List of developmental environment in preschools according to federal state standards. Comfortable subject-development environment in the preschool. Corners in kindergarten: orientation, content, functioning

" № 2/2016

The subject-development environment in kindergarten is of great importance for the development and formation of the child’s personality. It must meet certain rules and requirements. What is included in its composition, what requirements it must meet, and also what is the procedure for accounting for its various elements in an educational organization, we will consider in this article.

Subject development environment

Developing subject-spatial environment is part of the educational environment, represented by a specially organized space (rooms, area, etc.), materials, equipment and supplies for the development of preschool children in accordance with the characteristics of each age stage, taking into account the shortcomings of their development, protection and health promotion.

The requirements for the subject-developmental environment of preschool educational institutions are established in clause 3.3 of the Federal State Educational Standard for Preschool Education, approved by Order of the Ministry of Education and Science of the Russian Federation dated October 17, 2013 No. 1155 (hereinafter referred to as the Standard).

It 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 the possibility of privacy.

A developing subject-spatial environment should facilitate the implementation of various educational programs, including inclusive education, take into account the national, cultural and climatic conditions in which educational activities are carried out, as well as the age characteristics of children.

It should be content-rich, transformable, multifunctional, variable, accessible and safe.

The educational space must be equipped with teaching and educational means (including technical ones), appropriate materials, including consumable gaming, sports, health equipment, inventory (based on the specifics of the educational program).

The organization of the educational space and the variety of materials, equipment and supplies (in the building and on the site) should ensure:

playful, educational, research and creative activity of all pupils, experimenting with materials available to children (including sand and water);
motor activity, including the development of gross and fine motor skills, participation in outdoor games and competitions;
emotional well-being of children in interaction with the subject-spatial environment;
opportunity for children to express themselves.

Children of infant and young age should be given the opportunity for movement, object and play activities with different materials.

The subject-spatial environment should be able to change depending on the educational situation, including the changing interests and capabilities of children.

The multifunctionality of materials implies variety in the use of various components of the object environment, for example: children's furniture, mats, soft modules, screens, etc.

Environmental variability implies:

the presence in an organization or group of various spaces (for play, construction, privacy, etc.), as well as a variety of materials, games, toys and equipment that ensure free choice for children;
periodic change of play material, the emergence of new objects that stimulate the play, motor, cognitive and research activity of children.

The playing environment must be accessible to pupils, including children with disabilities and children with disabilities. It is necessary to provide free access to children, including children with disabilities, to games, toys, materials, and aids that provide all basic types of children's activities. In addition, you need to monitor the serviceability and safety of materials and equipment.

The safety of the subject-spatial environment presupposes the compliance of all its elements with the requirements for ensuring the reliability and safety of their use.

The educational organization independently determines the means of education, including technical, relevant materials (including consumables), gaming, sports, recreational equipment, inventory necessary for the implementation of the educational program.

Financing of the implementation of the educational program of preschool education should be carried out in the amount of standards for ensuring state guarantees of the implementation of the rights to receive public and free preschool education, determined by the state authorities of the constituent entities of the Russian Federation. These standards are developed in accordance with the Standard, taking into account the type of organization and must be sufficient to cover the costs of training and educational means, relevant materials, including the purchase of educational publications in paper and electronic form, didactic materials, audio and video materials, including materials , equipment, workwear, games and toys, electronic educational resources necessary for organizing all types of educational activities and creating a developing subject-spatial environment, as well as special conditions for children with disabilities. Taking into account these standards, updated educational resources must be purchased, including consumables, subscriptions for updating electronic resources, subscriptions for technical support for the activities of teaching and educational means, sports and recreational equipment, inventory, as well as payment for communication services, including expenses, related to Internet connection.

Sanitary and epidemiological requirements for the design, content and organization of the operating mode of preschool educational institutions, including the design of the subject-spatial environment, are established by SanPiN 2.4.1.3049-13.

Let us consider the features of taking into account some elements of the subject-spatial environment.

Furniture for kindergarten

According to SanPiN 2.4.1.3049-13, furniture in groups must correspond to the height and age of children.

Children's furniture and indoor equipment supplied to preschool educational organizations must be made from materials that are harmless to children's health and have documents confirming their origin and safety.

Wardrobes for clothes and shoes are equipped with individual shelves for hats and hooks for outerwear. Each individual cell is labeled.

Tables and chairs are set according to the number of children in groups. For children in the senior and preparatory groups, it is recommended to use tables with a variable tilt of the lid up to 30 degrees.

Chairs and tables must be from the same furniture group and labeled. The selection of furniture for children is carried out taking into account their height.

Furniture is classified as fixed assets. In accordance with OK 013-94 “All-Russian Classifier of Fixed Assets”, approved by Decree of the State Standard of the Russian Federation dated December 26, 1994 No. 359, furniture for kindergartens and nurseries was assigned codes from 16 3612230 to 16 3612266.

In this regard, when furniture is received by an educational institution, the provisions of Instruction No. 157n on the acceptance of fixed assets for accounting apply.

According to Instructions No. 65n, furniture () is purchased under Article 310 “Increase in the cost of fixed assets” of KOSGU according to expense type 244 “Other purchase of goods, works and services to meet state (municipal) needs.”

Sources of financing may be different:

budget funds (KVFO 1) - in government institutions;
the institution’s own income (KVFO 2), subsidies for the implementation of state (municipal) tasks (KVFO 4), subsidies for other purposes (KVFO 5) - in budgetary and autonomous institutions.

Commissioning of fixed assets worth up to RUB 3,000. inclusively reflected on the basis of the primary accounting document - the statement of issue of material assets for the needs of the institution (f. 0504210) in the debit of accounts 0 401 20 271 “Costs for depreciation of fixed assets and intangible assets”, 0 109 00 271 “Costs for the manufacture of finished products, execution works, services" and a credit to account 0 101 06 000 "Industrial and business inventory" with simultaneous reflection on off-balance sheet account 21 "Fixed assets worth up to 3,000 rubles. including in operation."

Analytical accounting of fixed assets worth more than 3,000 rubles. is maintained in the context of financially responsible persons in inventory cards opened for the corresponding objects (group of objects). Let us remind you what property is considered depreciable. According to clause 92 of Instruction No. 157n for fixed assets worth from 3,000 to 40,000 rubles. when they are put into operation, 100% is charged. For property more than 40,000 rubles. depreciation will be accrued in accordance with the rates calculated in accordance with the established procedure. During the financial year, depreciation is calculated monthly at the rate of 1/12 of the annual rate.

Let's look at an example.

Example 1

In a preschool budgetary educational institution, tables, chairs and blocks of lockers for clothes were replaced using targeted subsidies. Tables and chairs make up furniture sets costing 2,500 rubles. per set. A total of 100 sets were purchased (for RUB 250,000). 20 blocks of lockers were purchased at a cost of 12,500 rubles. per block (for 250,000 rubles). The total cost of all purchased furniture was 500,000 rubles. All of it was accepted for accounting as part of other movable property and put into operation.

Fixed assets purchased using targeted subsidies are accepted for accounting according to KVFO 4.

In accordance with Instruction No. 174n, transactions for the receipt and acceptance of furniture in a budgetary institution are reflected as follows:

			Amount, rub.
Targeted subsidy for institutions received
Investments in fixed assets are reflected in the amount of the cost of furniture
Payment was made to the furniture supplier from your personal account
Transferred investments from KVFO 5 to KVFO 4
Sets of furniture consisting of tables and chairs have been accepted for accounting
Blocks of lockers accepted for accounting
Income from the subsidy received was accrued on the basis of an approved report on its intended use
Sets of tables and chairs were put into operation
Furniture sets accepted for off-balance sheet accounting
Depreciation has been calculated on locker blocks

Accounting for gaming equipment

The organization of gaming activities is impossible without a sufficient amount of various gaming equipment (games, toys, sports equipment). National standards for the safety of toys and methods for their control, which fully comply with the requirements of technical regulations on the safety of products intended for children and adolescents, are established by GOST R 53906-2010.

How to account for these non-financial assets, the institution must decide independently and coordinate this decision with the government authority that exercises the functions and powers of the founder. The decision made should be fixed in the accounting policy. This is due to the variety of gaming equipment, which, regardless of its cost, can be used for quite a long time (more than 12 months) and changed quite often (more than once a year). Therefore, in accordance with clauses 38 and 99 of Instruction No. 157n, it is registered as part of either fixed assets or materials.

As part of fixed assets, gaming equipment must be taken into account in account 101 06 “Production and household equipment” (clause 53 of Instruction No. 157n).

As part of the materials, toys are reflected in account 105 06 “Other inventories”.

Accepting toys as part of fixed assets is similar to accounting for furniture, as we described above.

Toys and equipment that have become unusable are subject to write-off from balance sheet and off-balance sheet accounting, if they were listed there. Let us remind you that when writing off fixed assets, the provisions of Decree of the Government of the Russian Federation dated October 14, 2010 No. 834 on the procedure for writing off movable and immovable property of an institution must be observed.

The disposal of fixed assets and materials is carried out on the basis of the decision of the permanent commission on the receipt and disposal of assets (clause 34 of Instruction No. 157n). In this case, a supporting document (primary (consolidated) accounting document) is drawn up - an act on the write-off of non-financial assets (except for vehicles) (f. 0504104). This document serves as the basis for recording the disposal of fixed assets in accounting. The basis for recording the disposal of toys and equipment worth from 3,000 to 40,000 rubles. is an act on the write-off of soft and household equipment (f. 0504143).

When writing off inventories, an act is drawn up (f. 0504230), on the basis of which the corresponding accounting entries are made in accounting.

Typical transactions for accounting for toys as inventories are currently reflected as follows:

State institution (Instruction No. 162n*)		State-financed organization (Instruction No. 174n)		Autonomous institution (Instruction No. 183n**)

Purchasing toys for a fee from a supplier

Free supply of toys...
...for centralized supply		...from the head office to a separate unit

…from state and municipal organizations and individuals		…with the right of operational management, from organizations and individuals

…from institutions of different budget levels		…from supranational organizations and foreign governments

		…from international financial organizations

Issuance of toys for operation (M.O.L. is being changed)

Disposal of toys

* Instructions for the use of the Chart of Accounts for Budget Accounting, approved by Order of the Ministry of Finance of the Russian Federation dated December 6, 2010 No. 162n.

** Instructions for the use of the Chart of Accounts for accounting of autonomous institutions, approved by Order of the Ministry of Finance of the Russian Federation dated December 23, 2010 No. 183n.

Quite often the question arises: how to take into account toys that were donated to kindergarten, and should they be taken into account at all? Of course, they must be taken into account, and in what order we will look at an example.

Example 2

Toys worth 10,000 rubles were donated to an autonomous preschool educational institution as free aid. It was decided to take them into account as inventories. The received toys were put into operation.

According to paragraph 1 of Art. 582 of the Civil Code of the Russian Federation, donating things to educational institutions and educational organizations for generally beneficial purposes is considered a donation.

No one's permission or consent is required to accept a donation (Clause 2 of Article 582 of the Civil Code of the Russian Federation).

The donor may establish a requirement that the property transferred to him be used for a specific purpose. If such a requirement is established, then the institution accepting the donation must keep separate records of all operations on the use of donated property (clause 3 of Article 582 of the Civil Code of the Russian Federation).

Property received as a donation is accepted for accounting according to KVFO 2.

These transactions are reflected in the accounting of an autonomous institution as follows:

note

In general, the value of property received free of charge is recognized as non-operating income (clause 8 of Article 250 of the Tax Code of the Russian Federation). However, if the property was received by the institution under a donation agreement and is used by it for the purposes specified by the donor, then according to paragraphs. 1 item 2 art. 251 of the Tax Code of the Russian Federation, the value of this property is not taken into account when determining the tax base.

In preschool educational institutions, the necessary subject-spatial environment must be created that meets safety requirements, sanitary standards, age characteristics of children, and other requirements. We examined that part of the educational environment that consists of individual fixed assets and supplies. Accounting features depend on the type of financial asset and the methods of its receipt.

Approved by Resolution of the Chief State Sanitary Doctor of the Russian Federation dated May 15, 2013 No. 26.

Instructions for the application of the Unified Chart of Accounts for public authorities (state bodies), local governments, management bodies of state extra-budgetary funds, state academies of sciences, state (municipal) institutions, approved. By Order of the Ministry of Finance of the Russian Federation dated December 1, 2010 No. 157n.

Instructions on the procedure for applying the budget classification of the Russian Federation, approved. By Order of the Ministry of Finance of the Russian Federation dated July 1, 2013 No. 65n.

Instructions for the use of the Chart of Accounts for accounting of budgetary institutions, approved. By Order of the Ministry of Finance of the Russian Federation dated December 16, 2010 No. 174n.

Seminar - workshop

Subject - Subject development environment in preschool educational institutions and the basic principles of its organization.

Progress:

- message from an educational psychologist:

- a system of measures to create and improve a subject-development environment in preschool groups of a Special (correctional) primary school - kindergarten for children with hearing impairment.

Psychologicalapproaches to creating and improving the subject-development environment in preschool educational institutions.

- message from the senior teacher:

Basic principles of organizing a subject-developmental environment in preschool groups according to the Federal State Educational Standard.

- exchange of opinions of teachers on this issue:

- “...think about what zones and thematic corners should be designed in a preschool group?” (those who wish to speak, the rest fill in)

- “...introduce your group - which play corners already exist, and which ones need to be designed?” (a representative from each group speaks)

- presentation (video) play corners in preschool groups.

- exchange of opinions of teachers:

- “...what ideas did you like, what is acceptable for our institution, what can you offer?”

- conclusion

- “...with this workshop we begin work on creating and improving a subject-development environment in preschool groups of our educational institution.”

In March, a pedagogical council will be held on the topic “The importance of a subject-development environment for the development of speech in children with hearing impairment.”

In May - control over the design of the nature corner and book corner.

Message from an educational psychologist

Dear colleagues, today’s workshop is devoted to the topic “Subject-developmental environment in groups of preschool institutions and the basic principles of its organization.”

Much attention has always been paid to the arrangement, material equipment, and design of groups in kindergarten.The issue of creating a developing subject-spatial environment is still relevant today. This is also due to the introduction of the Federal State Educational Standard for Preschool Education, which also pays attention to this issue and specifically describes the principles of creating and improving a subject-development environment in preschool educational institutions.

The work to create and improve the subject-development environment in our educational institution will include the following system of activities (calculated for 2 years for now...):

Stage 1 (February – May 2016) – study of requirements, identification of basic components, design of a subject-development environment in a group room

Subject development environment in preschool educational institutions and the basic principles of its organization"

Pedagogical Council (March 2016) on the topic - “The importance of a subject-development environment in a kindergarten group for children with hearing impairment”

Control over the design of the nature corner and book corner (May 2016)

Stage 3 (January - March 2017) - conclusions about the results of the work, prospects for further work to improve the subject-development environment in preschool educational institutions.

Preschool childhood is a short but important, unique period of a person’s life. Humanity has only gradually come to realize the intrinsic value of childhood, as a part of human life, and not just its threshold. During these years, the child acquires initial knowledge about the life around him, he begins to form a certain attitude towards people, towards work, develops skills and habits of correct behavior, and develops a character.

The reality in which human development occurs called the environment. The child’s development environment is the space of his life activity. Subject- development environment - is a system of material objects, itis created with the aim of providing children with as many opportunities as possible for active, purposeful and varied activities and is an effective means of supporting the individuality and development of the child before school. The developmental environment also serves as an organizer of children’s activities and influences the educational process,provides the zone of proximal development.

Psychologists connect the influence of the subject-developmental environment on the child’s personality with the concept of the social situation of development, that is, the age-appropriate relationship between the child and the world around him. The child finds his second life in cultural objects, in the way people interact with each other; the dynamics of its development depends on this.

At the center of the developing subject-spatial environment is the child with his needs and interests, and the educational institution offers high-quality educational services.

The direction of activity and development of children largely depends on us , adults – on how the subject-spatial organization of their life is structured, what toys and teaching aids it consists of, what their developmental potential is, and even on how they are located. Everything that surrounds a child shapes his psyche and is the source of his knowledge and social experience.The environment performs educational, developmental, nurturing, stimulating, organizational, and communicative functions.Therefore, it is we, adults, who must create conditions that would contribute to the fullest development of children.

The teacher must help the child discover and develop in himself what is organically inherent in the child. Therefore, the teacher sets himself the following tasks:

Design and fill the subject-development environment with appropriate content;

Ensure productive use of the subject-development environment.

The space created for children by adults should have a positive effect on the preschooler. The subject-spatial development environment in kindergarten should:

have an attractive appearance;

act as a natural background to the child’s life;

relieve fatigue;

positively influence the emotional state;

help the child individually explore the world around him;

provide a richness of sensory experiences;

give the preschooler the opportunity to engage in independent activities.

comply with the educational program according to which the kindergarten operates;

it should be safety-oriented and age-appropriate for preschoolers.

In such an environment, a preschool child learns about the world around him without coercion, is actively involved in cognitive creative activities, and develops his curiosity, imagination, mental and artistic abilities, and communication skills.

If the environment is not organized correctly, it does not evoke new impressions, does not create conditions for the development of imagination, fantasy, and the desire to play. There is no element of surprise in it: everything is familiar from the first day and remains unchanged. Such an environment creates internal tension, creates in the child a feeling of confusion, lack of understanding of what to do, and often disinhibition or boredom...

Zoning of group premises

The living space in a group should give children the opportunity to freely engage in different types of activities at the same time, without interfering with each other. This is facilitated by the zoning of the group room and bedroom. Some zones can be separated from one another by partitions with cells, niches, screens, curtains.

Zoning the room helps the child choose an attractive activity for himself and maintain a stable interest in it thanks to appropriate toys, without being distracted by other activities.

In the bedroom you can set up a corner for dolls to “rest”, or put a small low hanger for clothes intended for children to “dress up”.

Thematic corners also refer to the developmental environment organized in kindergarten and represent a small place in a group, decorated according to a theme. For example, in the dressing room there are costumes for role-playing games and theatrical activities.

Teachers can change interior elements, attracting the kids’ attention to the fact that new beautiful things have appeared in the room. If one of the parents knows how to draw well or has other artistic techniques, you can ask them to make panels, make origami, etc.

The elements of each zone should also change periodically. In each zone, new objects should appear in a timely manner to stimulate the motor and cognitive activity of children. There should not be many toys in each zone, but they should be updated regularly.

Along with toys for story play, it is necessary to provide children with unformed material - natural, waste, elements of old construction sets for use in role-playing games as substitute objects.

Introducing elements of novelty into a familiar environment contributes to the development of freedom, initiative, and creative imagination in children.

The creation of a full-fledged developmental environment is not directly related to the financial capabilities of a child care institution. A group room does not have to be equipped with expensive toys and equipment. The diversified development of a child can be facilitated not only by factory-produced gaming and didactic materials, but also those made independently by teachers and parents.

Conclusion.

When creating a “habitat” for students, it is necessary, first of all, to pay attention to its developmental nature. The objective world must ensure the fulfillment of the child’s need for active and varied activities, enrich the experience of the child’s emotional and practical interaction with peers and the teacher, and include all children in the group in active cognitive activity. After all, the environment stimulates the development of independence and initiative, in which children realize their abilities.

Recently, two similar terms have appeared, which, however, refer to different contents:

Developmental subject environment – these are groups specific to each program - educational equipment, materials, furniture, etc., in combination with certain principles for the distribution of group space.

Educational environment- this is the whole complex of conditions, including RPS, interaction between teachers and children, children's play, developing subject content of educational areas.

System of events

on creating and improving a subject-development environment in preschool groups

Stage 1(February – May 2016) – study of requirements, identification of basic components, design of a subject-development environment in a group room:

Workshop on the topic – “Subject development environment in preschool educational institutions and the basic principles of its organization" (February 2016)

Pedagogical council on the topic - “The importance of a subject-development environment for the development of speech of children with hearing impairment” (March 2016)

Control over the design of a nature corner, a book corner (May 2016)

Stage 3(January - March 2017) - conclusions about the results of the work, prospects for further work to improve the subject-development environment in preschool educational institutions.

List of thematic corners

Game corner

Construction Games Corner

Nature corner

Vegetable garden on the window

Duty Corner

Book corner

Patriotism Corner

ISO corner

Didactic corner. games

Theater corner. activities

Corner with/role-playing games (2 games permanently)

Corner of "silence"

Dressing corner

Physical education corner

Traffic safety corner

Additional design in the group (improving the aesthetic appearance of the group, improving the mood of children)

Mood Corner

Panel

Corner of silence (tulle, ribbons, curtains, screens)

(Slide 1) The development of education - an integral part of the national development strategy - begins with the level of preschool education, aimed in accordance with the Federal State Educational Standard for Preschool Education, approved. by order of the Ministry of Education and Science of Russia dated October 17, 2013 No. 1155 (hereinafter referred to as the Federal State Educational Standard for Preschool Education, Standard), for children from two months to eight years. Dynamic changes in preschool education are dictated by life itself. The possibilities of closed, unified, rigid educational systems designed to form a standardized personality have been exhausted. (Slide 2) In this context relevant is an achievement goals specified in the Standard:

Increasing the social status of preschool education;

Ensuring that the state provides equal opportunities for every child to receive quality preschool education;

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

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

(Slide 3) Teachers are faced with the task of creating a multi-component educational environment for a preschool child, which includes the following aspects:

Subject-spatial developmental educational environment;

The nature of interaction with adults;

The nature of interaction with other children;

The child’s system of relationships to the world, other people, and himself.

(Slide 4) According to the Standard, created in a preschool educational organization educational environment must answer as follows requirements:

Guarantee the protection and strengthening of the physical and mental health of children;

Ensure the emotional well-being of children;

Promote the professional development of teaching staff;

Create conditions for developing variable preschool education;

Ensure openness of preschool education;

Create conditions for the participation of parents (legal representatives) in educational activities.

Concept subject-development environment is defined as “a system of material objects of a child’s activity that functionally models the content of his spiritual and physical development” (S. L. Novoselova).

The outstanding philosopher and teacher Jean-Jacques Rousseau was one of the first to propose considering the environment as a condition for optimal self-development of the individual. Celestin Frenet believed that thanks to her, the child himself can develop his individual abilities and capabilities. The role of an adult is to correctly model an environment that promotes maximum development of the child’s personality. Modern scientists and teachers - Korotkova, Mikhailenko and others - believe that the saturation of the space surrounding the child should undergo changes in accordance with the development of the needs and interests of children of younger and older preschool age. In such an environment, it is possible to simultaneously involve both individual pupils and all children in the group in active communicative-speech and cognitive-creative activities.

(Slide 5) Concept covers both its spatial organization and corresponding content. These interrelated characteristics are significant. The spatial organization of the environment makes it possible to create comfortable, relatively stable conditions for the implementation of the educational process. And its content, focused on systematic addition, renewal, and variability, helps to activate various types of preschooler activities and stimulates their development. The spatial organization of the environment can be called form, and the content - content. The social component of the environment is extremely important, that is, the organization of appropriate interaction (view photos).

(Slide 6) The balance of form and content plays an important role: a reasonable spatial organization with unreasonable content, as well as competent content with an irrational environment, will not provide the proper developmental and educational effect.

(Slide 7) A pedagogically and psychologically appropriate developmental subject-spatial environment helps to optimize the process of joint activity and interaction between adults and children. In turn, organized pedagogical interaction is one of the conditions for creating a “social development situation for participants in educational relations.”

(Slide 8) The algorithm for designing an educational environment in accordance with the Federal State Educational Standard for preschool education involves searching for answers to the following questions:

“WHOM to teach and educate?”- psychological and pedagogical characteristics of pupils, their age and individual characteristics, taking into account the psychological and physiological characteristics of preschool children, ethnocultural conditions of development.

“WHY teach and educate?”- clarity of goals and objectives in all areas of development and education of children (social-communicative, cognitive, speech, artistic-aesthetic, physical), expansion of areas of development, socialization and individualization of children.

“WHAT to teach?”- a conscious, responsible attitude to the choice of information exposure and content of the environment, ensuring the development of personality, motivation and abilities of children in various types of activities and communication.

“HOW to teach and educate?”- reflexive choice of methods and technologies of the educational process and interaction, focus on age-related developmental characteristics, use of the zone of proximal development.

Creation of a developing space for socialization and individualization of pupils;

Diagnosis of the needs of children and teachers in the environment;

Selection of toys and materials based on the age-related psychological characteristics of children in accordance with educational areas;

Ensuring variability in the development environment;

Ensuring richness and psychological safety of the educational environment;

Organization of interaction between teachers and children in the created educational environment of a preschool educational organization.

In our preschool organization 6 age groups, there are music and sports halls, a winter garden, an art studio, the Russian Izba museum, a life safety room, a patriotic education room.

The subject-game environment of the groups is organized in such a way that children have the opportunity to do what they love. Placing equipment according to the principle of non-rigid centering allows them to unite in small subgroups based on common interests.

Centers and zones have been created in the groups: role-playing games; health and physical activity; speech development; science and landscaping; art; cognitive development; construction games; safety corners. The organization and location of centers and zones is rational, logical and convenient for children. All centers are filled with developmental content that dynamically changes in accordance with the goals of education and training, the age capabilities of children, and the interests of boys and girls.

(Slide 9)Role-playing game zones. The game is the leading type of activity, so a special place in the group room is occupied by gaming furniture with a full set of attributes for role-playing games in accordance with program requirements. In primary and secondary preschool age, aids and attributes for games are presented in the form of a game situation that encourages children to start playing and develop the plot. In older preschool age, children are given greater independence in choosing game plots, and conditions are created for the development of director's games.

Recently, games with modern themes (cellular communication store, etc.) have become increasingly relevant, so teachers use attributes for new creative games. Each age group has unformed material that can be used as substitute items (magic chests, wonderful bags, etc.).

(Slide 10)Health centers and exercise areas contains:

Inventory and equipment for children's physical activity, non-standard physical education equipment, aids and attributes for corrective gymnastics and hardening activities; card files of outdoor games, breathing and finger exercises, eye exercises, morning exercises and awakening exercises; attributes, masks and caps for outdoor and sports games, which are organized both in groups and on the street.

(Slide 11)Literacy Center and Children's Book Corners include:

Manuals and materials for the development of all aspects of speech (equipment for didactic games and a card index for them, a card index of word games, a set of materials for diagnosing children’s speech, plot and subject pictures, a selection of children’s drawings for storytelling, diagrams, albums, other materials for working with children , parents); materials on preparing children for literacy (in older preschool age);

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

(Slide 12)Center for Science and Gardening includes materials in sections:

the formation of an ecological culture for preschoolers (in each age group there is a designated gardening corner where plants, equipment for working in nature, manual labor, information material about objects of wildlife, albums, and didactic games for the formation of environmental ideas are placed);

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

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

(Slide 13)Center for Art and Theater Activities contains materials:

for visual arts (materials for drawing, modeling, appliqué, albums with samples of drawings, arts and crafts, coloring books, stencils,

handicrafts, changing exhibitions for children; work, joint work of children and parents);

musical activities (music centers, music library

musical works);

theatrical activities (materials about different types of theater, attributes for dramatization games, theatrical activities (elements of costumes), portable screens that are used both for showing theatrical performances and for creating a wall in a corner of solitude where a child can do what he loves);

(Slide 14)Center for Cognitive Development includes material for working with children in the main sections: quantity and counting, color, shape, size, orientation in time and space. It contains demonstration and handout material (on lexical topics, basic sensory standards - shape, color, size, etc.). In the corner there are educational games and a card index for them. Mathematics corners for older preschoolers are equipped with entertaining material for the development of logical thinking and intellectual abilities.

(Slide 15)Construction Games Center equipped with building materials, modern Lego-type construction sets, and various modules. In older preschool age, the center is replenished with construction sets of the “Mechanic” type, construction sets for creating architectural buildings, as well as albums and materials to familiarize preschoolers with architecture, diagrams, drawings, and models.

(Slide 16)Safety corners include layouts on fire safety, traffic rules, posters, educational games, visual material, and a selection of children's fiction on this topic. The need to create this corner is due to the requirements of modern life, the relevance of the problem of forming the foundations of safe life.

(Slide 17) Thus, a purposefully organized educational environment in our preschool institution plays a big role in the harmonious development and upbringing of each child. In addition to the main ones, it also has an aesthetic function: it evokes in children a feeling of joy, an emotionally positive attitude towards kindergarten, and a desire to attend it every day.

When creating a subject-development environment for any age group, we take into account the psychological foundations of constructive interaction between participants in the educational process, the design of a modern environment, and the psychological characteristics of the age group at which this environment is aimed. In connection with global changes in the legislation of preschool education, all kindergartens, their interiors, and material and technical equipment are being updated. And our kindergarten is in the process of change and transformation, we are updating play equipment, children's and play furniture, which also has a beneficial effect on our students.

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Speech on the topic: “Educational environment in preschool educational institutions.”

(Slide 1) The development of education - an integral part of the national development strategy - begins with the level of preschool education, aimed in accordance with the Federal State Educational Standard for Preschool Education, approved. by order of the Ministry of Education and Science of Russia dated October 17, 2013 No. 1155 (hereinafter referred to as the Federal State Educational Standard for Preschool Education, Standard), for children from two months to eight years. Dynamic changes in preschool education are dictated by life itself. The possibilities of closed, unified, rigid educational systems designed to form a standardized personality have been exhausted.(Slide 2) In this context relevant is an achievement goals specified in the Standard:

Increasing the social status of preschool education;

Ensuring that the state provides equal opportunities for every child to receive quality preschool education;

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

(Slide 3) Teachers are faced with the task of creating a multi-component educational environment for a preschool child, which includes the following aspects:

Subject-spatial developmental educational environment;

The nature of interaction with adults;

The nature of interaction with other children;

The child’s system of relationships to the world, other people, and himself.

(Slide 4) According to the Standard, created in a preschool educational organizationeducational environmentmust answer as follows requirements:

Guarantee the protection and strengthening of the physical and mental health of children;

Ensure the emotional well-being of children;

Promote the professional development of teaching staff;

Create conditions for developing variable preschool education;

Ensure openness of preschool education;

Create conditions for the participation of parents (legal representatives) in educational activities.

Concept subject-development environmentis defined as “a system of material objects of a child’s activity that functionally models the content of his spiritual and physical development” (S. L. Novoselova).

(Slide 5) Concept “developing subject-spatial environment”covers both its spatial organization and corresponding content. These interrelated characteristics are significant. The spatial organization of the environment makes it possible to create comfortable, relatively stable conditions for the implementation of the educational process. And its content, focused on systematic addition, renewal, and variability, helps to activate various types of preschooler activities and stimulates their development. The spatial organization of the environment can be called form, and the content - content. The social component of the environment is extremely important, that is, the organization of appropriate interaction(view photos).

(Slide 6) The balance of form and content plays an important role: a reasonable spatial organization with unreasonable content, as well as competent content with an irrational environment, will not provide the proper developmental and educational effect.

(Slide 7) A pedagogically and psychologically appropriate developmental subject-spatial environment helps to optimize the process of joint activity and interaction between adults and children. In turn, organized pedagogical interaction is one of the conditions for creating a “social development situation for participants in educational relations.”

“WHOM to teach and educate?”- psychological and pedagogical characteristics of pupils, their age and individual characteristics, taking into account the psychological and physiological characteristics of preschool children, ethnocultural conditions of development.

“WHY teach and educate?”- clarity of goals and objectives in all areas of development and education of children (social-communicative, cognitive, speech, artistic-aesthetic, physical), expansion of areas of development, socialization and individualization of children.

“WHAT to teach?” - a conscious, responsible attitude to the choice of information exposure and content of the environment, ensuring the development of personality, motivation and abilities of children in various types of activities and communication.

“HOW to teach and educate?”- reflexive choice of methods and technologies of the educational process and interaction, focus on age-related developmental characteristics, use of the zone of proximal development.

It is extremely important to ensure an increase in the professional competence of teachers and managers of preschool educational organizations in matters of creating an appropriate developmental environment, to focus their attention on the following main “problem areas”:

Creation of a developing space for socialization and individualization of pupils;

Diagnosis of the needs of children and teachers in the environment;

Selection of toys and materials based on the age-related psychological characteristics of children in accordance with educational areas;

Ensuring variability in the development environment;

Ensuring richness and psychological safety of the educational environment;

Organization of interaction between teachers and children in the created educational environment of a preschool educational organization.

Our preschool organization has 6 age groups, there are music and sports halls, a winter garden, an art studio, the Russian Izba museum, a life safety room, and a patriotic education room.

(Slide 9) Role-playing game zones.The game is the leading type of activity, so a special place in the group room is occupied by gaming furniture with a full set of attributes for role-playing games in accordance with program requirements. In primary and secondary preschool age, aids and attributes for games are presented in the form of a game situation that encourages children to start playing and develop the plot. In older preschool age, children are given greater independence in choosing game plots, and conditions are created for the development of director's games.

(Slide 10) Health centers and physical activity areas contains:

Inventory and equipment for children's physical activity, non-standard physical education equipment, aids and attributes for corrective gymnastics classes and hardening activities; card files of outdoor games, breathing and finger exercises, eye exercises, morning exercises and awakening exercises; attributes, masks and caps for outdoor and sports games, which are organized both in groups and on the street.

(Slide 11) Literacy Center and Children's Book Corners include:

(Slide 12) Center for Science and Gardeningincludes materials in sections:

(Slide 13) Center for Art and Theater Activitiescontains materials:

for visual arts (materials for drawing, modeling, appliqué, albums with samples of drawings, arts and crafts, coloring books, stencils,

handicrafts, changing exhibitions for children; work, joint work of children and parents);

musical activities (music centers, music library

musical works);

(Slide 14) Center for Cognitive Developmentincludes material for working with children in the main sections: quantity and counting, color, shape, size, orientation in time and space. It contains demonstration and handout material (on lexical topics, basic sensory standards - shape, color, size, etc.). In the corner there are educational games and a card index for them. Mathematics corners for older preschoolers are equipped with entertaining material for the development of logical thinking and intellectual abilities.

(Slide 15) Center for construction gamesequipped with building materials, modern Lego-type construction sets, and various modules. In older preschool age, the center is replenished with construction sets such as “Mechanic”, construction sets for creating architectural buildings, as well as albums and materials for introducing preschoolers to architecture, diagrams, drawings, models.

(Slide 16) Safety cornersinclude layouts on fire safety, traffic rules, posters, educational games, visual material, and a selection of children's fiction on this topic. The need to create this corner is due to the requirements of modern life, the relevance of the problem of forming the foundations of safe life.

(Slide 17) Thus, a purposefully organized educational environment in our preschool institution plays a big role in the harmonious development and upbringing of each child. In addition to the main ones, it also has an aesthetic function: it evokes in children a feeling of joy, an emotionally positive attitude towards kindergarten, and a desire to attend it every day.

The age of why begins around 2.5 years and passes closer to school. The main task of teachers is to be prepared for any questions, even if they seem completely illogical to you.

All children, as you know, are different, and each preschooler has the right to his own path of development. Therefore, it is necessary to create conditions for the education, training and development of the children’s team as a whole, as well as to provide each student with the opportunity to show individuality and creativity.

One of the important conditions for educational work in a preschool institution is the correct organization of the subject-spatial environment.
In accordance with the Federal State Educational Standard, the subject-spatial environment in a preschool organization performs educational, developmental, nurturing, stimulating, organizational, communicative functions, but most importantly, it must work for the independence and initiative of the child.

When designing a subject-development environment, you should adhere to the following principles.

A preschool child has three basic needs: movement, communication, and cognition. It is necessary to organize the spatial environment so that the child has an independent choice of activities.

The developing subject environment must be modern, meet the criteria of functional comfort and the basic principles of children's developmental activities, and ensure the achievement of a new, promising level in the development of children.

When building a subject-development environment, the principle of zoning must be observed.

To help fulfill the needs of a preschooler for positive emotions, new impressions, knowledge, the ability to feel confident in communicating with adults and peers, mutual understanding and empathy, conformity with a positive moral hero, the Center for Theatrical Activities “Visiting a Fairy Tale” was organized in one of the preschool educational institutions.

A special place in preschool educational institutions is given to the “Sounding Notes” music centers. The musical development of a child comes down not only to classes with a teacher, but also to the opportunity to play independently, improvise, and play music freely. The center helps students transfer the experience gained in music classes to other conditions, helps to establish a sense of self-confidence, activity, and initiative.

The created center for intelligence-shaping technologies “Purple Forest” solves a large number of educational problems. Unbeknownst to themselves, children master numbers and letters, recognize and remember colors and shapes, learn to navigate in space, develop fine motor skills and improve speech, thinking, attention, memory, and imagination.

To develop an environmentally literate and caring attitude towards the environment, the preschool organization has equipped “World of Ecology” natural corners. They present didactic games on the topics: climate, flora and fauna, natural zones of the globe, etc. In this corner, children observe changes in the process of plant growth. The herbarium allows children to get an idea of the diversity of the natural world of their native land.

The group has set up a center for speech creativity “Cheerful Tongue”, which provides an opportunity for our students to act individually. A variety of practical material for organizing speech games has been accumulated and systematized: manuals for articulation exercises, materials for storytelling, a variety of didactic, board and printed games, games for the development of fine motor skills.

A speech development environment is a specially organized environment that most effectively influences the development of various aspects of each child’s speech.

Particularly valuable is the corner of physical culture and sports “With sports, we are all on the same path.” The physical education center fits harmoniously into the space of the group room. It fulfills children's need for physical activity. Preschoolers consolidate different types of movements. An increase in physical activity has a beneficial effect on the physical and mental development and health of children.

The groups also house centers for construction games and construction sets; they represent a huge variety of different types of construction sets. Children independently use diagrams and models of buildings to realize their plans. The mobility of this center allows children to develop the plot of the game outside of it. This allows them to feel comfortable in any corner of the group.

In order to teach children how to behave safely on the road, the “We are little pedestrians” center was created. It is equipped with the necessary attributes for role-playing games; didactic and board games to consolidate knowledge of traffic rules. A good teaching aid is a floor mat with street and road markings.

The main type of independent activity of a preschooler is story-based play. The attributes for the games were selected in such a way as to create conditions for the realization of children’s interests in different types of games. Aesthetics and sophistication of design, modernity of materials make children want to play. Selected play material allows preschoolers to combine different plots and create new play images.

The Pochemuchki science center is very popular among children, which is a furniture module with specially equipped shelving, where there are natural materials for children's research: chalk, sand, clay, stones, shells, feathers, coal, etc. Microscopes, globe, laboratory equipment, measuring glassware - all this is of particular interest to children.

Thus, the variety and richness of sensory impressions, the possibility of a free approach to each center in the group contribute to the emotional and intellectual development of our students.

The advantage of the created environment is that it is possible to involve all children in active independent activities. Each child chooses an activity of interest in any center, which is ensured by a variety of subject content, accessibility and ease of placement of materials. It is important that students have less conflict with each other and quarrel less often because they are passionate about interesting activities. The positive emotional mood of preschoolers indicates their cheerfulness, openness, and desire to attend kindergarten.

The search for innovative approaches to organizing a subject-development environment continues, the main criteria being creativity, talent and imagination.

Everything that surrounds a child is a source of knowledge for him, shapes the baby’s social experience and contributes to the development of his psyche. Especially when we are talking about children of the middle group (4–5 years old), who are taking increasingly confident steps towards interacting with the outside world. Therefore, in preschool educational institutions (DOE), teachers take special care in organizing the space in which the child is located and in contact with other children and the teacher during his stay in kindergarten.

Definition of the concept: goals and objectives

The term subject-developmental environment denotes a methodically well-organized system of material objects involved in the child’s activities and stimulating the comprehensive development of his personality.

In other words, these are conditions that contribute to the full psychophysiological development of the baby. The goals of organizing a subject-development environment are:
assistance in determining the child’s personal interests (at 4–5 years old, children already quite consciously give preference to one or another type of activity, for example, productive - drawing, or playful - role-playing fun);
development of the ability to seek and find ways to interact with the teacher and other children (if in younger groups children played more and more with themselves, then in middle preschool age there is a “surge” in the desire to interact with others, as well as a tendency to creatively reflect received impressions, for example, drawings, modeling);

developing the skill of evaluating one’s own and other people’s actions and feelings (for example, in children aged 4–5 years, if quarrels occur based on grievances over toys, then both sides can reasonably explain the essence of the conflict, which was not observed in early preschool age, when any misunderstanding was resolved either by tears or fights, and more often by both).

Children aged 4–5 years increasingly prefer to play in large groups rather than individually, as was the case before.

The objectives of designing the space surrounding children are:
the presence in the subject-development environment of a sufficient number of toys for role-playing games related to the experience that the children already have (games for the store, family, circus, etc.), as well as waste material (boxes, cotton wool, rags fabrics, sticks, etc.) for the implementation of planned plots;
providing a sufficient number of objects and materials, the cognition of which is carried out through different senses - kaleidoscopes, noise boxes, books, etc. (this will make it easier for children in the middle group to answer the questions that concern them at the age of 4–5: “what is it”, “why” and "For what");
inclusion of counting games in the subject-development environment, comparison of objects according to differentiated characteristics (color, shape, purpose), assembling a whole from parts (puzzles, puzzles);
expanding the range of books, workbooks (with tasks to prepare the hand for writing), reference literature, as well as, if possible, technical teaching aids (filmoscope, multimedia projector, computer).

A large sandbox will be a real find in the winter season

This is interesting. In a subject-development environment for the middle group, about 20% of games are intended for children of senior preschool age, so that children who are ahead of their peers in development can move on and not stop there.

Principles of organizing subject-development space

The selection of means used for the comprehensive psychophysical development of each child in the group must meet certain principles.

Saturation

The means of training and education are selected, firstly, in accordance with the program under which the preschool educational institution operates. For example, if a preschool institution uses a healthy lifestyle program and practices hardening, then in the play area for the middle group there should be rubber toys, bowls for playing with water, baby dolls and small towels so that the children can imitate the procedure of dousing with water.

Secondly, materials for the subject-development environment should be age-appropriate for the students. For example, for the middle group, experimental activities are new, so children should have at their disposal a nature calendar, in which kids choose symbols of the current weather (sun, clouds, rain, snow, etc.) and/or sketch them and stick them on double-sided tape , insert the appropriate symbol into the desired pocket.

Even in a small area you can place all the necessary materials by organizing them in suitable containers and places

Transformability and multifunctionality

In other words, depending on the task of education at a particular stage and the frequently changing interests of children, the means of the subject-development environment can be rearranged and replaced. For example, dolls from the play space can be used in educational settings to continue teaching children how to dress and undress independently. In addition, as already noted, in the group space there should be objects that do not have a strictly defined purpose, waste material that can be used in different types of activities.

Variability

This requirement presupposes zoning of the environment, that is, the presence of space for games (calm and active), research, and creativity. At the same time, the corners are grouped according to the level of activity of the activity. For example, gaming, theatrical on one side, and experimental, bookish on the other.

Availability

All children, including children with disabilities within the framework of an inclusive education program, must be provided with equal access to all materials. So, for example, the aquarium should be at such a level that children 4–5 years old can not only watch the fish, but also give them food.

It is very convenient when furniture for children is organized under the centers

Safety

Elements of the subject-development space must be safe to use (no sharp or small parts, no glass toys, etc.). In addition, the materials must be in good condition.

Since the surrounding space is designed to accompany any activity of children, it includes the necessary amount of materials and equipment to provide all the main activities of a particular age group:

cognitive-research;
game;
productive.

This is interesting. The saturation of centers implies certain financial costs, so the description below gives an average option.

Not all benefits need to be purchased; many can be made together with parents and children with their own hands.

The educational center

The most multifunctional space, consisting of light tables and chairs, with the help of which you can change the number of children in a particular activity: in fours, in pairs (it is in the middle group that the method of working in twos is actively introduced). The guys use the training center as:

bases for engaging in productive activities (drawing, sculpting, cutting, gluing);
laboratories (for experimental activities, for example, distributing cards with images of animals into wild and domestic ones);
places for independent work (putting together puzzles, playing with construction sets, drawing, etc.).

Tables in the group must be transformable

Material Storage Center

In space, this place is usually limited to a cabinet with drawers containing containers with:

sand;
pebbles;
shells;
flour;
cereals;
beans.

Role play center

The basis of this space is children's furniture for role-playing games, reflecting the usual adult life (kitchen, ironing board, dollhouse, garage with tools).

And also in the zone there should be dolls and all the necessary attributes of a doll’s “life”: sets of clothes, strollers, toy carts for shopping in a supermarket, dishes. In addition, it is worth acquiring attributes for dressing up the children themselves: aprons, scarves for working in a toy kitchen, for example.

The center for role-playing games should also have attributes for the children themselves, not just for dolls

Creativity Center

For this zone, a cabinet or shelf is determined, as well as a wall for an exhibition of children’s works and an art gallery with reproductions of paintings by famous artists (for the middle group, the subjects of Shishkin’s paintings “Morning in a Pine Forest”, landscapes, Levitan’s “Golden Autumn”, Polenov’s “Russian Village” are interesting "). Children's works: drawings and applications are placed on the wall using decorative cords. In addition, in the creative zone you need to place a roll of white wallpaper so that children can do collective work on it (for example, making an entire drawing from handprints), a board for creating chalk drawings and small easels for individual work.

The creativity corner must include an exhibition of the children’s own works

Experimental Ecological Center

This area is located on the racks. Indoor plants are placed on single-color pots, and on the shelves there is everything necessary for caring for flowers (watering cans, rakes), food for fish. The eco-center also houses an aquarium and a nature observation calendar.

There should be a lot of indoor plants in a corner of nature

Sports Center

The area that promotes the physical development of children is located in a niche of the wall, and also assumes the presence of a hanger with hooks for hoops, jump ropes, ring throws, a bag of balls of different sizes (including massage balls), skittles, hung targets and rolled ribbed mats.

Putting sports equipment in its place is a good way to discipline kids

Theater Center

In the middle group with a tendency to dress up and imitate the actions of adults, this zone is of key importance.

Its equipment should be as complete as possible and include:
large and small screens;
flannelograph;
rack or hanger with suits;
masks;
finger theater;
bibabo dolls;
decorations for acting out fairy tales (you need to try to find universal options, for example, a tree for staging “At Lukomorye there is an oak tree...” will also be suitable for the forest setting in the fairy tale “Little Red Riding Hood”);
dolls and toys;

The theater corner must have at least a minimum set of decorations, and if each group makes this a mandatory requirement, then it will be possible to exchange suitable surroundings

Mathematics Center

With the help of this zone, children learn to put a whole together from parts, perform simple operations with numbers, and solve logical problems. The materials are located on a shelf or cabinet. In the corner you can find:

puzzles;
sets of numbers and mathematical symbols;
a set of geometric shapes flat made of cardboard or three-dimensional made of plastic (triangle, rectangle, square, oval, rhombus, cube);
counting sticks;
children's computer (optional item).

In the mathematics corner there should be manuals with numbers, geometric shapes, puzzles

Book Center

Its location is easy to predict - a bookcase. On the shelves are books according to the program: fairy tales, short stories, collections of tongue twisters and tongue twisters. The latter is especially important for children 4–5 years old, who may already have pronounced speech defects that require correction. And also in the center of the book there is reference literature (on the history of the native land, geography). True, regarding the latter there is one strict condition: for example, among children in the middle group who read only a few, the books must contain color and large illustrations.

In addition, the book area can be supplemented with an open display case with books, a table and chairs, at which children could look at printed publications.

Literature according to the program and children’s interests can be systematized within the framework of the museum of their favorite book

Music Center

Open shelves in a closet are a suitable place to place sounding objects (for example, noise boxes filled with different materials - sand, cereals, pebbles - children guess the contents by the sound it makes). In violation of the principle of accessibility, but in compliance with safety requirements, it is better to place discs and audio cassettes higher than the height of children.

Even toy instruments give kids an idea of the principles of sound production

Retreat Center

This area, apart from a soft chair in the corner and a translucent curtain that is attached to the walls, does not require any other equipment. But it needs to be located a little away from other centers, so that no noise interferes with the baby’s relaxation and leafing through the book he likes.

This is interesting. Some methodologists are very skeptical about the organization of a privacy zone in the primary and secondary groups, arguing that in primary and secondary preschool age not all children understand the purpose of this center. And teachers most often use a chair or chair as a place to serve punishment for violators of discipline. True, as for the latter, this approach to the use of space does not depend on the age of the children and can be observed with equal success in older groups, where pupils already have a more defined temperament, which means that some of them really need privacy after noisy games.

The more original the privacy corner is, the less likely it is to be used for other purposes.

Center for Patriotic Education

According to the Federal State Educational Standard, this zone is organized in the middle group from the second half of the year. Mandatory design elements must be:

poster with the image of the state emblem;
photograph of the president;
books with stories and poems about the homeland.

The center for patriotic education can be supplemented with textbooks (for example, “My Motherland is Russia: a textbook for kids” by V.A. Stepanov), projects about the history of the pupils’ families (done together with parents), as well as a set of photographs of views and attractions of their native land.

The patriotic education corner can be combined with pictures of beautiful local landscapes from the ecology center

Techniques that play up the subject-development environment

Anything that can be seen and touched is ideal for a group of visual techniques. In middle preschool age, children still rely on a visual-figurative type of perception, that is, any information must be accompanied by something material.

Visual techniques

The most productive ways to interact with preschoolers and primary schoolchildren. But if for the latter the dominant visual-figurative type of perception is determined by individual personality characteristics, then for preschool children this way of understanding the world is age-related, that is, for many of them temporary.

Observation

Based on the principle of transformability and multifunctionality, almost any zone can be used for observations, namely for experimental activities within the framework of this type of visibility.

The process of observation simply fascinates children, especially if this type of visualization is accompanied by an entertaining story

This is interesting. 99% of experiments involve tables and chairs in the training center.

Table: use of different centers for conducting experiments

Zone	Experience name	Task	Equipment and materials	Description	Conclusion
Creative (partially theatrical).	Rainbow balls.	By mixing the main shades of the palette, get new colors (green, orange, blue, purple).	Gouache in blue, red, yellow, white, palette, water, napkins, sheets with outlines of balls (4-5 for each student), half circles of the original tones and whole ones for the desired ones, flannelgraph.	A bunny who came to visit complains that he can’t find his favorite paint colors, but he heard how they can be made from what you have. The children agree to help. They take a whole circle, attach it to a flannelgraph, then mix two paints on a sheet. If the correct shade is obtained, half circles show the solution.	Yellow and red paints are orange, blue and yellow are green, red and blue are purple, blue and white are blue.
Musical, theatrical.	Why is sound born?	Help children understand that sound is the result of vibrations of objects.	Tambourine, glass glass, guitar, ruler (wooden), newspaper.	The teacher asks you to remember what sounds a bumblebee, a fly, a mosquito make. Then he offers to extract sounds from the presented objects. When does the sound stop? When we stop influencing an object.	Sound appears as a result of rapid vibrations in one direction and the other. The vibrations stop - the sound ends.
Materials Center.	What do birds make nests from?	Determine a number of features of the life of birds in the spring.	Pieces of cotton wool, fur, threads, scraps of fabric, thin branches, pebbles.	We leave the material next to the nest under construction (or left over from last year), and observe for several days what materials the bird finds useful.	We glue the materials used by the birds onto a sheet of paper and draw a nest next to it.

This is interesting. In the middle group, children begin to get acquainted with long-term experiments, while the children in the younger groups had only short-term experiments.

Demonstration

As part of the theme or for any other purpose, an adult introduces children to the materials in the center through a demonstration. So, for example, when studying the topic “A. Milne’s fairy tale “Winnie the Pooh and all-all-all”” on speech development, the teacher shows all the heroes of the fairy tale, taking them from the play and theater center. At the same time, it is possible that the kids had not previously encountered a kangaroo toy, that is, it was not available.

Moreover, since personal example is the strongest way to convey information to a child, before distributing props for roles in the production, the teacher himself puts on (or applies to himself) costumes and masks - as if introducing the children to the characters.

Even such a familiar type of theatrical activity as finger theater needs to remind children how it works.

Verbal techniques (conversation, riddles, poems)

The word accompanies every step of the teacher and children. That is, it doesn’t matter whether we are showing or considering something, we need to comment on every step. So, visualization without verbal techniques is difficult and ineffective.

Such an ordinary, familiar form of work as a conversation will become much more interesting if it is conducted on behalf of a toy from a play center or on behalf of an artist who painted a picture from a creative zone. And animals are simply indispensable “tellers” of riddles and “listeners” of poems learned by heart.

Fairy tales and stories

Volumetric narratives are accompanied by a demonstration of pictures or toys with characters from the text. Some passages (or even entire works) may be illustrated by productions using theater center props. So, for example, when studying the topic “Vegetable Garden”, vegetable heroes in the form of a finger theater can come to visit the lesson.

The more adults talk to children, the more noticeably the children’s vocabulary is enriched.

Gaming techniques

It’s not for nothing that the whole center is dedicated to fun. Moreover, both the active and the quiet will find everything they need.

Table: examples of outdoor games in the game center

Name of the game	Tasks	Description	Options
Aircraft	Consolidate the skill of forming a column, work on developing the ability to navigate the terrain.	The kids (“pilots”) are built in 2-3 columns in different places marked with flags. At the teacher’s signal, “Getting ready to fly!” children bend their elbows and perform circular movements with their hands, starting the engine. At the command “Fly!” children spread their arms and “fly”. And the reaction to the words “For landing” should be a quick formation in your column, marked with a flag.	An adult can change the location of the flags during the game.
Looking for a couple	Train the ability to perform actions on a signal, quickly line up in twos, recognize colors and practice running. Develop ingenuity and initiative.	An odd number of children stand against the wall, each holding a flag of a certain color. At the teacher’s command, the kids run away, and in response to the words “Find yourself a partner,” they must quickly find a flag of the same color and take on some image with their partner (for example, the heroes of the fairy tale “The Fox and the Crane”).	If there are no flags, you can use casings from used felt-tip pens. To make the task a little more difficult, you can ask the resulting pair to jump over the “stream” first.

Table: examples of didactic games in the game center

Name of the game	Tasks	Description
Who/what happens?	Train attention, memory, consolidate knowledge about animals, birds and insects.	The presenter names any animal (insect, bird), raises his hands up and says: “It’s flying.” If this is correct, then all the kids also raise their hands. If it’s wrong, then they hold it at the seams. Whoever makes a mistake is eliminated.
It happens - it doesn’t happen (ball game)	Work on developing attention, memory, reaction speed and thinking.	The teacher throws the ball to the child, who must quickly figure out whether this happens or not. For example, “Snow in the summer... doesn’t happen!”, “Drops in the spring... happen!” etc. Children can stand in a circle, or they can stand at random.

How to set up development centers in a group

Starting from the middle group, the teacher designs the subject-development environment together with the children, that is, consults on the location of the centers and options for their combination. Thus, making the kids understand their importance, that is, relying on the most important motivation of a 4-5 year old child: to be like adults in everything.

Centers may not have rigidly fixed corners, but can be organized more flexibly. To do this, you need to find the optimal combination of center components in terms of content and aesthetic design.

Photo gallery: an example of organizing a subject-development environment without strict boundaries

From an early age, children repeat the rule that they can pick up the next board game when the previous one is returned to its place.
A corner of a book can indeed be placed in a corner, only the furniture must be suitable for this. The corner of patriotic education is highlighted in the second half of the year. A box with natural materials can be stored in a corner of nature, and not in the center of materials. Soft construction toys can be used as equipment in sports activities, which is why they can be stored in the sports area. Toy furniture for the play center is a mandatory element of the package. In the creativity center, there are usually no tables and chairs for children; the furniture is used from the training area. In a corner of privacy, a museum can be organized, for example, with models of different types of transport.

Unfortunately, not all kindergartens have enough space to separate one area from another. But, on the other hand, limited space forces the teacher to come up with interesting combinations of development centers. For example, part of the game with experimental-ecological.

Photo gallery: combination of separate and combined centers within one subject-development space

To stimulate children's interest in reading, there should be a lot of books in the group. Combining corners is not an easy task, requiring certain methodological experience. A music center can be harmoniously combined with a theater center.

Photo gallery: design of centers in large spaces

The creativity center is one of the few that can be located closer to the privacy zone. Another original way to combine zones is to unite them, like the neighboring cities of Bukvograd and Igroteka. An interesting solution to organize a book zone in the form of a real library. There is never too much ambiance of doll life in the middle group

Video: an example of organizing a subject-developmental environment in a middle group

Video: video tour of development centers in the middle group

Higher philological education, 11 years of experience teaching English and Russian, love for children and an objective view of modernity are the key lines of my 31-year-old life. Strengths: responsibility, desire to learn new things and self-improvement.