschooler, likes to repeatedly repeat favorite game actions and plots. The plots of games at this age are simple and related to the child's experience: family, shop, kindergarten and others.

"Corner of disguise":

suits, skirts, sundresses, shirts, jewelry, scarves, scarves, hats, ribbons, wigs, etc.

In the group, it is necessary to have a mirror where the child can see his transformation.

"Box of Wonderful Things":

phones, cameras, flash drives, cassettes, reels, glasses, sticks, etc. All this will find its application in the game and will contribute to the development of game ideas and creativity

Games with rules

Center for Cognitive - Speech Development

In middle age, the cognitive activity of preschoolers increases, interest in the world around them awakens. Help with this can:

Educational and developing games;

Materials related to objects for research, in the course of actions with which children can become acquainted with their properties and learn different ways of organizing.

Collection creation:

Herbarium (theme: "Golden Autumn");

Collection "Seeds" (theme: "Vegetables-Fruits");

Collection "Fabrics" (theme: "Clothes");

Collection "Buttons";

Collection "Paper";

Stones, sea and river shells;

Wrappers, postcards, stamps, calendars, etc.

The creation of collections is planned according to thematic planning or thematic days.

To introduce children to different labor activity people during the year the album "All works are good" is created.

7 slide. For creating complete systems children's ideas about the world, acquaintance with individual representatives of the plant and animal world, game animated characters are introduced

Leaflets.

Acquaintance with Leaflets (creation of a collage "Magic Forest for Leaflets");

Production of "precious stones", "treasures";

Creation of the Mountain of Gems;

Making a house for leaflets

Math Corner

Corner of nature

Mini-center "Sand-Water"

Sand and water activities are very useful for children. Children love to touch the sand and sprinkle it with their pens and scoops. With what joy they splash in the water. It has a beneficial effect on the psyche, calms, creates a peaceful mood, extinguishes negative emotions. Playing with sand and water, children learn about the world around them, get acquainted with the properties of substances, learn patience and diligence. Playing with water and sand helps develop fine motor skills.

To play with sand, you will need: buckets, scoops, rakes, a sieve, various small toys (fish, boats, etc.)

For games with water you will need: the game "Fishing" rubber and plastic toys, different containers (watering cans, funnels, cups, etc.)

Corner according to traffic rules

book corner

Center for Art and Aesthetic Development

contributes to the formation of the creative potential of children, the development of interest in art, the formation of aesthetic perception, imagination, artistic and creative abilities, independence, activity. Here, children spend a lot of time drawing, creating crafts from plasticine, cutting out paper, etc. d.

Didactic albums "I'll do it myself" for independent activities on manual labor and drawing. Manuals-albums will help to find samples of drawings, crafts from natural, waste material, develop the imagination and ingenuity of children.

The set of materials includes materials for drawing, modeling, applications, paper of different colors and textures, as well as natural and waste materials. At the same time, children need to be taught the technique of painting. For this purpose, it is necessary to have special stencils

14 slide. At this age, children are especially sensitive to the assessment of an adult, they expect support and praise, they want to hear and see the approval of their actions. Therefore, it is important to find a place where the child can exhibit, hang his work. We place children's works with the help of magnets in the reception room on

Creativity Stand

Crafts made of plasticine are placed on a special stand in the form of a ladder.

Music corner.

theater corner

Center for Physical Development

serves to satisfy the needs of a preschooler in movement and introduce him to a healthy lifestyle. For games for physical development selected sets of items:

For the prevention of flat feet and development fine motor skills: walkers, sandbags, massage mats, waste material (cover bumps, etc., hedgehog balls, expander, games with a rope "Who is faster."

For games and exercises with throwing, catching throwing: ring toss, balls of different sizes, darts, skittles.

For games and jumping exercises: jump ropes, hoops.

Sports table and outdoor games: basketball, air football, "Pelican".

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Presentation - Organization of a subject-developing environment (PRS) in preschool group in accordance with GEF

The text of this presentation

MBDOU kindergarten "Baby" Project Topic: "Organization of a subject-developing environment (PRS) in the group of preschool educational institutions in accordance with the Federal State Educational Standard"
Prepared by: teacher Belokur L.N.
Sl. Rodionovo-Nesvetayskaya 2015

“Developing subject environment is a system of material objects of a child’s activity that functionally models 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 ”(S.L. Novoselova).

Methodological theme of the project: "Organization of a subject-developing environment (PRS) in the preschool educational institution group in accordance with the Federal State Educational Standards" The creative name of the project: "Creation of a subject-developing environment in the 1st junior group of the MBDOU d / s "Malyshok" Project motto: "For development The child's personality is influenced not only by heredity and upbringing, but also the environment in which the child lives is of no small importance. Type of project: information-research, practice-information, oriented, cognitive-creative. Project type: internal, group, interdisciplinary, long-term. By number of participants: collective Project participants: administration, teachers, parents, children. Project subject: Team work teachers with parents on the organization of a subject-developing environment in the group Product project activities: design of the subject-developing environment in the 1st junior group of the preschool educational institution Duration of the project: annual. Project support: material and technical; educational and methodical equipment; information support Thematic field: integration educational areas in the 1st junior group of the preschool educational institution Venue: Sl. Rodionovo-Nesvetaiskaya, MBDOU d / s "Malyshok"
Business card project

The environment - the development of the child in the structure of the Federal State Educational Standard - is a complex of material and technical, sanitary and hygienic, social and domestic, public, ergonomic, aesthetic, psychological, pedagogical, spiritual conditions that ensure the organization of the life of children and adults in a preschool educational institution. Developing subject environment - a set of natural and social cultural subject means, the immediate and long-term development of the child, the formation of his creative abilities, providing a variety of activities; has a relaxing effect on the personality of the child, provides different types of his activity. The formation of a subject-developing environment is a dynamic process that allows the educator to be creative, involving parents in the work, to organize the interaction of specialists in the formation of a developing space in the group.
"What is a subject-developing environment?"

Stages of project implementation
1. Organizational and preparatory stage: Study methodical literature on this topic. Formation of the problem, goals, objectives of the project.
2. Organizational and preparatory stage: The study of methodological literature on this topic. Formation of the problem, goals, objectives of the project.
3. Final stage: Summing up. Preparation of materials for the project. Creating a presentation.

Learn the regulations legal framework principles of building the subject-developing environment of the group in accordance with the new requirements. Setting the goal of the project, defining tasks, compiling a model of the subject-developing environment of the group. Studying the features of a group room, identifying zoning features in accordance with the age of the pupils and compiling a list necessary equipment in play centers. Change the traditional ways of organizing the subject-developing environment, taking into account the peculiarities of the perception of the world modern child. To interest parents in organizing a subject-developing environment.
1. Organizational and preparatory stage

Children's activity cannot be complete at a pure verbal level, outside the objective environment, otherwise the child will lose the desire to learn new things, apathy and aggression will appear. Proper organization and the skillful inclusion of the child in active interaction with the surrounding objective world is one of the conditions for the effectiveness of organizational educational process DOW.
Relevance of the problem

selection of fiction and methodological literature, selection of visual material (presentations, illustrations, photographs, sketches), preparation of material for productive activities, didactic, role-playing games, Exhibitions creative works children, together with their parents, creating conditions for holding open events (designing a group room) interactive technologies(projector, digital camera, music center, laptop) Materials Internet.
Material and technical resources (necessary for the project):

Model regulation on a preschool educational institution "(Order of the Ministry of Education and Science of the Russian Federation (Ministry of Education and Science of Russia) dated October 27, 2011 No. 2562; registered with the Ministry of Justice of the Russian Federation on January 18, 2012)" Sanitary epidemiological requirements to the device, content and organization of the working hours of preschool educational organizations»» SanPiN 2.4.1.3049-13 (Post. Chief State Sanitary Doctor of the Russian Federation dated May 15, 2013 N 26 Registered in the Ministry of Justice of the Russian Federation May 29, 2013 Register N 28564 Order of the Ministry of Education and Science of the Russian Federation (Ministry of Education and Science of Russia) dated On October 17, 2013 N 1155 “On the approval of the Federal State Educational Standard of Preschool Education” was registered with the Ministry of Justice of the Russian Federation on November 14, 2013 Register.n 30384 Letter of the Ministry of Education and Science dated 11/17/2011 No. 03-877 on the implementation of the order of the Ministry of Education of Russia dated 20.07.2011 No. 2151 “An indicative list of gaming equipment for educational and methodological support of preschool educational institutions Letter of the Ministry of Education of Russia dated May 17, 1995 No. 61 / 19-12 “On psychological and pedagogical requirements for games and toys in modern conditions” A promising work plan for organizing educational and educational activities groups
The legal framework governing the choice of equipment, educational and methodological and game materials for building a subject-developing environment:

Creation of a subject-developing environment, taking into account the requirements of the Federal State Educational Standard for Education and the "Childhood" program, in order to create favorable conditions development of children in accordance with their age and individual characteristics. To draw the attention of parents to the problem of creating a subject-developing environment in a preschool educational institution
Objective of the project:

1. To study and put into practice new approaches to the organization of a subject-developing environment that ensure the full development of preschoolers. 2. To organize a developmental environment conducive to emotional and mental well-being in the timely comprehensive development of each child, taking into account their needs, inclinations and interests. 3. Create conditions for ensuring different types of activities for preschoolers (game, motor, intellectual, independent, creative, artistic, theatrical), their integration and creative organization (creativity) in order to increase the efficiency of the educational process. 4. To organize the unity of approaches to the upbringing of children in the conditions of preschool educational institution and families.
Project objectives:

The implementation of the project will ensure the integrity of the pedagogical process and create an environment that meets the needs of the current, immediate and future creative development of each child. It will create a creative atmosphere in the work of teachers. Will promote free orientation in space and time. The interest of parents in creating a subject-developing environment in the group will increase.
Planned result

Principles of organization of the PRS

The strategy and tactics of building a developing environment in a group are determined by the characteristics of a personality-oriented model of education aimed at promoting the development of a child as a person.
The main components when creating a PRS in a group 1. Space 2. Time 3. Subject environment

The educational program implemented in the preschool educational institution; Requirements normative documents; Material and architectural-spatial conditions; preferences, subculture and developmental level of children; general principles building a subject-spatial environment Reliance on a personality-oriented model of interaction between the educator and the child.
Conditions for creating a PRS in a group

Accumulation of experience in subject-cognitive and communicative activities. Development of cognitive interests and creative reflection of impressions in various types of productive activities. Participation of teachers, children and parents in the transformation of the subject-developing environment.
Features of the organization of the subject-developing environment in the group

Informativeness Variability Multifunctionality Pedagogical expediency Transformability Integration of educational areas Accounting for gender-role specifics Accounting for ZPD (zones of proximal development).
Principles of organization of the PRS

The function of preserving a single educational space in the context of the content and organizational variability of preschool education modern society and the state. The function of protecting the child from incompetent pedagogical influences in conditions The function of the variability of preschool education. The function of improving the efficiency and quality of preschool education. Criteria-evaluative function
Functional requirements

Correspondence of pedagogical value, Correspondence to the implementation of educational areas, Gender affiliation, Correspondence to the developmental function, Qualitative characteristics of games and toys, Taking into account the main form of work with children, Productive activity, Cognitive and research orientation, Stimulation of motor activity Regionality Optimality, Certification, Integrity,
Psychological and pedagogical requirements for PRS

Technology of student-centered education Game technologies Developing learning Project-based learning methods Research methods Problem-based learning Information and communication technologies Modeling technology Health-saving technologies
The use of technology in the creation of PRS

: Children should be protected in every possible way from the negative influence of toys that: provoke a child to aggressive actions and cause a manifestation of cruelty, provoke game plots related to immorality and violence, cause an unhealthy interest in sexual problems that are beyond the competence of childhood. Anthropometric factors that ensure the compliance of growth and age characteristics with the parameters of the subject developmental environment. The furniture must be in accordance with the requirements of SANPiN, GEF DO. The subject development environment should contribute to the implementation of educational areas in the educational process, including: 1) joint partnership activities of an adult and children; 2) free independent activity the children themselves in the conditions of a subject-based developing educational environment created by teachers, which ensures that each child chooses activities according to interests and allows him to interact with peers or act individually.
Factors to be taken into account when organizing a PRS:

Features of the organization of the subject-developing environment in the group Accumulation of experience in subject-cognitive and communicative activities. Development of cognitive interests and creative reflection of impressions in various types of productive activities. Participation of teachers, children and parents in the transformation of the subject-developing environment.
2. Implementation (Main) stage

Center for Nature and Experimentation

Construction Center

Center for role-playing games

Book Center

Center for theatrical and physical activity

Visual Activity Center

Retreat Center

Center for Traffic and Safety

Center for Sensory and Mathematical Development

“There is no such side of education that the situation would not have an impact on, there is no ability that would not be directly dependent on the concrete world directly surrounding the child ... Among it, the child will live, develop, his spiritual growth will be improved from itself, from nature…” E.I. Tikheeva

A small child is by nature an explorer. In the third year of life, the child continues to master the world around him. Objective activity becomes the leading one and determines the main changes in the child's life. In the process of learning the immediate environment, the child's attention is attracted by a wide variety of objects of the surrounding world. The task of an adult is to help the child understand interesting world knowledge, create conditions for the development of the child. One of these conditions may be the subject-developing environment around the child. I bring to your attention a photo gallery of a subject-developing environment in the 1st junior group.

The MOTOR ACTIVITY CENTER includes equipment for the formation of children's skills, for the protection and promotion of the health of preschoolers, for their physical development. This zone concentrates equipment for developing walking, running, jumping, crawling, throwing, and rolling skills. Also in this zone are attributes and manuals for organizing outdoor games. It is easier and more interesting for a child with high physical activity to get acquainted with the outside world.

THE CENTER OF A PLOT-ROLE PLAYING GAME is a universal way of a child's life. In role-playing games, the child tries to reproduce the actions of adults that he observes in his Everyday life. The game is one of the important means of understanding the world around us. The game is essential social development children. The game favors the physical development of children, stimulating their physical activity. For the timely development of the game in the group, it is necessary to create conditions: equip the play area with children's furniture, introduce various role-playing attributes into the play area, including copy attributes and substitutes that will help the child use the accumulated experience in the world of play.

CENTER FOR SENSOR DEVELOPMENT. Harmonization of body movements, fine motor skills of the hands contribute to the formation of the correct pronunciation, helps to get rid of the monotony of speech, normalize its pace, and reduces psychological stress. The development of the processes of perception, sensations in children significantly enriches thinking. The process of familiarizing the child with sensory standards occurs gradually in accordance with the laws of early childhood. An important condition conducive to sensory development is a specially organized developmental environment which includes: pyramids, various colors, various shapes and textures, lacing, various inserts, didactic games, etc.

CENTER FOR DIDACTIC GAMES younger age should, along with other games, provide a cheerful, joyful mood, contribute to the life of children in a team of peers - teach children to play side by side. Didactic games direct children's attention to the surrounding objects, teach them to notice, see, analyze. During didactic games, children learn to hear the word, correctly correlate it with actions and objects, and develop an active vocabulary of children. Many didactic games at a younger age, they are accompanied by movements, which contributes to the development of coordination. In a developing environment, it is advisable to place didactic games for the development of speech, familiarization with the outside world, and for the development of sensory representations.

RESEARCH ZONE is organized in a group in order to form cognitive emotions and develop curiosity. In the 1st junior group, experimentation is carried out mainly in games, classes, which contain both research and game components and make a gradual transition from games - fun to educational - cognitive activity- they are invaluable for the development of such a wonderful quality as observation.

A PRIVATE CORNER in a group is organized for a number of reasons. Firstly, a child needs his own personal space, where he can be alone with his thoughts, relax and explore the world around him with renewed vigor. Photo albums with photographs of the child's family members can be placed in the Privacy Corner, and there can also be books in the Privacy Corner, the content of which will be determined by the age of the children.

MUSICAL AND THEATER CENTER; - must be equipped in a group in order to create conditions for the accumulation of musical impressions by children, the development of musical thinking, memory, speech. The equipment of the musical corner contributes to the manifestation of children's abilities in different types musical activity. Next to the music corner, you can place a theatrical activity area in which you can place different kinds theaters and introduce attributes for independent theatrical activities of children.

The ZONE OF ARTISTIC ACTIVITY at an early age is one of the centers of the emotional well-being of the child in the group, the development of his artistic abilities and interests. In visual activity, it is necessary to place various visual materials, various means of image, in order to form in children an idea of ​​their expressive capabilities. In addition, in the zone of visual activity, it is necessary to place materials and equipment for application and modeling.

Center for Traffic and Safety

Environmental Center

3. Final stage
* Monitoring the effectiveness of the project, the degree of achievement of the goal * Systematization of the materials of the work of the MBDOU on the topic of the project. *Final review competition for the best organization subject-developing environment in the preschool educational institution. * Methodological materials “Designing a developing environment, taking into account the new requirements of the Federal State Educational Standard for Education, in order to create favorable conditions for the development of children in accordance with their age and individual characteristics.

Comparative analysis of the group's ORS monitoring

Conclusion (Conclusion)
A properly organized subject developmental environment, aimed at the personality-oriented development of the child, stimulates communication, curiosity, and contributes to the development of such qualities as initiative, independence, and creativity. The subject environment, organized taking into account the individualization of the child's life space, is distinguished by dynamism. Children feel competent, responsible and try to make the most of their abilities and skills. It is also important that the work on updating the subject environment unites all participants in the educational process: teachers, children and parents. Such a subject developmental environment does not remain constant, it is always open to changes, additions in accordance with the changing interests of children.

Key competencies are formed during the project implementation
Informational
Technological
Socio-communicative
- Ability to plan the stages of their activities. - The ability to bring the work started to the end. - Ability to establish causal relationships.
- Ability to receive necessary information in communication. - Ability to participate in team activities. - Ability to respect others. - Ability to interact on the child-adult system

Further development project in the perspective of the work of the group
Participation of parents in the organization of the PRS of the "Solnyshko" group
Participation of pupils in the organization of the PRS

Recommendation on the organization of PRS 1. The environment should perform educational, developing, educating, stimulating, organized, communicative functions. But most importantly, it should work for the development of the child's independence and self-activity based on a personality-oriented model of interaction between pupils and adults 2. Flexible and variable use of space is necessary. The environment should serve to meet the needs and interests of the child. 3. Form in design kindergarten focused on the safety and age of children. 4.Organizing subject environment V group room it is necessary to take into account the patterns of mental development, indicators of their health, psycho-physiological and communicative features, the level of general and speech development, as well as indicators of the emotional-need sphere. 5. The space of a group room should be multifunctional. Decor elements should be easily replaceable 6. The color palette should be presented in warm, pastel colors. 7. When creating a developing space in a group room, it is necessary to take into account the leading role of gaming activities. 8. The subject-developing environment of the group should change depending on the age characteristics of the children, the period of study, the educational program

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E. I. Tikheeva. “There is no such side of education that the situation would not have influenced, there is no ability that would be directly dependent on the concrete world that directly surrounds the child. Whoever manages to create such an environment will facilitate his work to the highest degree. Among it, the child will live - develop a self-sufficient life, his spiritual growth will be improved from himself, from nature.

Organization of a developing subject-spatial environment in the light of the requirements of the Federal State Educational Standard: An educational environment is a set of conditions purposefully created in order to ensure the full education and development of children. Developing subject-spatial environment - a part of the educational environment, represented by a specially organized space (premises, plot, etc., materials, equipment and supplies for the development of preschool children in accordance with the characteristics of each age stage, protecting and strengthening their health, taking into account the peculiarities and correcting the shortcomings of their development.The issue of organizing the developing subject-spatial environment of a preschool educational institution is particularly relevant today.This is due to the introduction of a new Federal State Educational Standard (FSES) to the structure of the main general educational program of preschool education.In accordance with the FSES, the program should be built taking into account the principle of integration of educational areas and in accordance with the age capabilities and characteristics of pupils.The solution of program educational tasks is provided not only in the joint activities of an adult and children, but also in the independent activities of children, as well as during regime moments. Creating a developing subject-spatial environment of any age group in a preschool educational institution, it is necessary to take into account the psychological foundations of the constructive interaction of participants in the educational process, the design and ergonomics of the modern environment of a preschool institution, and the psychological characteristics of the age group targeted by this environment.

When creating a subject-developing environment, it is necessary to remember: 1. The environment must perform educational, developing, educating, stimulating, organized, communicative functions. But most importantly, it should work for the development of the independence and initiative of the child. 2. Flexible and variable use of space is needed. The environment should serve to meet the needs and interests of the child. 3. The shape and design of the items is focused on the safety and age of children. 4. Decor elements should be easily replaceable. 5. In each group, it is necessary to provide a place for children's experimental activities.

6. When organizing the subject environment in a group room, it is necessary to take into account the patterns of mental development, indicators of their health, psychophysiological and communicative features, the level of general and speech development, as well as indicators of the emotional and need sphere. 7. The color palette should be presented in warm, pastel colors. 8. When creating a developing space in a group room, it is necessary to take into account the leading role of play activities. 9. The subject-developing environment of the group should change depending on the age characteristics of the children, the period of study, and the educational program.

RPP environment in early preschool age: For children of this age, there is a large enough space in the group to meet the need for physical activity. A properly organized developmental environment allows each kid to find something to their liking, to believe in their own strengths and abilities, to learn how to interact with teachers and peers, to understand and evaluate their feelings and actions, and this is precisely what lies at the heart of developmental learning. When creating a developing space in a group room, it is necessary to take into account the leading role of play activity in development, which, in turn, will ensure the emotional well-being of each child, the development of his positive self-perception, competence in the field of relations with the world, people, himself, inclusion in various forms of cooperation, which are the main goals of preschool education and upbringing.

RPP environment in the middle preschool age: The organization of life and the upbringing of children of the fifth year of life are aimed at further developing the ability to understand the people around them, to show a friendly attitude towards them, to strive for communication and interaction. The subject-developing environment of the group is organized taking into account the opportunities for children to play and engage in separate subgroups. Benefits and toys are arranged so as not to interfere with their free movement. It is necessary to provide a place for temporary solitude of a preschooler, where he can think, dream.

RPP environment in the senior preschool age: In the senior preschool age there is an intensive development of the intellectual, moral-volitional and emotional spheres of the personality. The transition to the older group is associated with a change in the psychological position of children: for the first time, they begin to feel like they are older among other children in kindergarten. The teacher helps preschoolers understand this new situation. The subject-developing environment is organized so that every child has the opportunity to do what they love. The placement of equipment in sectors allows children to unite in subgroups of common interests (design, drawing, manual labor, theatrical and play activities, experimentation). Mandatory in the equipment are materials that activate cognitive activity, developing games, technical devices and toys, etc. Materials that encourage children to master literacy are widely used.

The main components in the design of a subject-spatial developmental environment in a group: SPACE TIME OBJECT ENVIRONMENT This design of the environment shows its influence on the development of the child. Designing the environment using such components allows you to represent all the features of the child's life in the environment. The success of the influence of the developing environment on the child is due to its activity in this environment. The whole organization of the pedagogical process implies the freedom of movement of the child. In the environment, it is necessary to allocate the following zones for different types of activity: - working - active - calm

The developing subject-spatial environment should be: 1. Content-saturated 2. Multifunctional (many functions) 3. Transformable (the ability to change teaching staff depending on the situation, interests and opportunities) 4. Variable (periodic change of game material, the emergence of new objects that stimulate game, motor, cognitive and research activity of children) 5. Accessible 6. Safe

The polyfunctionality of materials implies: The possibility of diverse use of various components of the subject environment (children's furniture, mats, soft modules, screens, etc.) The presence of polyfunctional objects that do not have a rigidly fixed way of using them (including natural materials, substitute objects)

The accessibility of the environment implies: Accessibility for pupils of all premises where educational activities are carried out Free access to games, toys, manuals that provide all types of children's activity Serviceability and safety of materials and equipment

The main task of educating preschoolers is to create in children a sense of emotional comfort and psychological security. In kindergarten, it is important for a child to feel loved and unique. Therefore, the environment in which the educational process takes place is also important.