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"Organization of the subject-spatial environment in different age groups DOW according to GEF "

Regulatory documents: Registered with the Ministry of Justice of Russia on November 14, 2013 N 30384 MINISTRY OF EDUCATION AND SCIENCE OF THE RUSSIAN FEDERATION ORDER dated October 17, 2013 N 1155 ON APPROVAL OF THE FEDERAL STATE EDUCATIONAL STANDARD OF PRESCHOOL EDUCATION

GEF to the conditions for the implementation of the BEP DO These Requirements include five groups of requirements: psychological and pedagogical conditions of subject- spatial environment personnel conditions logistical conditions financial conditions

The concept of "subject-spatial environment" Under the developing subject-spatial environment, one should understand a natural comfortable environment, rationally organized in space and time, saturated with a variety of objects and game materials. In such an environment, it is possible to simultaneously include all children in the group in active cognitive and creative activity.

3.3.1. Developing object-spatial environment provides maximum implementation educational potential space of the Organization, the Group, as well as the territory adjacent to the Organization or located at a short distance, adapted for the implementation of the Program (hereinafter referred to as the site), materials, equipment and supplies for the development of preschool children in accordance with the characteristics of each age stage, protection and strengthening of their health, taking into account the features and correcting the shortcomings of their development. Clause 3.1. Requirements for the subject-spatial environment of an educational Organization (Group), which include:

: 3.3.2. The developing subject-spatial environment should provide the opportunity for communication and joint activities of children (including children different ages) and adults, the physical activity of children, as well as opportunities for privacy. 3.3.3. The developing object-spatial environment should provide: the implementation of various educational programs; in the case of organizing inclusive education - the conditions necessary for it; taking into account the national-cultural, climatic conditions in which educational activities; taking into account the age characteristics of children.

3.3.4. The developing subject-spatial environment should be: - rich in content, - transformable, - multifunctional, - variable, - accessible - safe. 3.3.5. The organization independently determines the means of training, including technical, relevant materials (including consumables), gaming, sports, recreational equipment, inventory necessary for the implementation of the Program.

The subject-spatial environment of the preschool educational institution should contribute to the implementation of the main areas: social and communicative development; cognitive development; speech development; artistic and aesthetic development; physical development.

Model of the subject-spatial environment for children aged 2-3 years Features of age: - active knowledge of the world around; - development of "gun" methods of action in everyday life, play; - mastery of active speech; - the emergence of a plot-display game. Toys and materials: for the development of movements; for development gaming activity; for experimentation (center of water and sand); For children's creativity; educational games and toys (touch table, didactic games).

Toys and materials: to stimulate physical activity; toys reflecting real life, game attributes and substitute items; for children's creativity; for experimentation; didactic and educational games, building kits; - for socialization (pictures depicting people of different ages, gender, with different expressions of the emotional state, with different features appearance, hair, shoes, clothes). Model of the object-spatial environment for children aged 3-4 years Features of age: - the baby's transition to new relationships with adults, peers, the objective world; - manifestations of children's independence; - the accumulation of sensory experience in a joint subject with an adult; cognitive activity.

Model of the object-spatial environment for children 4-5 years old Features of age: - accumulation of experience in joint activities with peers - development of cognitive activity and activity - attempts to creatively reflect impressions in productive activities. Toys and materials: - to ensure optimal physical activity; - for role-playing games; for construction games; for sensory development; for experimentation; for social and personal development; Didactic, educational games.

A model of the object-spatial environment for children aged 5-7 years Peculiarities of age: - the psychological position is changing - children begin to feel like elders in kindergarten; - there is an interest in problems that go beyond personal experience. Toys and materials: for director's games; visual activity; independent labor activity; cognitive-speech activity; artistic and creative activity; to activate motor activity; - sign, symbolic material.

Algorithm for transforming the object-spatial environment in a group kindergarten Step 1. Step 2. Step 3. Formulate the goals and objectives of the work based on the analysis of the main general educational program pre-school education Organization according to the age characteristics of children. Conduct an assessment and analysis of the object-spatial environment of the group room, identifying the deficit areas, write out on a piece of paper: teaching aids necessary for education and training; games and play materials for independent children's activities; special equipment for children's activities. To study the interests, inclinations, preferences, characteristics of the children of the group.

Algorithm for transforming the object-spatial environment in the kindergarten group Step 4. Step 5 Step 6. Make a list necessary materials and equipment based on the principle of necessity and material possibilities. Draw up a diagram, determining the spatial arrangement of equipment in a group, based on the principle of non-rigid zoning. Provide ways to allocate play areas. Place furniture and large equipment according to the plan, fill it with play materials.

Algorithm for transforming the subject-spatial environment in the kindergarten group Step 7. Think over the sequence of introducing changes in the subject-spatial environment during the year, taking into account the educational program, the positive dynamics of the development of children, and the acquisition of new funds.

Plan - diagram of a group room 8 bedroom 6 6 10 10 10 10 10 19 7 7 12 11 12 2 17 1 15 13 entrance 9 3 4 5 14 washing window 16 18 4 1. Rack for storing educational research materials. 2. Corner of nature. 3. Beauty shelf 4. Hanging shelf - a rack for storing productive materials. 5. Tape table for productive activities 6. Cabinets for storing game materials. 7. Double-sided rack for story games 8. Soft modules 9. Corner for sports equipment 10. Corner for girls. 11. Doll house (model) 12. Rack with shelves for storing the designer. 13. Magnetic board. 14. Cabinet for storing manuals learning activities 15. Wall carpet. 16. Table for games with sand and water. 17. Laboratory. 18. Container for storage of natural waste materials. 19. Corner for boys. 4

Dividing the space of a group room into 3 parts: a zone for vigorous activity a zone for quiet activity A working (training) zone

Active sector Game center. Center of motor activity. Center for Musical and Theatrical Activities Design Center

Work (educational) sector Center for productive and creative activities. Center for Cognitive and research activities. Center for correct speech and motor skills.

Calm sector Book center Nature center Recreation center

Why does a child need a subject-spatial environment? The development of the child takes place in an activity that determines the effectiveness of development at each psychological age, which is carried out in the conditions of a certain developing subject environment; The developing environment is the source of the formation of the child's subjective experience; In a developing environment, the child realizes his right to freedom of choice of activities.

Why does an educator need a subject-spatial environment? The unity of the pedagogical process and the continuity of the stages of development of activities in the early, junior and senior preschool age provided by a system of developing subject environment, taking into account the specifics educational process in kindergarten age groups. The developing object-spatial environment is effective tool supporting the individuality and holistic development of the child before school. The environment not only creates favorable conditions for the child's life, it also serves as a direct organizer of children's activities and influences the educational process.

Literature: 1 . SanPin 2.4.1.3049-13 "Sanitary epidemiological requirements to the device, content and organization of the working hours of preschool educational organizations« Registered with the Ministry of Justice of Russia on May 29, 2013 N 28564 FEDERAL SERVICE FOR SUPERVISION IN THE FIELD OF CONSUMER RIGHTS PROTECTION AND HUMAN WELL-BEING CHIEF STATE SANITARY PHYSICIAN OF THE RUSSIAN FEDERATION RESOLUTION dated May 15, 2013 N 26 On the approval of SanPin 2.4.1.3049-13 "Sanitary epidemiological requirements for the device, content and organization of the mode of operation of preschool educational organizations "2. The concept of preschool education (authors V.V. Davydov, V.A. Petrovsky, 1989). 3. Guidelines on the subject-developing environment in kindergarten (compiled by the UMC TsOUO, 2010) 4. The magazine "Senior educator", 2011, heading "We form the subject-developing environment." 5. "Preschool education" No. 12 \2010, heading "Subject-developing environment", 6. "Preschool education" No. 3\2011, heading "Subject-developing environment" 7. Guidelines for organizing a subject-developing environment can be found at portal TsOUO DO Moscow in the section "Heads of preschool educational institutions"

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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 creativity 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.
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. organizations "" SanPiN 2.4.1.3049-13 (Post. Chief State Sanitary Doctor of the Russian Federation of May 15, 2013 N 26 Registered in the Ministry of Justice of the Russian Federation on 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 October 17, 2013 N 1155 "On approval of the federal state educational standard for preschool education" 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 November 17, 2011 No. 03-877 on the implementation of the order of the Ministry of Education and Science of Russia dated July 20, 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 the psychological and pedagogical requirements for games and toys in modern conditions" A long-term work plan for organizing educational and educational group activities
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 is favorable physical development 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 hands contribute to the formation of 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 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 activities - 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 various types of musical activities. 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. The shape in the design of the kindergarten is 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

Code to embed presentation video player on your site:

"Modeling developing object-spatial environment (RPSS) in kindergarten according to with requirements GEF DO »

Multi-component educational environment of preschool educational institutions

Object-spatial developing educational environment

Nature of interaction with adults

The nature of interaction with other children

The system of the child's relationship to the world,

other people, yourself

Contribute to the professional development of teachers

Create conditions for a developing variable distance education

Ensure the emotional well-being of children

Ensure openness

The educational environment in a preschool educational institution should meet the following

REQUIREMENTS

Guarantee the protection and promotion of the physical and mental health of children

Create conditions for the participation of parents in educational activities

RPPS

Spatial

environment organization

FORM

Allows you to create comfortable, relatively stable conditions for the implementation of the educational process

Focused on systematic addition, renewal, variability, promotes the activation of various types of children's activities, stimulates their development

Appropriate content

Organization of appropriate interaction

Form (environment organization)

RPPS

WHOM

teach and educate?

WHAT

FOR WHAT

learn?

teach and educate?

teach and educate?

• 3 .3. Requirements for the developing subject-spatial environment.
• 3.3.1. The developing object-spatial environment provides the maximum realization of the educational potential of the space of the Organization, the Group, as well as the territory adjacent to the Organization or located at a short distance, adapted for the implementation of the Program (hereinafter referred to as the site), materials, equipment and supplies for the development of preschool children in accordance with the characteristics of each age stage, protection and strengthening of their health, taking into account the peculiarities and correction of shortcomings in their development.
• 3.3.2. The developing object-spatial environment should provide the possibility of communication and joint activities of children (including children of different ages) and adults, the motor activity of children, as well as opportunities for solitude.
• 3.3.3. The developing object-spatial environment should provide:
• - implementation of various educational programs;
• - in the case of organizing inclusive education - the conditions necessary for it;
• - taking into account the national-cultural, climatic conditions in which educational activities are carried out;
• - taking into account the age characteristics of children.

• 3.3.5. Organization independently determines teaching aids, including technical, relevant materials (including consumables), gaming, sports, recreational equipment, inventory necessary for the implementation of the Program.

• 3.3.4. The developing object-spatial environment should be rich in content, transformable, multifunctional, variable, accessible and safe.
• 1) Medium saturation should correspond to the age capabilities of 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 (in the building and on the site) should ensure:
• - play, cognitive, research and creative activity of all pupils, experimenting with materials available to children (including sand and water);
• - 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 subject-spatial environment;
• - the opportunity for self-expression of children.
• For infants and young children, the educational space should provide the necessary and sufficient opportunities for movement, object and play activities with different materials.

• 5) Availability environment involves:
• - accessibility for pupils, including children with disabilities and disabled children, of all premises where educational activities are carried out;
• - free access for children, including children with disabilities, to games, toys, materials, aids that provide all the main types of children's activities;
• - serviceability and safety of materials and equipment.
• 6) Safety the object-spatial environment implies the compliance of all its elements with the requirements for ensuring the reliability and safety of their use.

• 4) Environment variability suggests:

• 2)
• 3) Polyfunctionality materials include:
• 4) Environment variability suggests:
• the presence in the Organization or the Group of various spaces (for play, construction, 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.

• 2) 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) Polyfunctionality materials include:
• - the possibility of diverse use of various components of the subject environment, for example, children's furniture, mats, soft modules, screens, etc.;
• - the presence in the Organization or the Group of multifunctional (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).

Polyfunctionality

Versatile design

to demonstrate the results of activities

• 2) 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.

Transformability

Transformability of space

Transformability of space

Transformability of furniture

sensory center

Center

sand and water

Module

with pull-out table

Module

"Field of Dreams"

Module

with pull-out tables and drawers

Presentation on the topic:

"The subject-developing environment in kindergarten"

The presentation shows separate areas where children can spend their time.

Slides captions:

slide 1

Subject-developing environment, middle group.

The presentation was made by: educator Provin Zh.A.

slide 2

book center , the content of which corresponds to the age characteristics of children of a given age, implemented in a preschool educational program. It contains books with works of art by children's writers, fairy tales. The main principle of selection is a minimum of text, a maximum of illustrations.

slide 3

"Demonstration Center"

The center contains subject and plot pictures on lexical topics: furniture, tools, clothes, toys, household appliances, professions, etc.

slide 4

Center for Creativity the most well-lit place in the group is assigned. Early age is most favorable for the development of visual and creative activity. Here, children draw, sculpt, and perform applique work in their free time. Therefore, in the creative corner there are sets of pencils, stencils, drawing paper, coloring books, gouache and brushes, water jars, scissors, colored paper, plasticine.

slide 5

INmusic center children develop their aesthetic taste, exercise their musical abilities, which give children many joyful moments.

There are musical instruments here: tambourines, rattles, bells, rattles, whistles, musical hammers, pianos, etc., which give children many joyful moments, develop phonemic hearing and a sense of rhythm.

slide 6

theater center , in which children play not only role-playing games, but also directorial games and dramatization games.

We introduce our pupils to various types of theater so that each child can choose exactly the theater that is closest and most convenient to him. Therefore, different types of theaters are concentrated here: pictures (plot and subject), table theater, finger theater and puppets. Meeting with heroes from fairy tales helps children to relax, relieve tension, create a joyful atmosphere.

Playing theater, children unite with an interesting idea, demonstrate unexpected facets of their character. Children are happy to participate in productions and are happy to act as directors and spectators.

Slide 7

Game center for girls "Kitchen", where there are kitchen utensils, tableware and tea utensils, household appliances. They bring joy and pleasure to children, form an idea of ​​the world around them.

Slide 8

Game center "Living room", where there is a crib, a sofa, strollers, dolls, toys for dolls, a designer for making tables, chairs.

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Game center "Beauty salon". The center is equipped with various equipment: a mirror, combs, bottles, shampoos, balms, creams, hairpins, a hair dryer, a cape, curlers, curling irons, a mannequin.

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Game center "Shop". This center is equipped with a variety of materials: a showcase, a counter, replicas of vegetables and fruits, tea jars, fish products, dairy products, baskets, a trolley.

slide 11

Game center "Hospital".

The center has bathrobes, hats, a pencil and paper for prescriptions, a phonendoscope, a tonometer, a thermometer, cotton wool, a bandage, tweezers, scissors, a sponge, a syringe, ointments, tablets, powders, etc.

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Game center for boys. This center has everything necessary for the development of boys: cars and trucks, working tools, soldiers.

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Design Center.

Constructive activity has a positive effect on the formation of children's play activities, since, by constructing buildings from different building materials, they create something new, select the right material for their construction, plan their actions, replenish knowledge about the shape, size, color and location of objects in space, coordinate their actions with the actions of their comrades.

In the center there are different types of constructors, "Lego", wooden cubes, large soft cubes.

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Center for developing games. The center is aimed at the development of speech, sensory perception, fine motor skills, and imagination. There are printed board games, various types of puzzles, lotto, inserts of various shapes, various types of lacing toys, and various types of mosaics.

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health center - a fun place in the group. It is very popular among children, because it fulfills the children's need for physical activity. Here children can do physical education. In the center there are pins, balls of different sizes, a set of plastic balls, hoops.

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Experiment Center.

Designed for cognitive and research activities of children. It contains sets for experimenting with water, sand, natural material, objects made of various materials “sink-does not sink”, sugar, salt and more. There is also visual material: illustrations of animals, birds, fish, insects, plants; series of pictures "parts of the day", "seasons".

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Center "Rules of the road".

Designed for the prevention of child road traffic injuries - the problem of our entire society, teaching children the correct behavior on the roads, the formation of children's skills of safe behavior on the roads.

It presents attributes for role-playing games with a road theme, visual and illustrative material (illustrations: transport, traffic lights, road signs; plot pictures with problematic traffic situations); methodological manual for teaching children traffic rules (road layout); constructors; children's fiction, drawings.

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Thank you for your attention!

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 the creative activity of children, the development of imagination, 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.

A child of the middle group, like a younger preschooler, likes to repeat his favorite game actions and plots many times. 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 acquaint children with various labor activities of people, an album “All works are good” is created during the year.

7 slide. To create complete systems of children's ideas about the world, to get acquainted 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 in 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 the development of 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".