What is the subject-developing environment? The development environment in the Dow

The subject-developing environment is a set of objects of a material nature for the development of the child, subject and social means of providing various types of activities of pupils. It is necessary so that children can fully grow and get acquainted with the world around them, they could interact with it and learn independence.

Concept of the subject-developing environment

It promotes the development of independence, initiative and gives children the opportunity to realize the abilities that they have. The subject-developing environment improves the experience of emotional and practical interaction of the child with the surrounding people, and also helps to raise the cognitive activity of all the children of the group.

It consists of:

• A large playground;
• Play equipment;
• Toys;
• Different types of game attributes;
• Game materials.

These funds should be in a special room, a hall or in the courtyard of a kindergarten.

How is the developing environment created?

During this stage it is necessary to remember that the subject-developing environment should give place to the development of educational, educative, stimulating and communicative functions. The most important task is to increase the independence and self-activity of the child. Such an environment should be spacious and pleasant for children, to satisfy their needs and interests. Important is also the design of objects and their shape: they must be safety-oriented and appropriate to the age of preschoolers.

The creation of a substantive environment includes an important aspect: the change of decor elements, as well as the allocation in each group of places for experimental activities of children. The color palette should be based on warm pastel colors, so that the atmosphere is easy and does not "put pressure" on the pupils.

With regard to the subject-developing environment of the group, it must change depending on the age of the children, their characteristics, the period of education and, of course, the educational program.

The developing object-spatial environment must be open-ended, subject to adjustment and development, not to be a closed system. Well, if it is regularly updated and meets the current needs of children. In any case and under different circumstances the space around the toddlers should be replenished and updated in accordance with the requirements for a certain age of the pupil.

Proceeding from this, when creating this environment for any age groups in the DOW, it is necessary to take into account the psychological factors of interaction between the participants in the educational process and the general atmosphere, including the design of the pre-school institution.

The principle of positions in the interaction

It is based on the organization of space for communication of parents and teachers with children. The fact that confidential conversations and open communication of adults with children is carried out on the basis of the principle of spatial communication "eye to eye" is fairly well known. The corresponding subject-developing environment will provide an opportunity to approach and equalize the positions of children and adults. It will be appropriate to use a variety of furniture, namely corners, podiums and slides.

Principle of activity

It enables the adult and the child to participate together in environmental matters, which will be easily transformed and changed. You can equip group rooms with workshops, sand and water centers, using screens.

During the organization of general activities, it is necessary to select materials that have the ability to activate cognitive activity. They can be technical devices, magnets, toys, magnifying glasses, springs, beakers, models, scales, and also it is possible to provide different natural materials for experimentation and study.

The principle of stability-dynamism

This principle contributes to the creation of conditions that are allowed to change in accordance with the mood, preferences and capabilities of children. Need a game room for different age groups, and for kids you need to create a zone of stability.

The developing subject-spatial environment must be properly equipped. DOW needs to take care that there are toys, furniture, storage tanks, podiums for rest, as well as collapsible structures. This room should be filled with various items, and also have a lot of free space. You can create thematic zones, put upholstered furniture and make it a part of the gaming.

The principle of flexible zoning and integration

We need to build non-overlapping spheres of activity and give children the opportunity to do different things at the same time, without interfering with each other. They can easily be distracted and do not always sufficiently focus on their activities.

Students of the faculties of preschool education do not always clearly understand what includes the subject-developing environment. The presentation, which is often held in the DOW, is the best way to visually demonstrate to the future teachers gaming centers and different zones (theater, speech and literacy, sports, experimentation and research, communication and construction-constructive games) that enable children to unite if they have There are common interests. Preschoolers also need a place for rest and solitude.

The Gender Principle

The subject-developing environment in the DOW gives the children the opportunity to express themselves in the light of their abilities. To do this, it is appropriate to have materials that will take into account the interests of all children. They should be cognitive and entertaining for both boys and girls. It can be games, some tools for various creative works. Girls need items that will develop their femininity, and boys - what will cause in them the "spirit of a man".

The principle of combining various elements

In this case, the aesthetic organization of the environment is important. Everyone knows that basic information is perceived by a person through sight. Therefore, the subject-developing environment in the Dow deserves serious attitude, and it needs to pay enough attention.

Speech development environment of the group

Classes of this nature should be conducted in a free place so that the child can change his position. Basically this game room should have a soft covering on which it is necessary to put upholstered furniture. You can arrange different games with your story, which will need to be played with the help of adults.

The group's development environment should be equipped for such games: they can be stored in special shelves or boxes that will be accessible to children. While working with young and middle-aged children, it is necessary to pay sufficient attention to benefits and materials that are associated with the development of vocabulary.

Comprehensive measures

As in the modern society there are many changes, both economic and social, the development of the subject-developing environment should be based on education, in connection with which the requirements for its quality should increase. To solve the problem, it is necessary to implement comprehensive measures. The subject-developing environment in the DOS consists of different elements, each of which fulfills its functional role.

In order to achieve results, it is necessary to create certain conditions in the DOW and to improve the system of the whole pedagogical process. In particular, it is necessary to organize a good environment for the development of children's activities. Developing the subject-spatial environment should be one of the main nuances - pedagogical support of children's activities.

How to create a development environment at home?

The principles of distance, activity, stability, creativity, flexible zoning, individual comfort, independence, openness should be the basis of the constructions. In order for the child to develop comprehensively at home, it is necessary to organize the creation of a subject-developing environment and to provide appropriate places.

This will allow to develop speech and physical development, to teach mathematics. It is necessary to pay attention to the location of objects in the room: children should move around freely, rest, play and contact adults in comprehensive development classes.

How to organize the development environment in the DOW in connection with the introduction of GEF?

A new GEF was introduced into the structure of the pre-school education program. In this regard, the questions about the organization of the subject environment, which gives development in the Dow, have become quite relevant.

The subject-developing environment for GEF includes work with preschool children. The development of their activities are games. This contributes to the fact that the interest of teachers-practitioners in the constant changing of the subject-developing environment of the DOS is increasing.

Requirements of GEF to the subject-developing environment

It is obliged to ensure maximum implementation of educational development. The organization of the subject-developing environment should mean:

• Accessibility for pupils of all premises in which the education process is carried out;
• The opportunity for each child to develop his individuality, given his propensities, interests and level of activity;
• Unlimited access of children to games, books, toys, benefits and materials that support their activities;
• Enrichment of the environment with elements that will contribute to stimulating the emotional, cognitive and motor activity of children.

Requirements for the organization of the subject-developing environment in the light of FGT

The subject-developing environment of the kindergarten should improve in the baby its physical functions, form sensory skills, help to gain life experience, learn to compare and order phenomena and subjects, to receive knowledge independently.

The child develops in the learning process, during which he is active and engaged in some kind of activity. It is organized by the teacher in various forms of communication with others. For this, a special pedagogical situation should be created, where the child will live and learn independently.

The subject-developing environment of the younger group should provide children with opportunities to identify different qualities of the individual and development opportunities. Quite often it turns out quite the opposite, and the space provided to children can become an obstacle that prevents them from manifesting their unique abilities.

The principle of integration is based on the general educational program of these institutions, which is implemented in accordance with the age and individuality of the pupils. It is very important to timely and correctly implement all the basic rules - this will enable the child to develop.

At each age, the kid has his own characteristics and preferences, so their constant dissatisfaction can lead to disastrous consequences. If the interest and curiosity of children are not always satisfied, then this will end with passivity and apathy. The upbringing and development of the child is a laborious, laborious and complex process, and therefore a negligent attitude in this matter is unacceptable.