Developmental gaming environment in an early age group according to the Federal State Educational Standard

Organization of a developing gaming environment in the context of the requirements of the Federal State Educational Standard for preschool education (from work experience)

The innovative nature of the Federal State Educational Standard of preschool education is expressed in such concepts as socialization, individualization of development and support for children's initiative.
These are three core tasks, around the solution of which the content of modern preschool education is built [1, p.4]. When organizing a developmental play environment in our group, where young children go, we took into account the Federal State Educational Standard for Educational Education and were guided by provisions that describe the situation of child development, including three groups of conditions: - spatiotemporal (play space, toys, furniture), - social ( system of relationships with peers and adults), - activity (motor, play, communicative, visual activities, construction, perception of fiction and folklore). According to the Federal State Educational Standard for Educational Education, a developmental environment is a certain ordered educational space in which learning takes place [1, p. 5]. Properly organized, it helps an adult ensure the harmonious development of the child, create an emotionally positive atmosphere in the group, organize and conduct games and activities, and thus teach children to play independently. Our group has created conditions for the development and learning of young children. When selecting toys, we took into account pedagogical expediency, artistic acceptability, age interests of children, gender specificity, safety, hygiene, etc. Games and toys available in a group in sufficient quantities give children the opportunity to demonstrate small physical activity in the group, carry out object-based and play activities , development of fine motor skills against the background of the emotional component of interaction with adults and peers. Although in this article we have conditionally divided the didactic materials used in working with children into separate centers, in pedagogical practice we use the same material to solve different educational problems, thereby observing the principle of variability, integration and complementarity. We pay great attention to the development of motor activity, so we divided the center of motor activity into two parts. In one part there are large sports modules, such as a slide and a dry pool, and in the other part there is a “health track”, including massage mats. At the center of motor activity there are balls of different sizes, skittles, dumbbells, flags, rings with multi-colored ribbons, and hoops. There are technical toys: train, truck, dump truck; a car, rocking toys, cars that children can ride on their own. The nature of the object and play environment is associated with color, shape, size, orientation in space, etc. Therefore, the group contains pyramids, rods for stringing with colored elements of various shapes, a large floor pyramid, nesting dolls, sets of cubes and volumetric bodies, toys-tools ( scoops, spatulas with sets of molds, fishing rods, nets, scoops, rakes, hammers, etc.), sets of volumetric inserts, mosaics, insert frames, puzzles, construction sets. For experimentation, there is a special table with a tray, floating and sinking objects, plastic materials (clay), and tubes for inserting objects. The toys available in the group are made from materials of different qualities and different densities. To create an emotional component of interaction with adults and peers, there are toys with secrets and surprises, toys with light effects, a “magic bag,” soap bubbles, wind-up toys, fun toys, glove puppets, masks, etc. In the speech development center there are sets of subject and plot pictures on various topics. For visual reference, the group has a “carousel” on which pictures are hung. These pictures change once a quarter: according to the season and theme (toys, transport, Christmas decorations, etc.). In order for the child to have privacy, there is a doll corner in the group with stationary and tabletop doll furniture, tabletop “kitchen” sets, character toys, dolls of different sizes in clothes, naked dolls, anthropomorphic animals, etc. The mummers' corner is designed in the form of a hut, where there is a mirror and a chest with doll clothes. Multi-colored skirts, vests, scarves, shirts, and handbags hang on hangers. To develop children's hearing, in the music corner there are toy musical instruments (tambourines, drums, rattles, maracas, spoons, bells, pipes, metallophones), sound books, musical toys, audio equipment (tape recorder, audio materials with recordings of musical works). The theater center is represented by sets of dolls, fairy-tale characters, screens for puppet performances, costumes, masks, etc. There is a magnetic board, different types of theater (bibabo, tabletop, finger), and audio equipment. The group has an art center and a book corner. All of the listed games and aids are placed on shelves that are fixed at the height of children and are available for use. Thus, when organizing a developmental gaming environment, we put the tasks of the psychological and emotional well-being of children, providing opportunities for communication, joint activities of adults and children, and physical activity at the forefront. We believe that the educational gaming environment in our group meets the requirements of the Federal State Educational Standard for Education. Literature: 1. Sleptsova, I. Features of the organization of a developmental gaming environment in the context of the requirements of the Federal State Educational Standard for preschool education / I. Sleptsova // Preschool education. – 2017. – No. 2. – P.4-8.

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Creation of a subject-spatial environment in early age groups; methodological development

These guidelines are recommendations for creating a subject-spatial environment in early age groups, taking into account the Federal State Educational Standard for Education . They reflect both the subject content of the RPPS and the errors that arise when creating the RPPS . These methodological recommendations can be used in their work by teaching staff working in the GDV.

Content

Introduction

1. Requirements for a developing subject-spatial environment in accordance with the Federal State Educational Standard for Education .

2. Approximate content of RPPS in the early age group .

3. Organization of work with parents to create a RPPS .

4. Common mistakes when registering the RPP in the GDV.

5. Conclusion

List of sources

Introduction

This federal state educational standard for preschool education is a set of mandatory requirements for the conditions of a preschool educational institution.

One of the requirements is the requirement for RPPS.

The fact is that the environment becomes developmental if it contributes to solving educational problems of age , is aimed at realizing the social situation of the development of each child. Therefore, according to N. N. Poddyakov, S. L. Novoselova, L. A. Paramonova, V. A. Petrovsky, a subject-development environment is an organized living space that can ensure the social and cultural formation of a preschooler, satisfy the needs of the current and immediate the creative development of the child, the formation of his abilities.

The Federal State Educational Standard for Additional Education imposes a number of requirements , namely:

— RPPS ensures the maximum realization of the educational potential of the space of the organization, group , as well as the territory adjacent to the Organization or located at a short distance, adapted for the implementation of the Program, materials, equipment and inventory for the development of preschool children in accordance with the characteristics of each age stage , protection and strengthening their health.

— RPPS should provide the opportunity for communication and joint activities of children (including children of different ages )

and adults, physical activity of children, as well as opportunities for privacy.

It is also indicated that the RPPS must ensure:

— implementation of various educational programs;

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

— taking into account the age characteristics of children .

We took all this into account when creating the RPPS in our group . Cooperation with parents allowed us to implement all the requirements for RPPS in the group . As a result, we became the winners of the municipal show - the competition “Organization of RPPS in GDV”

This fact prompted us to write methodological recommendations .

The purpose of the methodological recommendations was : to summarize the experience in creating RPPS in the GDV in accordance with the Federal State Educational Standard for Preschool Education, to disseminate this experience among teachers and employees of preschool educational institutions of the city.

These methodological recommendations are based on the use of technologies, in which teachers and parents receive the necessary knowledge and reflective skills in the process of pedagogical activity, organized as a search activity, as an activity aimed at solving various kinds of situational problems and tasks, which should:

• have a practice-oriented nature and be aimed at solving specific and real problems associated with the creation of a developing subject-spatial environment in the natural conditions of a preschool educational organization;

• implement a focus on knowledge and practical skills, when the result obtained determines the direction and nature of the next areas of work.

1. Requirements for a developing subject-spatial environment in accordance with the Federal State Educational Standard

BEFORE

The educational environment in kindergarten presupposes specially created conditions , such as are necessary for a child to fully enjoy his preschool childhood. The subject-developmental environment is understood as , organizationally designed and subject-rich , adapted to meet the child’s needs for cognition, communication, work, physical and spiritual development in general. The modern understanding of the subject-spatial environment includes ensuring the active functioning of the child, the formation of his subjective position, the development of creative manifestations by all available means . According to the Federal State Educational Standard for Education, a developing subject-spatial environment must be content-rich, transformable, multifunctional, variable, accessible and safe.

The richness of the environment must correspond to the age capabilities of the children and the content of the Program. For young , the educational space should provide necessary and sufficient opportunities for movement, object and play activities with different materials.

In our group, the educational space is equipped with tools , appropriate materials, including consumable gaming, sports, health equipment, and inventory. The organization of the educational space and the variety of materials, equipment and inventory ensure the implementation of the specific content of educational areas in various types of activities appropriate to the age of the students . These are:

- object-based activities and games with composite and dynamic toys,

- experimenting with materials and substances (sand, water, dough, etc.,

- communication with adults,

- joint games with peers under the guidance of an adult,

- self-service,

- actions with household items - tools (spoon, scoop, spatula, etc.,

- perception of the meaning of a fairy tale, music, poetry,

- looking at pictures,

- physical activity.

In this connection, centers (zones, corners) the group

for different types of activity:

-for movement, exercise,

-for object-based activities (convenient open shelves and drawers for toys,

- for games with sensory materials (special tables or basins for playing with sand, water, cereals, oilcloths for spreading on the floor,

- for drawing and other productive activities,

- for plot-based play (shelves, cabinets with plot-shaped toys, toy furniture, children's kitchen, cars,

— it is advisable to organize a quiet place for privacy the group (a corner with a light screen, a children’s tent)

We have provided young children with everything they need for movement, object and play activities with different materials. The environment is very rich and decorated in the main four colors (yellow, red, blue, green, which corresponds to the age of the children and the main educational tasks.

Transformable furniture assumes the possibility of changing the subject-spatial environment depending on the educational situation, including the changing interests and capabilities of children.

Multifunctionality of materials implies :

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

— the presence in an organization or group of multifunctional (not having a strictly fixed method of use)
objects , including natural materials, suitable for use in various types of children's activities.
The variability of the environment suggests :

- the presence in the group of various spaces (for play, construction, privacy, as well as a variety of materials, games, toys and equipment, ensuring the free choice of children.

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

Accessibility of the environment presupposes children's free access to games, toys, materials, and aids that provide all basic types of children's activities.

The safety of the environment presupposes the compliance of all its elements with the requirements to ensure the reliability and safety of their use.

2. Approximate content of RPPS in the early age group

RPPS carries enormous potential for pedagogical influence on a child - it educates and develops him. When building a developmental environment for children, one should take into account the age-related physiological and mental characteristics of the child, increased motor activity and pronounced cognitive activity, which manifests itself in an irrepressible desire to explore everything that is in the child’s field of vision. young children, it is necessary to be more thoughtful about the creation of RPPS so that the child’s stay in kindergarten is as comfortable as possible. The group is our second “home”

, - this should be the main idea when
creating a group for kids . In order for the children to react positively and emotionally to the interior of the group , I tried to make it as close as possible to home. We also took into account that young children go through an adaptation period to the conditions of kindergarten. And the environment should not “scare them with its globalism”
and the unknown.
Therefore, all surrounding objects must be proportionate to their height, hand and physiological capabilities. the group in four main colors (red, yellow, blue, green), taking into account the age of the children and educational goals.
Taking into account the principles of the RPPS, we have developed development centers that help us solve educational problems.

Center for Physical Development.

Tasks:

— activation of interest in the movement;

— development of the ability to control movements;

— development of motor creativity

— solving problems for the public organization “Physical Development”

Subject content of the center : the physical education center in the group is equipped with physical education equipment, didactic games for the NGO “Physical Development.” The center includes the following material: plastic hoops (small, a set of multi-colored pins, gymnastic sticks, cubes, ribbons, flags, rubber balls, floor markers, caps - masks for outdoor games. The equipment is used for morning exercises and physical education classes. There are also health paths. All equipment is accessible to children and safe, selected according to the number of children. The equipment changes weekly or as needed, depending on how well the children have mastered it. Outdoor games: " Catch the ball"

,
“Pass the ball”
,
“Crawl to the rattle”
,
“Small and big”
.

Center for speech development and productive activity.

Tasks:

— solving problems for the public organization “Speech Development”

and NGO
“Artistic and Aesthetic Development”
;

- develop listening skills in children;

- ability to handle books carefully;

- expand your understanding of the environment ;

- develop interest, attention, curiosity.

Contents of the center : bookcase, table and 2 chairs. The books were selected according to the list of recommended literature for young (A. Barto “Bull”

,
“Ball”
,
“Elephant”
, S. Marshak
“Tiger Cub”
, V. Suteev
“Chicken and Duckling”
, children’s favorite books - baby books, didactic games for speech development, games for the development of air flow.
Books change weekly depending on the theme of the week. In the center there is paper for drawing, pencils of the main four colors, plasticine that does not stick to your hands and boards for working with plasticine (also of four main colors)
.

Retreat Center.

Task:

— solving problems for the public organization “Social and communicative development”

;

— create a positive emotional climate;

— to promote children’s adaptation to the conditions of preschool educational institutions.

Object content of the center : soft beautiful pillows for relaxation, a chair, a toy telephone, books with pictures for looking at.

The retreat center is designed to solve one of the main tasks of the preschool education standard - creating favorable conditions for the realization of the child’s individual need for peace. It is important to create a calm atmosphere .

Center for construction and plot-displaying games for boys

Task:

— tasks for the public organization “Social and communicative development”

development of memory, fine motor skills, thinking, perseverance, creativity;

— development of visually effective thinking.

Subject content of the center : trucks, cars of small, medium of medium and large sized cubes . And all this in the main four colors .

Center for plot-display games for girls

Task:

— solving problems for the public organization “Social and communicative development”

;

- developing the ability to come up with a simple plot in a fictional situation;

— enrichment of active vocabulary.

The role is the main core of the game. In the game, the child takes on the role of an adult. He uses certain objects (preparing the doll lunch; praising or scolding his daughter; going grocery shopping; drinking tea with the family at the table; ironing things, etc.).

Contents of the center : a set of upholstered play furniture, a toy with sound effects and tactile elements on a plastic base, toddler dolls in clothes with gender characteristics (according to the number of girls, dishes, strollers for a large doll, commensurate with the height of the child, 2 cribs with a set of bed linen , a table and 4 chairs, irons, an ironing board, a set of kitchen utensils for playing with a doll, a set of tableware for playing with dolls, a shopping cart, a refrigerator and a washing machine... And here, too, everything is in four basic colors.

Task:

— solving problems for the public organization “Speech Development”

;

— introducing children to theatrical culture;

- development of children's speech;

— development of communication skills and collective creativity.

Parents themselves also took part in the creation

Object content of the center : a mirror (the height of a child, a knitted puppet theater, hats - masks for theatrical performances , a set of costume elements for the mumming corner, a glove puppet, a stand for glove puppets, capes, skirts, sundresses, aprons and bags for children, a screen for a puppet tabletop theater, wooden theater, "Bibabo"

Center for Musical Development

Tasks:

— solving problems for the NGO “Artistic and Aesthetic Development”

;

- involving the child in the world of music;

- development of senses of perception of musical works;

- developing interest in music;

- familiarity with different musical instruments.

Object content of the center : rattles, musical hammers, bells, tambourines, drum, metallophone, noise-making toys.

Center for Sensorimotor Development

Task:

— solving problems for the NGO “Cognitive Development”

— development of fine motor skills of the hands and tactile sensations;

— expansion of ideas about sensory standards

— development of visual and effective thinking.

The most important development center in GDV. Children learn a lot here.

Object filling of the center : a small plastic pyramid, a wooden pyramid of 5 elements painted in one of the primary colors, a floor pyramid with a height of at least 30 cm of 8 large elements of different sizes in 4 primary colors, wooden toys with grooves for rolling a ball and a sound effect, a toy in the form of an animal on wheels with a mechanism and speed of movement depending on the strength of the mechanical action, an inertial toy on wheels in the form of an animal, mechanical wind-up toys - fun in the form of animals and birds, simple lacing, spinning top, zippers, buttons, a five-doll matryoshka doll, a three-doll matryoshka doll , tumbler, "Loto"

medium cubes with an image, a didactic set of wooden blocks of different sizes, stencil pictures, educational games with planar geometric shapes ( "Fold the flower"
,
"Fold mushrooms"
, clothespins, a board - base with a picture in the form of puzzles, a board with inserts, a set of board-printed games for
early ages , animal figurines.
Center for water and sand

Task:

— solving problems for the NGO “Cognitive Development”

- development of children's thinking and curiosity;

- develop children's cognitive interest.

This is the place where we play with water and sand.

Object contents of the center : a container for water, a container with sand, buckets, a plastic children's watering can 5 pieces, an hourglass, aprons, spatulas, various molds; medium-sized ducks (rubber, pebbles (heavy - sinks, light - does not sink)

and games with magnetic fishing rods for catching fish, a boat, and rags.

Theme wall

Task:

— solving problems “Cognitive development”

– enrichment of children’s vocabulary

- development ideas about the world around them.

Subject content of the center : pictures changing depending on the topic of the week.

All age centers are selected taking into account the age characteristics of children . Although it is noted that the center is aimed at solving problems in one educational area, in fact, with the help of these centers it is possible to solve educational problems in all educational areas, including the implementation of the principle of integration. The furniture in the play area is functional and easily transformable.

3. Organization of work with parents to create an environment

Cooperation with parents of pupils in the creation of RPPS , as equal partners in educational activities in preschool educational institutions, involves the use of both traditional and non-traditional forms of work.

We used the following forms of work:

- parent meetings;

— individual consultations;

- Master Class;

- parent evenings;

- round tables.

We have interested all parents in the work of our group . When holding parent meetings, we talked in detail about the tasks for the development of children that we need to solve during the school year, and explained that only through joint efforts can we make the life of a child in the group interesting , calm, and comfortable. At parent evenings, we revealed the possibilities of RPPS in the development of children, noted the importance of RPPS in the development of each child in the group . Parents participated with great pleasure and enthusiasm in all our activities and endeavors; they understand how necessary joint efforts are for the development of children. Together we achieved a good result on our own.

4. Common mistakes when registering the RPPP in the GDV

1. The presence of high cabinets and the location of material on the upper shelves.

2. Pyramids and a number of aids for sensory development should be in 4 primary colors.

3. Pyramids must have from 2 to 4 parts.

4. Cut-out pictures and cubes with pictures must have from 2 to 4 parts.

5. Playing equipment for plot-based games must meet the age and OOP requirements .

6. When choosing sets of domestic and wild animals, it is necessary to take into account the age , size and color of the animals.

7. It is necessary to reflect thematic planning in the RPPS.

8. The number of dolls and cars should correspond to the number of boys and girls.

9. A number of benefits in physical education centers should be based on the number of children in the group .

10. When drawing up the RPSP, it is necessary to take into account all the principles of the Federal State Educational Standard for Education.

11. Every detail of the RPPS must have an educational function.

12. According to sanitary rules, there must be baby dolls in the GDV; dolls with hair are not allowed.

Conclusion

To summarize, I would like to note that the created RPPS should :

- have an attractive appearance;

- positively influence the emotional state of each child;

— satisfy the needs of every child in understanding the world around him;

— to contribute to the solution of educational problems in all educational areas, and therefore in all areas of children’s development.

the color design of the group very critically: only four primary colors throughout. We tried to take a critical approach to the form of the subject content and to the naturalness of the animal toys. I would like to note the convention of dividing the group into centers , since it is necessary to adhere to such principles as multifunctionality and variability.

List of sources

1. Anokhina T. How to organize a modern subject-development environment // Preschool education. - No. 5. - 2009.

2. Abuzyarova L. Subject-developmental environment of a preschool educational institution // Child in kindergarten. - No. 6. - 2004.

3. Artamonova O. Subject-spatial environment : its role in personality development // Preschool education. - No. 4. — 2007.

4. Doronova T. On the aesthetics of design of group premises // Child in kindergarten. - No. 1. — 2008.

5. Kiryanova R. Principles of constructing a developmental environment in a preschool educational institution // Preschool pedagogy. - No. 1. - 2005.

6. Korotkova N. Subject developmental environment // Child in kindergarten. - No. 6. - 2008.

7. Maretskaya N. Organization of developing space in preschool educational institutions // Preschool pedagogy. - No. 3.5. -2005.

8. Ministry of Education and Science of the Russian Federation Order of October 17. No. 1155 – 2013. – M // On approval of the federal state educational standard for preschool education.

9. Novoselova S. L. Developing subject-game environment . // Preschool education. - No. 4. - 2008.

10. Nishcheva, N.V. Subject-spatial developmental environment in kindergarten . - St. Petersburg: EKSMO, 2008. - 292 p.

11. Creation of an educational and subject-development environment in the life of preschool children : Methodological recommendations / Authors comp .: Koltsova O. V., Shedko S. N. - Tambov, 2008.

RPPS in the early age group under the conditions of the Federal State Educational Standard; methodological development on the topic

State budgetary educational institution of the Samara region, secondary school No. 3, city district. Chapaevsk, Samara region, structural unit “Kindergarten No. 19 “Bell”

"RPPS IN THE EARLY AGE GROUP UNDER THE CONDITIONS OF THE GED"

Educator: Romanova S.N.

2018

Explanatory note

The subject-spatial environment of the group is organized in accordance with the principles of the Federal State Educational Standard for Education: rich, transformable, multifunctional, variable, accessible, safe.

Favorable conditions have been created for the development of children in accordance with their age and individual characteristics and inclinations, the development of the abilities and creative potential of each child as a subject of relationships with himself, other children, adults and the world. RPPS is represented by children's activity centers aimed at the comprehensive development of young children according to five educational areas (social and communicative development, cognitive development, speech development, artistic and aesthetic development, physical development). All parts of space, depending on the specific tasks of the moment, change in volume - they compress and expand, that is, they have moving boundaries.

The environment is organized in such a way as to make it possible to most effectively develop the individuality of each child, taking into account his inclinations, interests, and level of activity.

Activity centers are replenished with a variety of material on the topic being studied, in accordance with complex thematic planning, which allows children to find a common interest, ensures free communication and cooperation between children and adults.

Center for cognitive activity.

To develop objective activities and sensory abilities, the center has toys and aids that vary in color, shape and material from which they are made. The center is equipped with large and medium-sized mosaics, large puzzles, beads, pyramids, lacing and fasteners, inserts, and educational games. For games with sand, scoops, strainers, molds, tubes and small funnels for pouring sand are selected, and for games with water - fish, boats, wind-up toys that can be used in water, pieces of foam rubber, and buckets. In accordance with comprehensive thematic planning, the center is replenished with a variety of material on the topic being studied.

Also, original didactic games “Dress up the Christmas tree”, “Magic transformations”, and a multifunctional manual “Ladybug” were produced.

Center for Social and Communication Development

In a group, the play environment is filled with a variety of materials and equipment. A “Housewife” corner has been organized, which is equipped with the following attributes: a kitchen, a microwave oven, a telephone, handbags, oven mitts, aprons in four main colors, large and small cutlery, tea sets, a set of vegetables, fruits, dummies of sugar, tea bags, sweets, etc. , kitchenware. There is a “Bedroom” equipped with cribs, a wardrobe with clothes for the seasons, a doll's potty, a mobile ironing board, an iron, and accessories for washing clothes.

The play corners of the group are filled with play analogues, allowing kids to fully enjoy display play with almost “real” objects and master all the actions.

The “Ryazhenya” corner is very attractive for children with its bright, aesthetic attributes: mirror, dressing room, bright beads of primary colors (red, green, blue, yellow), capes, skirts, sundress, glasses, bracelets,

A separate corner for boys has been created in it - tools for construction, repairing equipment. The play corners of the group are filled with play analogues, allowing kids to fully enjoy display play with almost “real” objects and master all the actions.

Children play nearby, manipulate substitute toys, and develop skills that will be useful at the next age stage. Unformed materials used as substitute objects (pieces of fabric, fur, foam rubber, cords, sticks, etc.) are stored in a container that is accessible to children

Center for Speech Development of Children.

It is of particular importance, since at this age children’s speech is actively developing. It has: a book corner, where books are selected for reading and independent consideration of various topics: nursery rhymes, program fairy tales in several copies, books according to the theme of the week. In the corner of board-printed and didactic games, there are games for children’s independent activities, as well as didactic aids for joint activities between the teacher and children. Also, the speech development center is equipped with a small screen and a large screen with various types of theater, including original ones.

The panel “Seasons” and a manual for subgroup and individual work “Magic Rugs” were produced,

Center for Artistic and Aesthetic Development

Conditions have been created for the child to experiment with sounds. In the center there are various voiced toys (cockerel, bell, talking dolls). There is material for children’s productive and creative activities: sheets of paper and albums, gouache, brushes, pencils, felt-tip pens, crayons, plasticine, a board for drawing with crayons, stands for working with plasticine, jars for water, etc.

In the music corner there are musical instruments: drum, tambourine, accordion, etc. A music library has been selected with recordings of classical and folk music, sounds of nature, fairy tales, collections of lullabies and children's songs.

Physical Activity Center

Particular attention is paid to developing the need for movement. In the center there is equipment for outdoor games, morning exercises, as well as for children to play independently: balls, hoops, bags filled with sand, ribbons, handkerchiefs, etc. In the corner there is unconventional equipment: “Massage paths” for barefoot, “magic ropes" (for stepping, jumping, HRE), attributes for performing outdoor switchgear.

Such an organization of the subject-spatial environment of an early age group is rational, takes into account the main directions of development of a child of the third year of life and contributes to his favorable development, becomes the basis for organizing an exciting, meaningful life and versatile development of each child. The developing subject-spatial environment is the main means of shaping the child’s personality and is the source of his knowledge and social experience.

Principles of constructing a subject-spatial developmental environment in early age groups

The construction of a developmental space in a preschool educational institution is a natural necessity for organizing educational activities. It is necessary to meet the needs and interests of children in performing various types of activities. Its creation opens up the possibility of finding an activity that is interesting to a particular child, helps him find himself and establish interaction with others. At the same time, the child is given the right to independently choose the type of activity and methods of its implementation.

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The construction of a subject-developmental environment for early age groups is based on specific principles that are associated with the developmental characteristics of a child of this age.

The basic principles of organizing the subject-developmental space of early age groups are the following:

The principle of wide space. The child should have enough space to perform a wide variety of movements and implement various types of play activities. This is due to the poor development of motor coordination in young children. Therefore, equipment must be arranged in such a way as to maintain a wide space between it for children to move around.
The principle of variability in filling the environment. It should include a large number of different subjects, objects, information focused on children’s activities and simplifying the adaptation period in a preschool educational institution.
The principle of brightness and saturation of the environment. It is expected to use objects, furniture and other objects painted in bright colors. This creates a positive emotional background for a young child and motivates him to activity in this environment.
The principle of aesthetic design. Aesthetics must be present in everything, starting from the design style, its unity and ending with the correspondence of the furnishings to its purpose.
The principle of environmental transformability. It means the possibility of changing space in accordance with changes in the educational situation, interests and needs of children, as well as as they master new types of activities.
The principle of multifunctionality of the environment. It means filling it with objects that can be used variably to achieve various educational goals and objectives. Environmental objects must be available for use by children in different types of their activities.
The principle of stimulation. It means that the environment must be built in such a way as to stimulate the development of children's perception, activate the work of analyzers and form the basis of sensory development.
The principle of accessibility. It means the child’s free access to the environment and any of its objects: games, toys, materials used in children’s activities. This principle underlies the construction of a developmental environment in all age groups.
The principle of environmental security. All furniture and environmental objects must be safe for use by young children. And this involves the exclusion of small objects, sharp corners, and piercing objects.

Finished works on a similar topic

Course work Features of the organization of a subject-spatial developmental environment in an early age group 460 ₽ Abstract Features of the organization of a subject-spatial developmental environment in an early age group 230 ₽ Examination Features of the organization of a subject-spatial developmental environment in an early age group 230 ₽

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