Features of constructing an object-based play environment in a preschool organization

Features of constructing an object-based play environment in a preschool organization

General pedagogy, history of pedagogy and education | World of Pedagogy and Psychology No. 11 (28) November, 2018

UDC 373.24

Publication date 11/26/2018

Kulikova Tatyana Alekseevna master's student of the Department of Psychology and Pedagogy of Preschool and Primary Education, Federal State Budgetary Educational Institution of Higher Education "Nizhny Novgorod State Pedagogical University named after. K. Minin", Russian Federation, Nizhny Novgorod, [email protected] Khanova Tatyana Gennadievna Ph.D. ped. Sciences, Associate Professor, Federal State Budgetary Educational Institution of Higher Education “Nizhny Novgorod State Pedagogical University named after. K. Minin", Russian Federation, Nizhny Novgorod, [email protected]

Abstract: The purpose of this article is to study the features and patterns of creating an object-based play environment in a preschool organization and at home. The authors reveal the essence of the concept of “subject-based play environment”, its content and subject content, and substantiate the importance of a well-organized environment in the process of comprehensive development of the personality of a preschool child. The principles of constructing an object-based play environment and the features of its organization in a kindergarten are analyzed in detail. The specifics of the equipment of the preschooler's object-play environment at home are considered. It is concluded that the object-play environment has a significant impact on the development of various aspects of the personality of a preschool child. Key words: object-play environment, toys, living space of a preschooler, play activity, construction of a play environment, play equipment

Features of building a subject-game environment in pre-school organization

Kulikova Tatyana Alekseevna postgraduate student at the Department of psychology and pedagogy pre-school and primary education, Minin Nizhny Novgorod State Pedagogical University, Russia, Nizhny Novgorod Khanova Tatyana Gennadievna Candidate of Pedagogical Sciences, Associate Professor, Minin Nizhny Novgorod State Pedagogical University, Russia, Nizhny Novgorod

Abstract: The purpose of this article is to study the characteristics and patterns of creating a subject-game environment in pre-school organization and home conditions. The authors reveal the essence of the concept of “subject-play environment”, its content and subject content, substantiates the meaning of a competently organized environment in the process of the diversified development of a child of preschool age. The principles of constructing the subject-game environment, highlighted by VA Petrovsky [9], especially its organization in kindergarten. The specificity of the equipment of the preschooler subject-game environment at home is considered. It was concluded that the subject-play environment has a significant impact on the development of various aspects of the personality of a child of preschool age. Keywords: object-play environment, toys, preschooler life space, play activity, building play environment, gaming equipment

It should be noted that almost every preschool institution in Russia faces the problem of creating an optimal developmental subject-spatial environment that meets legal, sanitary and hygienic requirements. The fundamental principles and requirements for its construction and content are set out in the regulatory documents of preschool education: Federal State Educational Standards for preschool education, Charters of preschool educational institutions, Regulations, SanPiN, etc. In these documents, the primary task of building a subject environment is declared to be the creation of a favorable atmosphere for children in the group and family . The environment as the space surrounding the child must certainly be developmental, i.e. functionally modernizing the content of the development of the child’s spiritual and physical appearance. The definition of a subject-developmental environment is given by S.L. Novoselova: “A developing subject environment is a system of material objects of a child’s activity, functionally modernizing the content of the development of his spiritual and physical appearance” [7, p. 123].

Issues of organizing a subject-developmental environment in preschool institutions were studied by L.S. Vygotsky [2], A.N. Leontiev [4], S.L. Novoselova [7], E.I. Tikheyeva [11], E.A. Flerina [15], A.P. Usova [12], D.B. Elkonin [19] and others. In their works, they considered the object-play environment as a unique set of conditions in which the life of a child in kindergarten and family takes place, and noted its enormous importance in the development of the personality of a preschool child. The level of development of a child is largely determined by the environment in which he grows up and what external sources activate his activities.

In this article we will talk about a subject-based play environment, so it is necessary to clarify that the subject-play environment is an integral part of a subject-based developmental environment. An object-based play environment is a narrower concept associated with the selection of play materials: toys, play equipment, paraphernalia, as well as the organizing play space (playing field). The object-play environment often includes the relationship between children and those adults who organize play activities, directly participate in games, and create an appropriate emotional atmosphere.

Let us note that the object-based play environment performs an important function: it encourages children to play, stimulates the imagination, thereby directing the child’s activities in the right direction, preparing him for the next stage of his life’s journey. Play, as a leading activity for preschool children, presupposes a specially organized space filled with toys and playing materials. It contains a varied number of items and objects, which, first of all, stimulate the child to activity [16]. A well-organized environment is necessary for children, since through it they learn the social and objective world, while most of the new information comes from the objects themselves [18].

D.B. Elkonin was convinced that play is one of the main conditions for a child’s development [19]. This statement emphasizes the fact that during the game the child develops simultaneously in several directions, and the object-game environment plays an important role in this. It is in the process of playing that a child unobtrusively acquires new knowledge, skills and abilities, experiences various emotions and experiences, since for a child a game is his real world, and not a fictional one, as adults often believe. In the world of the game, he feels himself to be the main character, determining the concept of the game, the rules and methods of solving game problems. At the same time, he independently (or with the help of competent guidance from adults) can repeatedly play out various life situations, both positive and negative. In addition, the object-game environment significantly influences the development of the child’s creative abilities, because there is always room for creativity in the game. This was emphasized in his works by L.S. Vygotsky [2], D.V. Mendzheritskaya [5], N.N. Poddyakov [8] and others: in the process of play activity, a child can show creativity, thereby improving the process of play itself.

In order to competently build a gaming environment, it is necessary, first of all, to know the principles and features of its construction, and pay attention to the selection of specific items and equipment. The content of the object-play environment includes: a large organizing playing field, play equipment, toys, various kinds of play paraphernalia, play materials. In order to properly fill the gaming environment, teachers and preschool specialists pay attention to the requirements and recommendations of the Federal State Educational Standard for preschool education [3]. First of all, you need to make sure that the group has a large number of toys, varied in shape, color, size, size, structure. This is necessary so that the child can, using various sensations, receive the most accurate and complete information about the world around him and the objects that are present in it.

Among other things, games made by the hands of educators and parents are introduced into the gaming environment, with the help of which a child can develop fine motor skills, speech, physical and cognitive activity, intellectual abilities, and also receive information about various natural materials. They can occupy a separate corner in the play space of the room, where each child can go and take the item they like during the day [6].

Filling the gaming environment requires multifaceted creative activity of all preschool teachers, as well as parents of students. The environment, first of all, should encourage the child to perform various types of activities. For this purpose, areas specially designed for this are equipped in the game room. If the group has a small table, you can place toy dishes on it, set up a corner for cooking, bathing and laying down dolls. In other places they place cars, construction sets, railways, and building blocks.

The group room should be equipped with types of toys of different degrees of generality. Let us list some of them [14]. The first type of toys are realistic toys. They reproduce the appearance of people, animals, and features of real objects. Examples of such toys are: dolls with eyelashes, closing eyes and movable body parts, dishes and furniture, including their detailed parts, for example, a stove with burners and an opening oven, etc. [15]. The second type of toys is prototypical - only conditionally reproducing the details of an object, for example, a doll with a painted face or a stove on which burners and an oven are drawn. The third type of toys is suitable for children of middle, older and preparatory ages - these are building materials, board games, printed board games, educational games, construction sets, mosaics, puzzles, puzzles, various interactive games, puzzles, riddles, etc.

At the same time, it should be understood that the elements that are included in the object-play environment (toys, equipment and materials) should not:

1) provoke the child into negative actions;

2) cause manifestations of aggression towards the characters of the game, which can be played by peer partners;

3) stimulate game plots of an immoral nature, associated with physical violence, unhealthy interest in sexual issues;

4) cause disdainful or negative attitudes towards the racial characteristics and physical disabilities of other people.

From the above, we can conclude that the content of the object-based play environment is a very important aspect of raising a child, therefore it is necessary to thoughtfully and expediently approach its content [10].

There are a number of principles for constructing an object-based gaming environment, formulated by V.A. Petrovsky [9]:

1) static and immobile – the environment should be constant and relatively unchanged, as this provides the child with psychological comfort, a feeling of reliability and protection. On the other hand, we must not forget that there must be some changes in the environment that are necessary, at a minimum, for the further development of the child and maintaining interest;

2) zoning flexibility - formulating this principle, V.A. Petrovsky involves the creation of functional premises (zones). In other words, children should be able to take any object and move it to any corner of the room, which is necessary to expand and develop their horizons and develop their creative imagination [12];

3) comfort is one of the important principles of constructing a subject environment. Children will play only in a comfortable environment, that is, where nothing will limit their behavior and actions with toys. To do this, it is necessary to organize the available space free enough for games and movements, without cluttering it with furniture;

4) openness and closedness presuppose, on the one hand, the possibility of some privacy, the organization of autonomous activity (for example, behind a screen), on the other hand, the child must have conditions for communication with other children, the opportunity to see how they play, draw, etc. d.;

5) taking into account the gender differences of children - this principle means the presence of special characteristic sets of objects, toys for both girls and boys.

All of the above principles must be taken into account when constructing an object-based gaming environment. However, in addition to these principles, it is necessary to rely on a number of features of constructing a play environment in preschool educational institutions and families [17]. First of all, when constructing the environment, the age of the children and their gender differences are taken into account. For each age, you need to create your own optimal environment so that the child feels comfortable in it, so that all aspects of his personality develop. In addition, it is necessary to have play equipment in the playroom that meets sanitary, hygienic and psychological-pedagogical requirements. In order for the environment to activate the child to perform any actions, it is necessary to select play items and equipment based on colors, simple shapes and made from materials that are safe for children. We must not forget about the development of children’s fine motor skills. For this purpose, special didactic toys-inserts, pyramids, lacing, mosaics, etc. are selected. When organizing an object-based play environment, the interests and inclinations of the children themselves are also taken into account [17].

So, the object-based play environment plays a vital role in a child’s upbringing, acting not just as a significant factor, but also as a source of development. It is the environment that contains those impulses that, acting on the baby, contribute to his harmonious development. Accordingly, the question of the correct organization of the subject-play environment inevitably arises before parents. In a home or family setting, it is also important to properly equip the living space of a preschooler. The age of the child must be taken into account. It is known that each age has its own toys. For babies, various rattles and garlands with toys are more suitable, and for older children you can use various construction sets, puzzles, mosaics, etc. A common mistake that some parents make is the widespread belief that their baby can play with absolutely all toys. You can’t, for example, give a child with poorly developed fine motor skills a serious construction set.

When parents begin to arrange a play environment for their child, they do not always pay attention to the safety of the toy. And this is a very important circumstance that should be paid special attention to. The health and safety of the child must come first. Whenever purchasing furniture, toys, objects, etc., you should check them for defects, scratches, cracks or, for example, mechanisms that could cause injury.

In the process of organizing a play environment, it is also very important to pay attention to the developmental potential of toys and objects. Parents need to select a variety of materials for their child and change them as the child grows. It is important that the toy or item can be used in different games with different purposes, i.e. was multifunctional.

When building a play environment, parents can make toys for the child with their own hands. This approach is very welcomed by preschool teachers. Toys can be made from caps, bottles, wood, clothespins, fabrics and any other items, and if you make them together with children, you can achieve an even greater effect.

Thus, the object-play environment has a great influence on the development of the child. It is in it that his capabilities, inclinations, and talents are fully revealed. It contains a varied number of items and objects that stimulate the child to activity, knowledge of the world and himself. Through an object-based play environment, the child gets acquainted with the unknown and interesting world of adults. The second conclusion that follows from the above is that educators and parents (and other relatives) of the child take the main part in creating an object-based play environment. The creation of a comfortable play space for a preschooler’s life depends on this cooperation. Teachers can conduct various seminars, consultations, and round tables for parents at which they exchange experience and knowledge on this issue. As a result, it is possible to build an appropriate object-based play environment and select the right material so that every child can successfully develop in it.

Bibliography

1. Abdullaeva E. A. Developing subject-spatial environment in kindergarten. M., 2016. 212 p. 2. Vygotsky L. S. Game and its role in the mental development of a child // Psychology of Education. 2001. No. 3. P. 56 – 79. 3. Vechernina O. M. Toys for our children // Innovative activities in preschool education. 2016. No. 4. pp. 343-348. 4. Leontiev A. N. Selected psychological works: In 2 volumes. T.1. M.: Pedagogika, 1983. P.303-323 5. Mendzheritskaya D.V. To the teacher about children's play. M.: Education, 1982. 128 p. 6. Nikandrova V.V. Playing activities of preschool children in a developing subject-spatial environment in preschool educational institutions in accordance with the Federal State Educational Standard for Education // Education and training of young children. 2016. No. 4. pp. 157-159. 7. Novoselova S. L. Methodological recommendations for the design of variable design projects for a developing subject environment in kindergartens. M.: Center for Innovation in Pedagogy, 1995. 64 p. 8. Poddyakov N. N. Subject development environment. M., 2010. 156 p. 9. Petrovsky V.A. The concept of building a subject-development environment. M., 1995. 166 p. 10. Potanina P. Yu., Khanova T. G. Developing subject-spatial environment of preschool education as a factor of artistic and aesthetic development in the conditions of the Federal State Educational Standard for Preschool Education // Current issues in the implementation of the Federal State Educational Standard for preschool and primary general education. collection of articles based on materials from the All-Russian Scientific and Practical Conference. Nizhny Novgorod: NSPU im. K. Minina, 2022. pp. 213-217. 11. Tikheyeva E.I. Our didactic material // Pedagogical newspaper. 2001. No. 3. 255 p. 12. Usova A.P. Subject-game environment in preschool educational institutions. M., 1985. 155 p. 13. Ushinsky K.D. Selected pedagogical works in two volumes / Ed. A.I. Piskunova, G.S. Kostyuk, D.O. Lordkipanidze, M.F. Shabaeva. M.: “Pedagogy”, 2004. 14. Urvanova N. Yu. Developing subject-spatial environment as a means of cognitive and speech development of preschoolers // Questions of preschool pedagogy. 2022. No. 3. P. 43-47. 15. Flerina E. A. Game and toy. M.: Education, 1973. 48 p. 16. Khanova T. G. Pedagogical conditions for the development of children's games // Nizhny Novgorod education. 2015. No. 3. P. 152-155. 17. Tsaplina O. V. Play environment in kindergarten // Kindergarten about A to Z. 2022. No. 4. pp. 39-51. 18. Chugunova T. A. Modeling the developing subject-spatial environment of preschool educational institutions as a condition for the development of play activities of preschool children // Education and training of young children. M., 2016. No. 5. P. 982-984. 19. Elkonin D. B. Psychology of the game. M.: Pedagogika, 1976. 304 p.

← Previous articleOrganizational culture of an institution as a factor in professional burnout of personnel

Next article →Use of non-traditional forms and methods of work in visual arts classes with preschool children

Tell your friends about us:

Designing a subject-developmental environment for a preschool educational organization

Lesson plan

1. Environment as a condition for human existence.
2. Qualitative and specific characteristics of the concept “environment”.
3. Subject-game environment as part of the developmental environment.

Key concepts of the topic

Environment, developmental environment, childhood developmental environment, object-game environment

Summary of theoretical issues

From the moment of birth, each person finds himself in a certain environment in which he develops, learns, is brought up, communicates and interacts.

Encyclopedic and explanatory dictionaries contain the term “environment”; let’s look at the proposed definitions of it.

The concept of “environment,” according to the “Explanatory Dictionary of the Russian Language” (Ozhegov S.I., Shvetsova N.Yu.), is considered broadly - this is the environment, the totality of natural conditions in which the activities of human society and organisms take place; the surrounding social and living conditions, environment, as well as the totality of people connected by the commonality of these conditions.

The “Russian Encyclopedic Dictionary” provides the following definition of the concept “environment” - these are the material and spiritual conditions for the existence and development of society. The environment includes the natural environment and the artificial (technogenic) environment, that is, a set of environmental elements created from natural substances by labor and the conscious will of man and which have no analogues in virgin nature (buildings, structures, etc.).

In V. I. Dahl’s “Explanatory Dictionary of the Living Great Russian Language,” the environment is considered as a phenomenon of material and spiritual culture.

The term “medium” literally means “middle”; it is something that occupies an intermediate position between the objects under consideration and is an intermediary between them.

The problem of organizing the human environment has a broad historical context and was considered in philosophical and psychological works of the past (Aristotle T. Hobbes, J. Locke, J.-J. Rousseau, W. Wundt, etc.).

It should also be noted that the concept of “environment” is interdisciplinary and is used in different fields of knowledge: in pedagogy, psychology, sociology, geography, biology, astronomy, mathematics, chemistry, etc. In line with these sciences, the following types of environment are considered: developing, educating, gaming, subject, social, health-saving, cultural, sociocultural, informational, natural, geographical, nonlinear, active, interplanetary, etc.

In the broad sense of the word, environment is the natural, social, material and spiritual conditions of a child’s existence that influence his mental development.

Macro- and microenvironment are distinguished.

The macroenvironment is considered as a set of demographic, economic, natural, scientific, technical, political, cultural and other factors that have a serious impact on the development and formation of personality. Macroenvironmental conditions are constantly changing.

The microenvironment is defined as an objective set of material and ideological factors with which a person directly interacts in the process of communicating with other people.

In a narrow sense, the environment is interpreted by researchers as a child’s search “field”, a way of interconnection, establishing a dialogue between personality and culture; as a way of transforming external relations into the internal structure of the personality (A. V. Mudrik); as a way to satisfy the needs of the subject (V. Ya. Nechaev); as a mechanism for the development of the child’s essential forces (E. N. Gusinsky); as a field of social and cultural activity, way of life, sphere of transmission and consolidation of social experience, culture and subculture, development, creativity (G. Yu. Maksimova, L. G. Russova).

In a narrow sense, the environment is a space filled with furniture, household items, toys, etc., with the help of which a child, together with an adult, masters the world around him.

Thus, the environment is a set of external conditions and objects among which a person lives and with which he interacts, which have a significant impact on the upbringing and development of the individual.

Research has noted the multidimensionality of the concept of “environment,” which is confirmed by the given definitions: environment is a special combination of internal development processes and external conditions that determine both the dynamics of development and new high-quality formations (L. I. Bozhovich); this is a complex formation, including a number of interconnected components of a natural and social nature (L. V. Maksimova); this is the unity of external conditions, factors and objects among which an organism is born, lives and develops (R. S. Nemov).

In modern pedagogy, the concepts of “developing environment”, “developing subject environment of childhood”, “developing subject-spatial environment” are used, which mean:

• an organized set of material objects, items that are in certain spatial relationships and provide the process of formation of human creative activity (L. S. Vygotsky, G. N. Lyubimova, N. Ya. Mikhailenko, R. S. Nemov, S. L. Novoselova, V. A. Petrovsky, L. A. Paramonova, N. A. Reutskaya, R. B. Sterkina, etc.);
• a system of conditions that ensures the full development of the child’s activity and his personality (S. L. Novoselova);
• a natural comfortable environment, rationally organized in space and time, rich in a variety of objects and play materials.

In the literature there are also such concepts as “subject-based game”, “game”, “aesthetic-developmental environment”, “health-saving environment”, etc. They are used by the authors in connection with the consideration of certain types of activities or areas of work with children.

The concept of “developmental environment” refers to the qualitative characteristics of the environment, and the concepts of “subject”, “game”, “aesthetic”, etc. – to specific ones.

Modern researchers characterize the subject environment from the point of view of organization (organized and unorganized environment); activities carried out in the environment (play, study, work).

An object-play environment is a specially organized space that includes a set of specially selected objects, toys, play equipment, furniture, etc. for carrying out specific types of children's activities.

An object-based play environment is the most favorable factor in the development and upbringing of children of early and preschool age, a stimulus for play activity, interest in learning, and a source of information (N. E.-T. Grinyavichene, E. A. Zaichenko, T. S. Komarova , N. G. Lyubimova, Z. A. Mikhailova, M. N. Polyakova, L. S. Furmina, etc.).