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.

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“Creating a subject-based play environment for children of early and preschool age.”

Based on these general ideas about gaming activity, we can identify the types of gaming material for a story game and a game with rules. It is customary to distinguish the following components of an imaginary situation:

- characters (roles),

- actions of the characters,

- space (place) of action.

The imaginary situation in children's play is supported by object supports.

Types of Game Material for a Story Game

:

1. operating objects - toys that imitate real objects,

2. tools, tools, means of human activity that allow you to recreate the meaning of a real action (for example, a toy cup, iron, hammer, steering wheel, etc.)

3. character toys - various kinds of dolls, figures of people and animals. This also includes game material that represents role-playing attributes specific to a character (role), for example, a white doctor’s cap, a fireman’s helmet, a colorful cowboy belt, etc.

4. markers (signs) of the play space - toys (game material) indicating the place of action, the environment in which it occurs (for example, a toy stove, a house-teremok, a rocket frame, a frame depicting the bow of a ship or the front wall of a bus and etc.).

In order to correctly select game material taking into account the specifics of a children's story game, it is necessary to consider it from the point of view of the measure of convention.

In the rather capacious concept of the measure of conventionality of a toy, three parameters are hidden:

—first parameter

- her appearance. In some cases, this is a copy of a real object (for example, a toy car is a model, or, in extreme terms, a working model). This type of toy can be called a realistic or replica toy.

In other cases, a toy may be a fairly generalized representation of a real object, for example, a wooden toy truck may not be an exact copy of a real truck, but displays its typical features: the presence of a body, a cab, wheels. These kinds of toys are usually called prototypical toys.

—second parameter

, which determines the degree of conventionality of a toy, is its size. Toys can be large, proportionate to the child, approaching the size of real objects (for example, a toy plastic hammer, iron, etc.). This is the pole of the least conventional toys. Toys can be small, conducive to direct play (for example, figures of people and animals, garages, railroads, sets of airplanes, cars, etc.). This is the pole of the most conventional toys. The row between these poles is filled with medium-sized toys.

—third parameter

is related to the degree of its readiness. Thus, it is customary to distinguish between ready-made and prefabricated toys. We can classify a ready-made story toy as the pole of minimal convention, a prefabricated one as the pole of maximum convention (only after a series of non-game assembly actions does such a toy become a story toy, for example, a buildable model airplane, a buildable railroad, etc.). In the last decade, a large intermediate class of toys in this parameter has appeared - the so-called transformers, which are initially a ready-made plot toy, but through a series of successive transformations, without losing its integrity, it can be transformed into an object with a completely different meaning.

MAGAZINE Preschooler.RF

Authors:

• Denisova S. Yu.
• Postnikova I.A.
• Tamilina E.Yu.

1. Description of the relevance and necessity of the proposed innovation

Currently, the field of preschool education is open to public demands and the requirements of the time, aimed at attracting modern educational technologies.

In the practice of preschool educational institutions, the problem of optimizing the composition of the subject-based play environment often arises, which is considered as the most important component of the subject-development environment. The Federal State Educational Standard for Preschool Education speaks of the need for its optimization and formation “taking into account the principle of integration of educational areas . This provision directly applies to the subject-based gaming environment.

From the many different gaming tools offered by the modern market, today it is necessary to choose those that will solve the problems of synthesizing a subject-based gaming environment.

At the same time, an effective solution to the problem of optimizing the subject game environment of a preschool educational institution is possible only within the framework of a systematic approach.

presented design project is devoted to the issues of constructing a model of a subject-development environment for the preschool education program “Childhood”

2. The principles that formed the basis of the methodological development.

The requirements for a developing subject-spatial environment are contained in the Federal State Educational Standard for Preschool Education.

In accordance with it, the developing subject-spatial environment must provide:

• maximum realization of the educational potential of the institution’s space, as well as the territory adjacent to it or located at a short distance, adapted for the implementation of the educational program, materials, equipment and supplies for the development of preschool children in accordance with the characteristics of each age stage, protection and promotion of their health, taking into account the characteristics and correction of deficiencies in their development
• the opportunity for communication and joint activities between children and adults, physical activity for children, as well as opportunities for privacy
• implementation of various educational programs, in the case of organizing inclusive education - the necessary conditions for it, taking into account the national, cultural, climatic conditions in which educational activities are carried out; taking into account the age characteristics of children.

A developing subject-spatial environment must be content-rich, transformable, multifunctional, variable, accessible and safe.

The richness of the environment should correspond to the age capabilities of the children and the content of the educational program.

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

The organization of the educational space and the variety of materials, equipment and inventory (in the building and on the site) should ensure playful, educational, research and creative activity of all pupils, experimentation 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.

For infants and young children, the educational space should provide necessary and sufficient opportunities for movement, object and play activities with different materials.

The transformability of space implies the possibility of changes in the subject-spatial environment depending on the educational situation, including the changing interests and capabilities of children.

The multifunctionality of materials implies the possibility of varied use of various components of the object environment, for example, children's furniture, mats, soft modules, screens, etc.; the presence in the institution of multifunctional (not having a rigidly fixed method of use) objects, including natural materials, suitable for use in various types of children's activities (including as substitute objects in children's play).

The variability of the environment presupposes the presence in the preschool educational institution of various spaces (for play, construction, privacy, etc.), as well as a variety of materials, games, toys and equipment that ensure the free choice of children; periodic change of play material, the emergence of new objects that stimulate the play, motor, cognitive and research activity of children.

Accessibility of the environment implies accessibility for pupils, including children with disabilities and children with disabilities, of all premises where educational activities are carried out; free access for children, including children with disabilities, to games, toys, materials, and aids that provide all basic types of children’s activities; 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.

4. Characteristics of the activities of teachers and children in the created subject-developmental environment

Junior groups of kindergarten. The age from 2 to 4 years is a period of physical strengthening, rapid development of the psyche and the beginning of the formation of the basic personality traits of the child. The environment in the younger groups of a kindergarten should, first of all, be comfortable and safe for the child. Young children do not respond well to spatial changes in their environment (especially children in their third year of life); they prefer stability in this regard. We do not recommend frequently rearranging equipment in younger groups; it is better to carefully plan the room environment before the children arrive. Children of younger groups do not yet know how to interact well with peers, preferring to play nearby, but not together. Allow space for the simultaneous activities of no more than 2-3 children, and also take into account the possibilities of organizing joint activities between an adult and a child, since an adult is the main partner of a three-year-old child in games and activities.

Younger children actively develop motor activity, including walking, running, and climbing. At the same time, the movements are still poorly coordinated: there is no dexterity, speed of reaction, or evasiveness. Therefore, the spatial organization of the environment should take into account the possibility of fairly wide, clearly visible paths of movement for the child. To stimulate physical activity, it is advisable to install a slide with steps and a gentle descent in the group room, and strengthen the equipment for climbing, scrambling, and clambering over.

A small child actively enters the objective world and studies it with interest. Therefore, objects, toys, and their images must correspond to real objects of the world and be close to them in appearance. For example, toy animals must match the color, structure, and proportions of real animals; It is not recommended to include objects of a caricature-like, caricature-like nature, with distorted proportions, or unnatural colors in the environment of younger groups.

At this age, the foundation for the development of intelligence is laid - the child’s sensory abilities. Therefore, the subject environment of the group should stimulate the development of children’s perception, promote the development of analyzers, and “suggest” methods of examination and action. It is advisable to select items of pure colors, clear and simple shapes, different sizes, they should be made of a variety of materials (but safe for the child’s health). It’s good if you can extract sounds from objects, feel their aroma, smell, know the nature of the surface (smoothness, roughness), transparency, hardness or softness and other properties.

To develop fine motor skills, special didactic toys are needed: inserts, pyramids, lacing, etc. For the same purpose, you can include plastic containers with lids of different shapes and sizes, boxes, and other household items that have gone out of use.

Play is a favorite and natural activity of younger preschoolers; at this age they are just beginning to develop. Toys for children should be, first of all, functional and general in nature.

Small children prefer large equipment and large toys. For them, the main impetus for active action is an external stimulus. Therefore, it is necessary to place materials on open shelves, and the materials themselves must be visually attractive, bright, catchy, and they need to be changed quite often (at least once a week). You should not lay out all the materials at once; in this case, choosing a game for a child will be difficult, and putting things in order on the shelves will require too much time and effort.

A variety of design and construction sets (floor, tabletop) and lightweight modular material (special foam rubber and oilcloth-covered blocks of different shapes, colors, sizes), as well as a variety of large boxes, painted in different colors or covered with colored paper - a material of endless attractiveness for a child, giving him the opportunity to change and arrange the space at will.

It is recommended that younger groups have space for games with sand, water, clay, and paints. These games require special equipment. Among didactic games, games like lotto and paired pictures are preferred. Of course, there should be mosaics (for three-year-old children - large plastic, for four-year-olds - magnetic and large nail), and puzzles of 3-12 pieces, and sets of cubes of 4-9 pieces, and educational games (for example, “Fold the pattern” , “Fold the square” ), and games with elements of modeling and substitution.

For drawing, in which a child at this age begins to show an increasingly active interest, it is best to have special self-erasing or wax boards with a drawing stick or a roll of plain white wallpaper and wax crayons.

Almost every young child experiences interest and attraction to a book with bright pictures. Since children’s fingers are still inept, their actions are impulsive and poorly coordinated, saturate the environment with books with durable sheets of thick paper, polyethylene, or put pictures depicting objects and simple plots in transparent “ pockets” . Such “books” will last longer and will bring children a lot of joy and pleasure.

The group must have materials for staged and theatrical children's games: small toys, flat figurines of animals, people, fairy-tale characters; for entertainment with children - shadow and plane theaters, glove puppets.

A small child learns not only about the surrounding objective and natural world, but also about people, including himself. In the group, you need to have places where photographs are attached, pictures depicting people of different ages (children, adults), gender (men, women), expressing different emotional states (sad, happy, laughing, crying), with different appearances ( hairstyle, clothes, shoes, etc.); You can post photographs of the group’s children and their families. It is very useful to have many mirrors in different places in the group. And the mumming corner will allow the child to purposefully change his appearance and observe these changes, getting to know himself, so familiar and unfamiliar at the same time.

Middle kindergarten group. The subject-spatial environment for children of this age has its own uniqueness associated with the developmental characteristics of preschoolers of this age. And one of these features is a clear manifestation of different rates of development of children: some retain the features of a younger age longer, the restructuring of their behavior and activity seems to slow down, others, on the contrary, grow up faster and already from the second half of middle preschool age begin to show the features of an older age more and more clearly age level. As a result, the developmental environment in the middle group should retain some of the features of the environment for young children, but at the same time bear the features of the environment characteristic of a group of older preschoolers.

The children's physical capabilities have increased: their movements have become more coordinated, confident, and varied. Children have an urgent need to move. In case of insufficient self-satisfaction, they quickly become overexcited, become disobedient, and capricious. To avoid such manifestations, it is necessary to provide opportunities for a variety of physical activities in the group. As a result, the subject-spatial environment is organized on the principle of small semi-enclosed microspaces - in order to avoid crowding of children and promote games in small subgroups of 2-4 people. Games, toys, and aids are placed in such a way as not to interfere with the free movement of children and not to create “crossing” paths of movement.

It is advisable to have a compact sports mini-complex in the group. In different places in the group you can hang targets on a carpet base.

You can create a “movement path” or “physical education path” - a path where, with the help of models, signs, pictures, photographs, motor tasks for the child to complete will be indicated.

It must be remembered that it is in the fifth year of life that the first violations of posture manifest themselves. In those places where children spend a lot of time in one position (for example, they sit for a long time), it is necessary to hang various “mobiles” or draw palms on the wall at different heights and introduce a rule: after playing, stand up, raise your arms, jump, reach for the pendant and you can continue playing.

In the fifth year of life, a high interest in role-playing games is shown; this is the time of its heyday. It has been noticed that children of middle preschool age, when playing, like to somehow designate their play area. In this regard, conflicts often arise. To avoid this, you can use light folding screens (1-2 per group), colored cords, fences made of bars and bricks, and play mats.

A child in the middle group, like a younger preschooler, loves to repeat his favorite play actions and plots many times. Therefore, if the plot of the game is played with enthusiasm, there is no need to encourage children to play a new game, introduce new toys or other attributes. Let children enjoy the familiar plot to the fullest. A signal about the need for significant changes in the gaming environment will be a decrease in the emotional background, speech activity and a rapid winding down of the game. Then you should add attributes for new plots. The plots of games at this age are simple and related to the child’s experience: family, store (grocery, toys, clothes), kindergarten, holiday, sailors, circus, trip to the country, etc.

A five-year-old child attaches great importance to a toy; it prompts him to new play ideas. Therefore, play sets for the middle group should contain dolls of different genders and professions, animals (kittens, foxes, dogs, hares, bears, etc.) of different, preferably not very large, sizes; sets of furniture (large and for games on the table), dishes, clothes, various types of transport. The group needs a supply of additional gaming material: boxes of different sizes and various shapes, twine, spools, scraps of fabric, sticks, tubes, etc. All this will find use in the game and will contribute to the development of gaming ideas and creativity.

To develop the imagination, it is recommended that instead of some real objects, offer substitute objects that have a certain resemblance to the original, for example: geometric three-dimensional figures - “vegetables” , a bar - “iron” , a stick - “thermometer” , a box - “TV” . We advise you to involve the children themselves in the design of play areas.

Middle preschoolers already have a good understanding of humor, they have some experience of getting to know the world around them, so it is possible to use toys that do not accurately convey real objects: cartoon-like ones that do not accurately convey color and proportions. At the same time, children's interest in realistic and detailed toys that are close in appearance to real objects is growing.

In order to instill in children the habit of putting toys away after play, it is advisable to purchase plastic containers or baskets.

Just as at a younger age, it is important to set aside a place for mummery, where decorations are added (various beads, crowns, bows, etc.), details to indicate profession, gender, and emphasize the image. Here you can also add elements of costumes of fairy-tale characters and animal masks. Let us remind you that in this place you should hang a large mirror, in which the child will look when dressing up.

The amount of large modular material is increasing: children really like to build their own space and modify it.

The material for construction and constructive games is becoming more diverse. The shape of parts and methods of fastening become more complex, and thematic sets appear ( "City" , "Train", etc.).

Among didactic games, first of all, there should be games for comparing objects according to various properties (color, shape, size, material, function), for grouping by properties, for recreating a whole from parts (such as “Tangram” , puzzles of 6-18 parts ), for series on different properties, counting games. It is important that the child always has the opportunity to choose a game, and for this it is recommended to make the set of games quite diverse and constantly change it (once every 2 months). Approximately 15% of games should be intended for children in the older age group to enable children who are ahead of their peers in their development not to stop, but to move forward.

In middle preschool age, children show a high interest in language and speech. In this regard, the group is equipped with technical means (an overhead projector, a filmoscope, a voice recorder, a tape recorder or a player) and the children themselves are taught how to use them. At the same time, attention should be paid to books, among which not only works of fiction should be presented, but also educational and reference literature for children, educational books and workbooks.

At this age, children are especially sensitive to adult assessments; they expect support and praise, and want to hear and see approval for their actions. Therefore, it is important to find a place where the child could display, hang his work, and decorate the group room with it.

The cognitive activity of preschool children increases. This is manifested in numerous questions from children to the teacher. The child already has some experience of knowing the environment, but it requires generalization, systematization, deepening, and clarification. For this purpose, the group organizes a “sensory center” - a place where objects and materials are selected that can be perceived using various senses.

Games with sand, water, clay, paints, light, mirrors, foam are organized in a special place for children's experimentation. The requirements for its equipment are approximately the same as for younger children, but the range of materials is wider and they are constantly presented.

In middle age, it is important to teach a child basic planning of his activities. In a group room, it is necessary to place support diagrams that help the child independently choose an activity and follow this choice, for example, “web plans” : a sheet on which signs are attached - “business cards” (photo, name, drawing) - and designations of the activity chosen by him .

Middle age is the beginning of a sensitive period in the development of the sign-symbolic function of consciousness; this is an important stage for mental development in general and the formation of readiness for schooling. In a group environment, it is necessary to use symbolic symbols and models to designate objects, actions and their sequence. It is better to come up with such signs and models together with children, leading them to understand that everything can be denoted not only with words, but also graphically.

In middle preschool age, a child has a strong interest in knowing himself and determining his place in this world. It is important to help him realize his characteristics and skills; to clarify his ideas about the family, people of different ages, gender, nationality, profession, and the emotional states of people. This can be facilitated by independent production and placement in a group in a specially designated place for this purpose of posters, collections of illustrations, photographs, for example: “What am I?” , “People are so different and the same” , “I cry and laugh .

Senior kindergarten groups. When a child moves to the senior group and, especially, to the preparatory group, his psychological position changes: for the first time he begins to feel like the eldest among the children of the kindergarten. It is important to support this sense of an organizing environment in which the child will demonstrate cognitive activity, independence, responsibility, and initiative. The teacher should more often involve older preschoolers in organizing the environment, asking their opinion about upcoming actions to change the environment, involving children in the process of change itself.

The subject-game environment of senior groups is organized in such a way that every child has the opportunity to do what he loves. Placing equipment according to the principle of non-rigid centering allows children to unite in subgroups based on common interests. The basis for such activities are various centers.

A characteristic feature of older preschoolers is the emergence of interest in problems that go beyond their personal experience. This should be taken into account when organizing the group environment: content is introduced into it that expands the child’s personal experience. For example, through books and objects, a child gets acquainted with animals and plants of distant countries, with the customs and appearance of people - representatives of different nations and eras, with genres of painting and other types of art.

By older preschool age, coordination and dexterity of movements increase, so it is advisable to divide the group space into small semi-closed microspaces. Small screens, wooden or metal frames and pieces of fabric, and large modular material are suitable for this purpose.

The game continues to be a favorite activity for older preschoolers; the opportunities for children to participate in a variety of gaming activities are expanding, this is facilitated by the accumulated gaming experience. The subject-game environment is built so that children can participate in a wide variety of games.

In role-playing games, children reflect various subjects: everyday (shop, family), work (sailors, building a house, doctor, school), public (holidays, travel), the content of their favorite literary works and films. The attributes of games for older preschoolers should be more detailed. Most of the equipment is stored in boxes that have a picture and a label on them to identify the game, and children independently determine which games they will play. Only those games that children play at a given time are “expanded”

In the sixth or seventh years of life, preschoolers begin to intensively master director's play, which turns into an expanded form of collective activity. Unlike role-playing games, in which children reproduce mainly the professional lives of people and their relationships, such games are based on broader social experience - impressions received from fairy tales, cartoons, and television films.

To develop director's play, it is necessary to allocate a special place where the plots would be played out (you can make a “scene” with scenes from a large cardboard box), a set of toy characters about the size of an adult’s palm, “waste” material and tools, as well as some sample diagrams, photographs of scenery and dolls.

Visual arts are one of the most favorite activities among children. In addition to ordinary materials, it is necessary to include diagrams - ways to create images using a variety of techniques.

Games with sand, water, snow, pebbles, and clay should also be presented in the group, since the teacher faces a new task: to show children the various possibilities of tools that help them understand the world, and above all, the microscope.

Constructive activities play an important role in the development of older preschoolers. Include in the group environment construction kits and construction kits made of different materials (plastic, wood, metal), floor and tabletop, with a variety of methods for attaching parts, with different thematic focus. In addition to the sets themselves, it is necessary to include in the group environment diagrams of sample buildings, photo albums (with photographs of architectural structures and children's buildings), and notebooks for sketching diagrams of structures created by children.

The role of the book as a source of new knowledge is increasing. Just as in the middle group, along with fiction, the book corner should contain reference, educational literature, and encyclopedias (general and thematic) for preschoolers. It is advisable to arrange the books in alphabetical order, as in a library, or by topic (natural history literature, folk and original fairy tales, literature about the city, country, etc.).

It should be remembered that the spine of a 5-7 year old child is very sensitive to deforming influences, so special attention should be paid to strengthening the back muscles - this is very important for future first-graders. If funds and space allow, purchase a sports complex. In those parts of the group where children maintain static postures for a long time, it is necessary to consider warm-up methods (darts, ring throws, skittles, serso, basketball hoops, targets and balls for throwing, bell pendants for pulling, hoops for climbing, etc. .).

Older preschoolers begin to intensify their interest in future schooling. It must be supported and developed. Include school paraphernalia in the group environment (backpacks, educational notebooks, rulers, pens and pencils, bells, etc.), select books that tell about school life, and together with the children, make albums with drawings, photographs and stories about school. It is advisable to allocate a study area in the group, the environment of which would be close to the learning environment of the classroom.

An important task is the development of reflection and the formation of adequate self-esteem. Children need to be shown the growth of their achievements, to make them feel joy and pride from successful independent actions. Discuss the child’s successes and achievements more often, record them visibly for the child - with signs, drawings or pictograms.

The ability to plan will be very useful for a child both at school and in life in general. This skill can be developed by asking the child to determine what he will do during the day, during the week. The plan is recorded in different ways (written down by the teacher or indicated using pictures). To do this, you need to have a list of children’s names in the group, placing a card with a plan next to each name.

It is necessary to develop the child’s ideas about his own capabilities and strengths, to teach him to know himself using self-observation. There are various ways to do this. For example, draw the child’s attention to his external characteristics - . ” It is advisable to discuss with your children every month some topic related to the child and his interests. These topics must not only be discussed, but also written down, sketched, and photographed. You can involve parents in this by offering to create a family newspaper.

Older preschoolers are attracted by the possibility of changing their appearance - their image. For this, the group must also have special equipment.

In the sixth year of a child’s life, nervous processes—excitation and inhibition—improve. This has a beneficial effect on the possibilities of self-regulation: children begin to do “the right thing” and refrain from unwanted actions, and the arbitrariness of behavior increases. This is an important characteristic indicating readiness for school. But in general, the ability to voluntarily regulate one’s activity is still not sufficiently expressed; impulsive behavior and reactions are observed. Therefore, a significant place should be given to games with rules that contribute to the development of arbitrariness of mental processes and behavior of older preschoolers. It has been noticed that older preschoolers who know how to play different games with rules successfully master educational activities at school.

The development of decentration, i.e. the ability to understand and accept another point of view, is one of the necessary conditions for a child’s readiness to learn at school. There are special games for the development of decentration: games with a mirror, games for spatial orientation “from another object” , in which the starting point is outside the child.

The group must have a toy library for independent play with gaming materials that promote the cognitive and mathematical development of children. Printed notebooks and educational books for preschoolers are required. Games should also be presented to develop counting and computational skills, mental processes, especially attention, memory, and thinking. For the development of fine motor skills, a variety of mosaics, puzzles of 48-120 pieces, coloring books, stencils, outlines and other similar materials are very good.

An important task is the development of phonemic hearing. For this purpose, the teacher can invite children throughout the day to select objects and toys whose names either begin with a certain sound, or this sound is in the middle or at the end of the word.

In older preschool age, children show an active interest in the past, present, and future. Include materials in the group environment that will help preschoolers better understand your stories. Together with your children, you can make layouts that reflect the content that preschoolers are learning about.

For older preschoolers, opportunities to learn about their native land and country are expanding.

It is necessary to continue to develop children's understanding of people's emotional states. Pictures, photographs, and puppet characters will help with this. At the same time, it is important to show children specific ways to show care for people in different emotional states, which again can be done with the help of picture situations. Set aside a place in the group for constantly hanging pictures depicting various emotional manifestations of people, and evaluating these manifestations ( “Plus” - correct, possible; “minus” - it is undesirable to do this). It’s also a good idea to have games in which children themselves construct people’s emotional expressions.

5. Characteristics of the changes that this innovation brings to the lives of children and teachers

When forming a subject-developmental environment for preschool groups in accordance with the “Childhood” , the following tasks are solved on the basis of targeted sets of play equipment:

• the subject-developmental environment of preschool groups is modernized, supplemented and clarified in accordance with the educational program
• characteristics of the subject-development environment are given in accordance with the Federal State Educational Standard for Educational Education
• pupils gain access to new areas of activity
• Teachers develop a complete and clear understanding of the composition and state of the subject game environment
• — unnecessary duplication of gaming tools is eliminated,
• — the placement of gaming facilities is optimized and inefficiently used areas are freed up.