Methodological development on the topic: “a model of a developing subject-spatial environment as a condition for the implementation of the federal state standard of preschool education. “Model for constructing a subject-spatial environment

1) The richness of the environment must correspond to the age capabilities of the children and the content of the Program. The educational space must be equipped with teaching and educational means (including technical ones), relevant materials, including consumable gaming, sports, health equipment, inventory (in accordance with the specifics of the Program). The organization of the educational space and the variety of materials, equipment and inventory should ensure: playful, cognitive, 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.

2) 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; 3) 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 Group 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).

4) Variability of the environment presupposes: the presence in the Group of various spaces (for play, construction, privacy, etc.), as well as a variety of materials, games, toys and equipment, ensuring 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.

My kindergarten colleagues and I are constantly improving the level of professional training and sharing our experience: we conduct master classes. And in one of these master classes, I introduced my colleagues to the “quilling” technique. Using this technique, we made characters for the fairy tale “Teremok”. I brought all the attributes made using this technique to our center for theatrical activities.

Space: It is difficult for children to play if we overcrowd the space and there are no substitute items. There should not be an excess of toys. There should be materials that can be used, objects that stimulate imagination and creativity. Peace: (so that adults do not distract), measured and calm speech of an adult, calm and confident movements. Children do not react quickly (children get lost). You need to sit down and listen to a specific child (open this “door” in yourself), conflict in the group decreases. Time: (specially allocated for play) - children should know that they have time. Otherwise, the child behaves like a “compressed spring” and this causes him anxiety. An adult must be ready to join the game as a psychological support.

Self-service and basic household work Our affairs (HR department) Game room Play space (for role-playing games) Educational and research Nature center Experimentation center Cognition and games center (didactics, mini museums) Construction (construction sets, models, paper, natural and waste materials ) Workshop (construction center) Safety Center Fine Art Center Creative Movement Physical Education and Sports Center Health Center Music Theater and Music Center Perception of Fiction Mini-library Communicative Mood Calendar (a place for solitude)

Autonomous non-profit organization

additional professional education

"Open Institute for Professional Development"

Graduation work

Organization of an effective developmental educational environment in preschool educational institutions

in the process of implementing the Federal State Educational Standard for Preschool Education

ExecutorN. N. Kopytova,

Senior teacher MBDOU

"Kindergarten No. 11"

Kudymkara

Supervisor:Elena Efimovna Mamaeva

Perm 2016

Content

INconducting

1.1. The concept and structure of the developmental educational environment in preschool educational institutions

2. Design of a developing educational environment for a kindergarten during the implementation of the Federal State Educational Standard for Preschool Education

2.1. Requirements of the Federal State Educational Standard for Preschool Education for the educational environment of preschool educational institutions

Conclusion

References and other sources of information

Application

Introduction

On September 1, 2013, in the Russian Federation, preschool education for the first time became an officially recognized full-fledged level of continuous general education. Together with the entry into force of the new law “On Education of the Russian Federation,” the latest federal state educational standard has become relevant for all preschool institutions. 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. In this context, it is relevant to achieve the 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.

At the present stage of development of preschool education, managers and teachers of preschool educational institutions are faced with the task of creating a multicomponent educational environment for a preschool child, which includes the following aspects:

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

According to the Standard, the educational environment created in a preschool educational organization must meet the following 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.

In a broad sense, the developmental educational environment is a sociocultural space within which the process of personal development occurs spontaneously or with varying degrees of organization. From the position of psychologists such as L. S. Vygotsky, P. Ya. Galperin, V. V. Davydov, L. V. Zankov, A. N. Leontiev, D. B. Elkonin, a developmental environment is a certain ordered educational space , in which developmental training is carried out. The educational environment (according to Yasvin V.A.) is a process of special organized purposeful formation of personality according to a socially conditioned model. Most experts use the concept of Doctor of Psychological Sciences S.L. Novoselova: “A developing subject environment is a system of material objects of a child’s activity that functionally modernizes the content of the development of his spiritual and physical appearance. An enriched developmental environment presupposes the unity of social and natural means of ensuring a child’s varied activities.” It is in kindergarten that it is possible to organize such an environment aimed at “harmonizing in terms of quantity, diversity, originality, variability, degree of influence on the child’s personality” (R. B. Sterkina) of all its components, which contributes to the development of the preschooler’s personality, becomes the source of his knowledge and social experience, including gaming.

Our study examines the design of a model of the educational environment in a preschool educational institution from the position of the fundamental role of the developing subject-spatial environment (DSES), and examines its influence on the development of preschool children. Currently, work is underway to create a full-fledged model of the educational environment of a preschool educational institution together with the Kudymkar Pedagogical College, which presents an option for designing a modern educational environment, including equipping the educational environment, the content of joint activities with children and the organization of interaction with family and society.

The concept of a subject-developmental 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.

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. 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.

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.”

Thus, when creating a developing subject-spatial environment for a preschool educational organization, it is necessary to ensure the implementation of: the educational potential of the group room spaceAndmaterials, equipment and inventoryfor the development of preschool children, protection and strengthening of their health, taking into account the individual characteristics of children and correcting their development;physical activity of children, opportunities for communication and joint activities between children and adults, as well as opportunities for privacy; various educational programs taking into account the use of inclusive education, as well as national, cultural, climatic and other conditions.

Developmental subject-spatial environment - 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, the protection and strengthening of their health, taking into account characteristics and correction of deficiencies their development.

When studying psychological and pedagogical literature, we identified a contradiction between the need to organize RPPS in accordance with the requirements of the Federal State Educational Standard for Preschool Education and the insufficient equipment of preschool educational institutions.

The identified contradiction made it possible to identify the research problem: how is it possible at the present stage to create a RPPS in a preschool educational institution to comply with the Federal State Educational Standard for preschool education?

This problem made it possible to formulate the research topic: “Organization of an effective developmental educational environment in preschool educational institutions in the process of implementing the Federal State Educational Standard for Preschool Education”

Object of study: organization of a developing educational environment in preschool educational institutions.

Subject of research: conditions for organizing the RPPS of a preschool educational institution as part of the educational environment in accordance with the Federal State Educational Standard.

The purpose of the study: to create a model of a developing subject-spatial environment that promotes the harmonious development and self-development of children with its subsequent formation and bringing it into compliance close to the requirements of the Federal State Educational Standard for Education.

Research objectives:

1. Identify and theoretically substantiate the requirements for the organization of RPPS preschool educational institutions;

2. Determine the capabilities of the RPPS in accordance with the Federal State Educational Standard for Additional Education.

3. Plan project management activities to create a model of a developing educational environment in a preschool educational institution.

During the study, the following were used: analysis of psychological and pedagogical literature, legislative acts, monitoring studies of the subject-development environment, design.

1. Theoretical approaches to organizing a developing educational environment in preschool educational institutions

1.1. The meaning and structure of the developmental educational environment in preschool educational institutions

In domestic pedagogy and psychology, the term “environment” appeared in the 20s, when the concepts of “pedagogy of the environment” (S. T. Shatsky), “social environment of the child” (P. P. Blonsky), “environment” were used quite often (A. S. Makarenko). In a number of studies, it has been consistently and thoroughly proven that the object of the teacher’s influence should not be the child, not his traits (qualities) and not even his behavior, but the conditions in which he exists: external conditions - environment, surroundings, interpersonal relationships, activities. As well as internal conditions - the emotional state of the child, his attitude towards himself, life experience, attitudes.

In the broadest context, a developing educational environment is any sociocultural space within which the process of personal development occurs spontaneously or with varying degrees of organization. The educational environment is a system of influences and conditions for the formation of a personality according to a given model, as well as opportunities for its development contained in the social and spatial-subject environment. From the standpoint of the psychological context, according to L. S. Vygotsky, P. Ya. Galperin, V. V. Davydov, L. V. Zankov, A. N. Leontiev, D. B. Elkonin and others, the developmental environment is a certain ordered educational space in which developmental learning is carried out. According to the Federal State Educational Standard for Preschool Education, the educational environment includes the following components: a 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.

In order for an educational space to act as a developing educational environment, during the interaction of its components it must acquire certain properties:

- flexibility, which refers to the ability of educational structures to quickly restructure in accordance with the changing needs of the individual, the environment, and society;

- continuity, expressed through interaction and continuity in the activities of its constituent elements;

- variability, which involves changing the development environment in accordance with the needs for educational services of the population;

- integration, ensuring the solution of educational problems by strengthening the interaction of its constituent structures;

- openness, providing for the broad participation of all subjects of education in management, democratization of forms of training, education and interaction;

- an orientation towards joint active communication of all subjects of the educational process, carried out on the basis of pedagogical support as a special position of the teacher, hidden from the eyes of students.

At the center of the developmental educational environment is an educational institution that operates in development mode and has as its goal the process of developing the child’s personality, revealing his individual capabilities, and forming cognitive activity. This is achieved by solving the following tasks:

- create the necessary prerequisites for the development of the child’s internal activity;

- provide each child with the opportunity to assert himself in the most significant areas of life for him, which reveal his individual qualities and abilities to the maximum extent;

- introduce a style of relationships that ensures love and respect for the individuality of each child;

- actively seek ways, means and means of maximizing the full disclosure of the personality of each child, the manifestation and development of his individuality;

- focus on active methods of influencing the individual.

Active research into the role of the developmental educational environment in the holistic pedagogical process has been carried out in recent years in the works of domestic scientists A. I. Arnoldov, E. V. Bondarevskaya, S. I. Grigoriev, I. A. Kolesnikova, Yu. S. Manuylov, A. V. Mudrak, L. I. Novikova, V. A. Sukhomlinsky, V. D. Semenov, Yu. S. Manuylov, V. V. Serikov, I. V. Slobodchikov, V. M. Polonsky and others.

In the studies of V.V. Davydov, V.P. Lebedeva, V.A. Orlov, V.I. Panov, the concept of an educational environment is considered, the essential indicators of which are the following characteristics:

- Each age corresponds to certain psychological new formations;

- training is organized on the basis of leading activities;

- relationships with other activities are thought out, structured and implemented.

In preschool pedagogy, the term “developmental environment” is understood as “a complex of material, technical, sanitary, hygienic, ergonomic, aesthetic, psychological and pedagogical conditions that ensure the organization of the lives of children and adults.” The goal of creating a developmental environment in a preschool educational institution is to provide for the vital needs of the emerging personality: vital, social, spiritual. The versatility of the developmental environment of a preschool educational institution, the complexity and diversity of the processes occurring in it determine the identification of subject and spatial components within it.

A developing subject environment, according to S. Novoselova, is a system of material objects of a child’s activity that functionally models the content of his spiritual and physical development. An enriched environment presupposes the unity of social and objective means to ensure the child’s varied activities. The main elements of the subject environment are architectural, landscape and natural-ecological objects; art studios; playgrounds and sports grounds and their equipment; play spaces equipped with themed sets of toys and gaming materials; audiovisual and information means of education and training, etc. The structure of the subject-game environment includes: a large organizing playing field; play equipment; gaming paraphernalia of various kinds, gaming materials. All components of the developing subject environment are linked to each other in content, scale, and artistic design.

RPPS in modern preschool institutions must meet certain principles:

- the principle of free choice is implemented as the child’s right to choose the theme, plot of the game, game material, place and time of the game;

- the principle of universality allows children and educators to build and change the gaming environment, transforming it in accordance with the type of game, its content and development prospects;

- the principle of consistency is represented by the co-scale of individual elements of the environment with each other and with other objects, leaving an integral playing field.

RPPS includes a set of subspaces:

- intellectual development and creativity, form all play areas, since for preschoolers the leading type of activity and intellectual and emotional development is play;

- physical development, stimulates the motor activity of children to the greatest extent;

- game development;

- ecological development, is designed to cultivate and strengthen love for nature, to comprehend all the diversity and uniqueness of natural forms;

- computer space introduces children to the world of computer science and contributes to the activation of cognitive activity, the formation of the child as an independent person who can make decisions.

L.N. Sedova identifies three main parameters of the importance of a developing educational environment for the process of personality development.

Firstly, this is a goal-setting parameter that orients the preschool teacher to understand the developmental educational environment as a specially organized pedagogical space, providing each subject included in it with wide scope for optimal development and adequate self-realization of various types of activity as the basic foundation of personality.

The second parameter for understanding the developmental educational environment as a pedagogical phenomenon that serves as a condition for the formation of personality is associated with modern searches in the field of new content of education.

The third parameter in considering the developmental educational environment from the perspective of pedagogical science is determined by the search for effective ways and methods of forming cognitive activity. In this regard, it requires special pedagogical understanding of the technology for creating a developmental environment within various types of educational institutions, as well as the technology for creating special pedagogical situations that allow stimulating the mental development of the child.

1.2. Principles of building a developmental environment in a preschool educational institution

V. A. Petrovsky, L. P. Strelkova, L. M. Klarina, L. A. Smyvina and others developed the Concept of building a developmental environment for organizing the lives of children and adults in kindergarten, which defines the principles of a person-oriented model of construction development environment in a preschool educational institution.

1. The principle of distance, position during interaction. The primary condition for personality-oriented interaction between adults and children is the establishment of contact between them. Establishing contact can be hampered by the fundamentally different positions occupied by the teacher and the child. Within the framework of authoritarian pedagogy, the teacher is, as it were, “above”, or “above”, and the child is “below”. This position of the teacher presupposes dictatorship and edification. In contrast, the teacher’s personality-oriented position is that of a partner. It can be designated as “next to”, “together”. At the same time, the developmental environment creates conditions for an appropriate physical position - communication with the child based on the spatial principle of “eye to eye”. This presupposes the desire of the educator to get closer, to “descend” to the position of the child, as well as the creation of conditions under which the child can “rise” to the position of the educator. For this purpose, for example, furniture of different heights is suitable, the height of which can easily change depending on pedagogical tasks, the so-called “growing furniture”.

It is equally important for an adult to find a distance to make contact with the child. For each person, the feeling of comfort when communicating with others is associated with the subjective, most convenient, distance. In this regard, the size and layout of the premises should be such that everyone can find a place for study or independent activity that is sufficiently distant from others and, conversely, allows for closer contacts.

2. The principle of activity. The structure of the kindergarten provides for the possibility of developing activity in children and displaying the activity of adults. They become creators of their objective environment, and in the process of personal developmental interaction - creators of their personality and their healthy body. These are primarily large-scale gaming and teaching aids - lightweight geometric modules, covered with fabric or leather, which are easily rearranged in the process of transforming space.

One of the walls can become a “creativity drawing wall.” Children can draw on it with crayons, charcoal or felt-tip pens, creating both individual and group paintings.

For the youngest children (2-4 years old), picturesque rugs with removable image elements are suitable, which can be transformed using buttons, Velcro or loops with buttons (a butterfly “transplants” from grass to a flower, a bird “flies” into the sky, a tree moves from the house to the river bank, etc.). Such actions of the child allow him not only to transform the environment, but also contribute to the development of his fine motor skills.

The most important condition for the emotional well-being and mood of children is lighting. It should be varied and accessible (electrical switches are located at a height accessible to the child) so that children can transform the light-color design.

Hygiene rooms are used not only for the implementation of routine moments, but also for the participation of children in “real adult” life (washing dishes, other household operations), as well as for direct children’s activities (bathing dolls, other games with water).

3. The principle of stability - dynamism of the developing environment. The environment must have the possibility of changing it in accordance with the tastes and moods of the children, as well as taking into account a variety of pedagogical tasks. These are lightweight partitions that can be moved, forming new rooms and transforming existing ones. This is the ability to change the color and sound environment. This is a variable use of objects (for example, soft poufs become either children's furniture or elements of a large construction set). This is also a multifunctional use of premises (a “mini-stadium” sports complex can be installed not only in a gym, but also in a games room, bedroom, locker room).

You can change the “backgrounds”, change the environment beyond recognition, filling it with emotionally rich “children’s” content: “magic”, “ship” or “Martian” rooms; the sports rope looks like the “trunk” of an elephant, “mysterious plants” are painted on the wall, etc.

The living space in kindergarten should be such that it makes it possible to build non-overlapping spheres of activity. This allows children to engage in different activities at the same time, in accordance with their interests and desires, without interfering with each other.

A kindergarten must have functional premises that children can use: physical education; musical; theatrical; laboratories; “offices” (with books, games, puzzles, filmstrips, slides, etc.); creative workshops, design workshops; laundries, etc. The design of these rooms should create a different emotional mood, i.e. become “mysterious”, “scary”, “magical”, “fairy”, “fantastic”, etc. In other words, the “space” allows the child not only to master the truth, but also to “go away” from it into fantasies and dreams, not only to creatively build, but also to dismantle what has been built, to see not only the beautiful, but also the ugly. An important role here is played by the design of both the building and the site, as well as such promising architectural and design devices as glazed verandas, balconies, hanging equipment - screens, screens, showcases; built-in and attached cabinets, retractable and sliding tables and shelves, etc.

4. The principle of emotionality of the environment, individual comfort and emotional well-being of the child and adult. The environment should awaken activity in children, give them the opportunity to carry out various types of activities, receive joy from them, and at the same time, the environment should have the ability, if necessary, to “extinguish” such activity and provide the opportunity to relax. This is ensured by a thoughtful set of impulses and stimuli contained in the developmental environment: a lack of impulses impoverishes and limits the child’s development in all areas, and an oversaturated environment with a chaotic organization of stimuli disorients him.

Here, in addition to the already designated activity zones, it is appropriate to recall once again the zones for relaxation (relaxation). These are “solitude corners” and a cozy room (corner) with upholstered furniture and other elements conducive to relaxation. It is advisable that the kindergarten have a “living room for adults”, where children have free access. The constant emotional stress that a teacher experiences in his difficult professional activities inevitably affects the general emotional background of his communication with children and, consequently, their emotional well-being.

Each child in kindergarten should be provided with personal space (a crib with a chair and a rug, a locker for storing personal belongings that belong only to him, photographs of his family, etc.).

The environmental design takes into account the creation of conditions for the formation and development of a full-fledged image of “I”. This is facilitated by the presence of mirrors of different sizes and movable mirrors of different curvatures. Emotional comfort is also supported through the exhibition of children's works, in which a place is allocated for each pupil, regardless of the level of his achievements in drawing, modeling, etc.

5. The principle of combining conventional and extraordinary elements in the aesthetic organization of the environment. Children’s comprehension of the category of aesthetics begins with “elementary bricks,” a unique language of art: the beauty of sounds, color spots, abstract lines, and a witty interpretation of an image using laconic graphic means. Therefore, it is important to place in the interior not bulky “classical” works of painting (Aivazovsky, Shishkin, Surikov and other authors who have become traditional for decorating orphanages, camps, boarding houses, etc.), but simple but talented sketches, prints, abstract or semi-real sculptures that give the child an idea of the basics of graphic language and various cultures - Eastern, European, African.

It is advisable to present to children the same content of a fairy tale, episodes from the lives of children, adults in different styles: realistic, abstract, comic, etc. Then children (with the help of an adult) will be able to pay attention not only to what is depicted in front of them, but also on how it is done, mastering the beginnings of the specifics of different genres.

6. The principle of openness - closedness. This principle is presented in several aspects.

Openness to Nature is a construction of the environment that promotes the unity of Man and Nature. This is the organization of “green rooms” - small courtyards, which can be glazed, with plants growing in them - trees, shrubs, grass. This is living with children and pets - cats, dogs, which the children take care of.

Openness to Culture - the presence of elements of real “adult” painting, literature, music.

Openness to Society - the setting of the kindergarten corresponds to the essence of the concept of “My Home”, in which parents are endowed with special rights.

Openness of one’s “I”, the child’s own inner world (see also the principle of emotionality of the environment, individual comfort and emotional well-being).

7. The principle of taking into account gender and age differences in children. It involves building an environment that takes into account gender differences, providing opportunities for both boys and girls to express their inclinations in accordance with the standards of masculinity and femininity accepted in society.

Thus, a developing educational environment is a specially organized socio-cultural and pedagogical space, within which several interconnected subspaces are structured, creating the most favorable conditions for the development and self-development of each subject included in it.

2. Designing a developing educational environment for a kindergarten during the implementation of the Federal State Educational Standard for Preschool Education

2.1. Federal State Educational Standards requirements for the educational environment of preschool educational institutions

In connection with the needs of modernizing the education system and early investment in the development of the younger generation, in Russia today there is a transformation of the preschool education system. The federal state standard of preschool education implies the creation of favorable conditions for the development of children in accordance with their age and individual characteristics and inclinations, the development of the abilities and creative potential of each child as a subject of relationships with himself, other children, adults and the world during the implementation of the basic general educational program of preschool education . The basis for organizing the educational process in a preschool organization isfocus not only on competencies that are formed in preschool age, but also on the development of a set of personal qualities, including those that ensure the child’s psychological readiness for school and harmonious entry into an adult period of life. The development of a child occurs only in play, and not in educational activities. This standard aims at a person-centered approach to each child to preserve the intrinsic value of preschool childhood. The document focuses on the absence of strict regulation of children's activities and puts forward requirements for focusing on the individual characteristics of children when implementing an educational program in preschool organizations.

The content of the educational program of preschool education reflects the following aspects of the educational environment for a preschool child:

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, to other people, to himself.

It also reflects the basic principles of preschool education:

Full-fledged experience by a child of all stages of childhood (infancy, early and preschool age), enrichment (amplification) of child development;

Construction of educational activities based on the individual characteristics of each child, in which the child himself becomes active in choosing the content of his education, becomes the subject of education;

Assistance and cooperation of children and adults, recognition of the child as a full participant (subject) of educational relations;

Supporting children's initiative in various activities;

Cooperation between the Organization and the family;

Introducing children to sociocultural norms, traditions of the family, society and state;

Formation of cognitive interests and cognitive actions of the child in various types of activities;

Age adequacy of preschool education (compliance of conditions, requirements, methods with age and developmental characteristics);

Taking into account the ethnocultural situation of children's development.

The content of preschool education includes such educational areas as: social and communicative development; cognitive development; speech development; artistic and aesthetic development; physical development.

The specific content of these educational areas depends on the age and individual characteristics of children, is determined by the goals and objectives of the Program and can be implemented in various types of activities (communication, play, cognitive and research activities - as end-to-end mechanisms of child development).

The Federal State Educational Standard includes requirements for the conditions for the implementation of the basic educational program of preschool education. These requirements are aimed at creating a social development situation for participants in educational relations, including the creation of an educational environment that: guarantees the protection and strengthening of the physical and mental health of children; ensures the emotional well-being of children; promotes the professional development of teaching staff; creates conditions for developing variable preschool education; ensures openness of preschool education; creates conditions for the participation of parents (legal representatives) in educational activities.

Also, one of the conditions necessary for creating a social situation for the development of children is interaction with parents (legal representatives) on issues of the child’s education, their direct involvement in educational activities, including through the creation of educational projects together with the family based on identifying needs and supporting educational initiatives families.

A holistic educational process in a preschool educational institution is a systemic, integral, developing over time and within a certain system, a purposeful process of interaction between adults and children, which is person-oriented in nature, aimed at achieving socially significant results, designed to lead to the transformation of the personal properties and qualities of pupils . The educational process provides each individual with the opportunity to satisfy their development needs, develop their potential abilities, preserve their individuality, and self-realization.

The educational process in each educational institution and for each pupil (student) has its own uniqueness and originality, due to the possibility of participation in its design by subjects of different levels - from the state to a specific teacher, parent and child.

To design an optimal model of the educational environment in accordance with the Federal State Educational Standard for Educational Education, it is necessary to remember what basic educational models exist in preschool educational institutions at the present time.

1. Training model

In recent years, it has been actively used in preschool educational institutions. The organization of the educational process in a preschool institution is based on the principle of divided educational methods, each of which has its own logic of construction. In this model, the adult’s position is that of a teacher: the initiative and direction of activity belong entirely to him. The model is designed for advance hard programming of the educational environment in the form of techniques. The educational process is carried out in a disciplinary school-lesson form. The subject environment serves the lesson - the methodology and takes the form of “teaching aids”. The attractiveness of the educational model for practitioners is determined by its high technological effectiveness and accessibility to a professionally trained teacher. To help the teacher, many notes are published - developments on individual methods, the contents of which are not related to each other.

2. Complex thematic model

The organization of educational content is based on a theme, which acts as communicated knowledge and is presented in an emotional and figurative form. The implementation of the topic in various types of children's activities (“living” it as a child) forces the adult to choose a freer position, bringing it closer to a partner’s position.The construction of the educational process involves combining types of specific children's activitiesaround one topic, which allows the child to “immerse” and “live” this event or knowledge. The topics include: organizing moments, thematic weeks, events, projects, seasonal phenomena in nature, holidays, traditions, etc. Topics can be adjusted in connection with current events that are significant for a group of children according to their interests.

The organization of the subject environment in this model becomes less rigid, and the creativity of the teacher is included. The set of topics is determined by the teacher and this gives systematicity to the entire educational process,which places quite high demands on the general culture and creative and pedagogical potential of the teacher, since the selection of topics is a complex process.This approach provides children with a holistic view of the world around them, the ability to master information through different channels of perception: visual, auditory, etc. This model increases the motivation of children’s activities; promotes the development of independence, initiative, and activity.

High potential for the development of the emotional-volitional sphere of children, since children’s mastery of certain content ends with the organization of a culminating moment, a final event: leisure, holiday, exhibition, performance, meeting with interesting people, presentation of children’s projects, etc.

Content planning according to this model is an interconnected chain of introducing children to the topic (phenomenon) under consideration, its mastery in the process of: joint organized educational activities of the teacher with children and educational activities in special moments; testing the information received, life experience in independent children's activities in the conditions of a developing subject group environment that stimulates the processes of the child's self-development and his creative manifestations.

The model makes quite high demands on the general culture and creative and pedagogical potential of the teacher, since the selection of topics is a complex process.

3. Subject-environment model

The content of education is projected directly onto the subject environment. An adult is the organizer of subject environments, selects autodidactic, developmental material, provokes trials and records the child’s mistakes. The classic version of this model is the M. Montessori system.The content of education is projected directly onto the subject environment. The condition and means of helping self-development is the subject-spatial environment created by the teacher, called the “prepared environment.”

The direct influence of the teacher on the child is limited, since “... any unnecessary help is an obstacle to the development of the child’s natural strengths.”

The main task of an adult is to create an environment suitable for the free and full development of the child. The environment should give children the opportunity for choice and independent activity. If such an environment has been created, the adult should not interfere, but tactfully help the child build his personality. This model is aimed at acquiring a variety of sensory and motor experiences, which will then automatically link into a single whole. The true essence of the mind, according to M. Montessori, is to organize and compare, and not to educate and teach.

Limiting the educational environment only to subject material and focusing on the child’s self-development in this model leads to a loss of systematicity in the educational process and sharply narrows the cultural horizons of a preschooler. At the same time, like the educational model, this model is technological and does not require creative efforts from an adult.

Taking into account the above, it can be argued that the features of these prototype models must be kept in mind when constructing an optimal model of the educational process for preschool children. Becausethe educational model for preschool education is not relevant, but child developmentd should occur in accordance with the target guidelines of the educational program of preschool education in conditions of interpenetration of educational areas, the block of joint educational activities with children must be strengthened through the use of non-traditional forms of work with children and cultural children's practices: project activities, experimentation, collecting, play-based learning and problem situations , TRIZ, communication situations, that is, adequate for a preschool child, the main outline of which will be the game.Optimal, in our opinion, is the use of the positive aspects of the complex thematic and subject-environmental models: the unobtrusive position of an adult, the variety of children's activities, the free choice of subject material.

2.2. Project “Model of a modern developing subject-spatial environment in accordance with the Federal State Educational Standard for Educational Education”

Relevance of the project

In connection with the introduction of the Federal State Educational Standard for Preschool Education to the conditions for the implementation of the main general education program of preschool education, which represent a set of requirements that ensure the implementation of the main general education program of preschool education, aimed at achieving the planned results of preschool education.

The integrative result of the implementation of these requirements is the creation of a developing educational environment:

Ensuring the spiritual and moral development and education of children;

High quality of preschool education, its accessibility, openness and attractiveness for children and their parents (legal representatives) and the whole society;

Guaranteeing the protection and strengthening of the physical and psychological health of pupils;

Comfortable in relation to students and teaching staff.

Based on this, the MDOBU “Kindergarten No. 11” in Kudymkar has developed a project “Model of a modern educational subject-spatial environment in accordance with the Federal State Educational Standard for Educational Education”

Objective of the project : Development of a model of a developmental subject-spatial environment that promotes the harmonious development and self-development of children with its subsequent formation and bringing it into compliance with the requirements of the Federal State Educational Standard for Education.

Project objectives:

1. To study new approaches in organizing a developing subject-spatial environment that ensures the full development of preschool children

2. Organize an educational environment that promotes the full development of children, taking into account their needs and interests;

3. Create conditions for providing different types of activities for preschool children (play, motor, intellectual, independent, creative, artistic, theatrical);

4. Promote cooperation between children and adults to create a comfortable

developing subject-spatial environment in preschool educational institutions.

Project implementation timeframe : September 2014-July 2016

Description of the institution

Organizational and legal form: Municipal institution.

Location of the preschool educational institution: Perm region, Kudymkar, Herzen St., 62a. You can get to the kindergarten by bus to the stops: “Gymnasium No. 3”, “Hotel”. Convenient location in the city center. Near the kindergarten there are: Municipal educational institution secondary school "Gymnasium No. 3", city swimming pool, cinema "Komsomolets", Drama Theater named after M. Gorky, Russian Post, Municipal educational institution secondary school No. 2, GBOU SPO "Kudymkar Pedagogical College", GBOU SPO "Komi-Permyatsky" Polytechnic College", GBOU SPO "Technical School of Service and Trade", MBDOU "Kindergarten No. 16".

In the kindergarten, the best traditions of educating the younger generation are carefully preserved and developed; effective technologies for working with preschool children are constantly being sought.

The groups operate on a 5-day work week. The preschool educational institution operates on a shortened day (10-hour stay): from 8.30 to 18.30, duty group: from 8.00 to 19.00.

There are 6 groups in the kindergarten, as well as additional rooms for educational work: a methodological office, an office of a music director and physical education instructor, an office of a teacher-psychologist and speech therapist, a music and sports hall, a medical office, an isolation ward, a treatment room, a laundry room, catering unit with utility rooms, accountant's office, manager's office.

The kindergarten has a modern information and technical base: 7 computers, 6 printers, 3 scanners, 3 copiers, Internet access. Email used, mailbox address:dou11 cheburashka@ yandex. ru . The kindergarten website is fully operational:kindergarten-11. ru. A group has been created and is operating on the VKontakte social network.

Activity centers have been created in group rooms, there are a variety of games, teaching aids, audio and video materials, and toys. The furniture is selected according to the height and age of the children. The changing rooms of the preschool educational institution are decorated with information stands and exhibitions of children's works.

The developmental environment of the preschool educational institution is equipped taking into account the age characteristics of children, and is interconnected in terms of condition and style. However, the developing subject-spatial environment does not fully comply with the Federal State Educational Standard for Education.

Features of RPPS in group premises are determined by the interests of children, age and personal characteristics. Thus, the environment contributes to the formation of a child’s life position in educational activities, develops initiative and ensures self-realization through various types of activities. The territory of the kindergarten is well landscaped: flower beds and lawns are laid out. On the territory of the kindergarten there are playgrounds that contain: sandboxes for playing with sand, small forms, verandas with a shady canopy, swings, slides, etc. Also on the territory of the kindergarten there is an alpine slide, a sports ground, an ecological trail, etc.

The educational process in the preschool educational institution is built on the basis of the main general educational program, which was developed in the preschool educational institution, taking into account the approximate basic general educational program of preschool education “Childhood”, ed. T.I. Babaeva, A.G. Gogoberidze, Z.A. Mikhailova and others.The purpose of the educational activities of preschool educational institutions: development of the personality of preschool children in various types of communication and activities, taking into account their age, individual psychological and physiological characteristics; creating conditions for the child’s development that open up opportunities for his positive socialization, personal development, development of initiative and creativity based on cooperation with adults and peers and in age-appropriate activities; creation of a developing educational environment, which is a system of conditions for the socialization and individualization of children

This goal is realized in the process of various types of children's activities: play, communication, work, cognitive-research, productive, musical and artistic, reading.

To achieve the goal, the following tasks are of paramount importance:

caring for the health, emotional well-being and timely comprehensive development of each child;

creating in groups an atmosphere of humane and friendly attitude towards all students, which allows them to be raised sociable, kind, inquisitive, proactive, striving for independence and creativity;

maximum use of various types of children's activities, their integration in order to increase the efficiency of the educational process;

creative organization (creativity) of the educational process;

variability in the use of educational material, allowing for the development of creativity in accordance with the interests and inclinations of each child;

respectful attitude towards the results of children's creativity;

unity of approaches to raising children in a preschool educational institution and family;

observance of continuity in the work of kindergarten and primary school, eliminating mental and physical overload in the content of education for preschool children, ensuring the absence of pressure from subject teaching.

Teaching staff:

The preschool educational institution employs 15 teachers, of which: with the highest qualification category: 4 teachers, with the first qualification category: 7 people, without category (young specialists): 4 people. The preschool educational institution is 100% staffed with teaching staff.

A developing educational environment has been created in the kindergarten, but it does not fully meet the requirements of the federal state educational standard, thus limiting the positive role of the environment in the development of children.

Expected results of the project implementation

1. Teachers have studied new approaches to organizing a developing subject-spatial environment that ensures the full development of preschoolers

2. A developing subject-spatial environment has been organized in accordance with the requirements of the Federal State Educational Standard, which promotes the full development of children, taking into account their age needs and interests

3. Teachers have developed the following concepts: a developing subject-spatial environment, principles, functions of a developing subject-spatial environment, as well as practical skills in building a developmental environment in groups in accordance with the Federal State Educational Standard

4. Parents contribute to the creation of a comfortable developmental subject-spatial environment in the preschool educational institution.

5. As a result of joint work with Kudymkar Pedagogical College, a model of the educational environment was designed and filled with content, taking into account thematic weeks.

Stages and activities of the project implementation

Preparatory stage

September 2014

– December 2014

Study of regulatory documents regulating the choice of equipment, educational and gaming materials.

Study of modern scientific developments in the field of developmental environment for preschool children.

Analysis of the developing subject-spatial environment in groups of preschool educational institutions.

Questioning of teachers: studying their attitude to the need for changes in the construction of a developing subject-spatial environment, in accordance with the Federal State Educational Standard.

Identifying the features of organizing space in accordance with the age of pupils and compiling a list of necessary equipment in play centers.

Development of a project for organizing a group space that meets modern criteria for functional comfort and the basic provisions of developmental, educational and social activities.

Teachers’ defense of projects for organizing group space.

Analysis of the conditions that must be created in accordance with modern requirements imposed by regulatory documents.

Analysis of the material base of preschool educational institutions to improve the development environment.

Implementation stage

Conducting a teaching hour on the topic: “Subject-based development environment as the basis for the development of preschool children.”

Consultations on the following topics:

“Regulatory and legal basis for the principles of constructing a subject-development environment for preschool educational institutions in accordance with the requirements for educational and material support”

“On the problem of selecting materials and equipment for kindergarten”

“Organization of activity corners for preschool children in group cells of preschool educational institutions.”

Organization in the methodological office of an exhibition of methodological literature and manuals on creating a developing subject-spatial environment in a preschool educational institution.

Selection and purchase of necessary toys, teaching aids, children's and play furniture and play corners.

Organization of group premises in accordance with the recommendations and principles of constructing a developing subject-spatial environment.

Creation of a developing subject-spatial environment in group rooms in accordance with fire safety requirements, sanitary and hygienic standards.

Conducting review-competitions of group premises (during the entire period)

Working with KPK students on designing an educational environment.

Decorative design of kindergarten corridors: informational, educational and developmental stands, achievement stands, etc.

Design of the territory of the kindergarten.

The final stage

May-July 2016

Description of the experience of building a developing subject-spatial environment by group teachers.

Compiling a card index of methodological literature and manuals for creating a developing subject-spatial environment in a preschool educational institution.

The final review competition for the best organization of a developing subject-spatial environment in a preschool educational institution.

Defense of the thesis by KPK students - generalization of the created materials

Organization of the developing subject-spatial environment of preschool educational institutions:

Role-play centers . 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.).

Health centers and activity areas contain:

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.

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.).

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).

Center for Art and Theater Activities contains materials:

for visual arts (materials for drawing, modeling, appliqué, albums with samples of drawings, decorative and applied arts, coloring books, stencils, arts and crafts, rotating exhibitions of children's works, joint works of children and parents);

musical activities (music centers, music library); 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);

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.

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 such as “Mechanic”, construction sets for creating architectural buildings, as well as albums and materials for introducing preschoolers to architecture, diagrams, drawings, models.

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.

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.

Conclusion

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. 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.

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.

As part of our project, it is importantis the understanding of kindergarten teachers of the importance of an appropriate developmental environment, it is necessary to focus their attention on the following main “problem areas”: creating a developmental space for the socialization and individualization of pupils; diagnostics 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.

The RPPS groups of our preschool educational institution are 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.

When creating a developing subject-spatial 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. Our kindergarten is in the process of change and transformation, we are updating play equipment, children's and play furniture, interior, material and technical equipment, which has a beneficial effect on the personality development of each of the pupils.

A big step forward for the preschool educational institution staff in understanding the Federal State Educational Standard for Educational Education, including in the organization of a modern RPPS, was the participation of the kindergarten in the Federal Internship Site of the Perm Territory for the implementation of the Federal State Educational Standard for Educational Education during 2015. Teachers participated in internships, developed teaching materials, programs, projects for the educational environment of their groups, etc.

At this stage, it is important to note that the leaders and teachers of preschool educational institutions understand that the educational environment of preschool educational institutions must constantly be in a dynamic state, since it is impossible to create an ideal educational environment once and for all; this is a continuous process, constantly subject to changes and additions.

List of references and sources

1. Anikina, S.V. Planning in accordance with the Federal State Educational Standard / S.V. Anikina //Educational areas in accordance with the Federal State Educational Standard: [electronic resource]. http://d13102.edu35.ru/ (11.11.2015)

2. Verbenets, A. M., Somkova, O. N., Solntseva, O. V. Planning the educational process of a preschool organization: modern approaches and technology. Educational and methodological manual/ St. Petersburg. : PUBLISHING HOUSE “CHILDHOOD-PRESS” LLC, 2015.-288 p.

3. Gogoberidze A.G. Designing a developing subject-spatial environment for a modern kindergarten. [Text] A.G. Gogoberidze // Journal "Directory of the head of a preschool institution", 2010 - No. 4 p.64-70

4. Childhood: An exemplary educational program for preschool education [Text] / T.I.Babaeva, A.G.Gogoberidze, O.V.Solntseva, etc. - SPb.: CHILDREN'S PRESS, 2014. - 352 p.

5. Kireeva L. G. Organization of a subject-development environment: from work experience [Text] / L. G. Kireeva. – M.: Teacher. – 2009. –143 p.

6. Kiryanova R. A. Principles of constructing a subject-development environment in a preschool educational institution [Text] / R. A. Kiryanova. - St. Petersburg: Detstvo-Press, 2010. – 5 - 12 p.

7. Kiryanova R.A. Principles of constructing a subject-developmental environment in a preschool educational institution [Text] / R.A. Kiryanova // Preschool pedagogy. – 2004.- No. 11.- P. 27-30.

8. Makhaneva M.D. The influence of the environment on the formation and development of a child’s personality // Preschool education. – 2009. - No. 2. – P.4-6

9. Karabanova O.A., Alieva E.F., Radionova O.R., Rabinovich P.D., Marich E.M. Organization of a developing subject-spatial environment in accordance with the federal state educational standard for preschool education. Methodological recommendations for teaching staff of preschool educational organizations and parents of preschool children / O.A. Karabanova, E.F. Alieva, O.R. Radionova, P.D. Rabinovich, E.M. Marich. – M.: Federal Institute for Educational Development, 2014. – 96 p.

10. Morozova T.V. Organization of RPPS for preschoolers in accordance with the Federal State Educational Standard for Education. [electronic resource]. http://nsportal.ru/T.V. Morozova

11. Nishcheva, N.V. Subject-spatial developmental environment in kindergarten [Text] /N. V. Nishcheva. – St. Petersburg: Detstvo-Press, 2010. – 128 p.

12. Novoselova S. Developing subject environment: Methodological recommendations for the design of variable design projects for developing subject environment in kindergartens and educational complexes L.N. Pavlova. 2nd ed. – M.: Airess Press, 2007. - 119 p.

13. Order of the Ministry of Education and Science of Russia dated October 17, 2013 N 1155 “On approval of the federal state educational standard for preschool education” [Electronic resource] / Official website of the company “Consultant Plus”; Electron, given. - M. 2013 - Access mode: http://www.consultant.ru/law/hotdocs/29614.html free

14 Savitskaya N.M., Safonova L.O., Lavrentieva O.I. Markers of play space in the subject-developmental environment of a preschool educational institution // Preschool pedagogy. 2013. - No. 2 - p.11-13.

15. Sanitary and epidemiological requirements for the design, content and

organizing the work schedule in preschool organizations. SanPiN 2.4.1.3049-13, approved. Resolution of the Chief State Sanitary Doctor of Russia dated May 15, 2013 No. 26 [Electronic resource] / Official website “Rossiyskaya Gazeta”; access mode: free

16. Federal Law of December 29, 2012 N 273-FZ (as amended on December 31, 2014, as amended on May 2, 2015) “On Education in the Russian Federation”[Electronic resource] / Official website of the company "Consultant Plus"; access mode: free

Prepared by senior teacher T.V. Tregubenko

Today, big changes are taking place in preschool education, the foundation of which was laid by the state, which is showing great interest in the development of this area. In order to improve the upbringing and education of preschool children, the Federal State Educational Standards for preschool education were introduced, and SanPiN for the structure, content and organization of work in preschool organizations was approved, from 09/01/2013. The new federal law “On Education in the Russian Federation” came into force. The main goal of policy in the field of preschool education is quality education for preschoolers. Currently, preschool institutions can choose priority areas, programs, types of educational services, new forms of work, focused on the interests of the teaching staff and parents.

For the first time in the history of Russian education, the Federal State Educational Standards of preschool education are a document that, at the federal level, determines what the main general education program of a preschool institution should be, what it determines the goals, content of education and how the educational process is organized.

The introduction of the Federal State Educational Standard for preschool education is due to the fact that there is a need to standardize the content of preschool education in order to provide every child with an equal starting opportunity for successful schooling.

However, the standardization of preschool education does not provide for the presentation of strict requirements for children of preschool age, does not consider them within a strict “standard” framework.

OOP is a model for organizing the educational process of a preschool educational institution. The basic general education program helps the child master the basic level of preschool education. It is designed to provide the preschooler with a level of development that will allow him to be successful in further education, i.e. at school and should be carried out by every preschool institution.

In the current conditions, according to many experts, the role of planning in education management is significantly increasing. Well-designed models of the educational process in preschool educational institutions serve as a guide for teachers and help solve the problems of quality education.

The educational process should:

Combine the principles of scientific validity and practical applicability;

Meet the criteria of completeness, necessity and sufficiency;

Ensure the unity of educational, developmental and training goals and objectives of the children’s education process.

To construct an optimal model of the educational process in accordance with the Federal State Educational Standard for Educational Education, it is necessary to remember what basic educational models exist in preschool educational institutions at the present time.

Three models for organizing the educational process in preschool educational institutions

Training model

Complex topic model

The organization of the subject environment in this model becomes less rigid, and the creativity of the teacher is included.

The set of topics is determined by the teacher and this gives systematicity to the entire educational process. However, in general, the educational process is aimed more at expanding the child’s ideas about the world around him than at his development. This model is most often used by speech therapists.

The model makes quite high demands on the general culture and creative and pedagogical potential of the teacher, since the selection of topics is a complex process.

Subject-environment model

Conclusion: the features of these prototype models must be kept in mind when designing an optimal model of the educational process for preschool children. It is possible to use the positive aspects of complex thematic and subject-environmental models: the unobtrusive position of an adult, the variety of children's activities, the free choice of subject material.

3. Modern requirements for planning educational activities in accordance with the Federal State Educational Standard for preschool education.

The basis of the educational process is planning. A plan is a project of pedagogical activities of all participants in the educational process. Planning is a scientifically based organization of the pedagogical process of a preschool educational institution, which gives it content, certainty, and controllability.

Psychological and pedagogical research in recent years has shown that the paramount importance in planning is not so much the teacher’s knowledge of the age and individual characteristics of children, but rather the consideration of their personal characteristics and capabilities. Developmental, personality-oriented interaction is understood as reliance on the child’s personal qualities, which requires the teacher to:

constant study and good knowledge of the individual characteristics, temperament, character traits, views, habits of children;

ability to diagnose, know the real level of development of personal qualities, motives and interests of children;

timely identification and elimination of reasons that prevent the child from achieving the goal;

combinations of education with self-education;

reliance on activity, development of initiative, initiative of children..

Planning educational work in a preschool institution is one of the main functions of managing the process of implementing the basic educational program and reflects various forms of organizing the activities of adults and children. Introduction of Federal state requirements for the structure of the basic general education program of preschool education, approved. by order of the Ministry of Education and Science of Russia dated November 23, 2009 No. 655 (hereinafter referred to as FGT), introduced significant changes to the current planning structure. These changes are confirmed in the Federal State Educational Standard for Education at the present time.

All preschool specialists are included in the design of activities: music director, physical education instructor, speech therapist, additional education teachers and, of course, educators as active participants in the creative group of the institution. As partners, they make proposals of a substantive and organizational nature.

Mandatory pedagogical documentation for the teacher is a plan for working with children. There are no uniform rules for maintaining this document, so it can be compiled in any form convenient for the teacher. However, there are several important conditions that the head of the preschool educational institution, senior educator or teacher must comply with when planning:

objective assessment of the level of your work at the time of planning;

highlighting the goals and objectives of planning for a certain period of work, correlating them with the approximate general educational program of preschool education, according to which the educational process is organized, the age composition of the group of children and the priority areas of the educational process in the preschool educational institution;

a clear presentation of the work results to be achieved by the end of the planning period;

choosing the optimal ways, means, methods to help achieve your goals, and therefore obtain the planned result.

An equally important condition for real work planning is taking into account the specific characteristics of the age group, a specific teaching staff, the real situation and conditions in which educational activities are carried out, as well as the professional competence of teachers.

A plan for educational work with children is a document according to which two shift teachers work. Therefore, it is a collaborative model and planning must be collaborative. Planning involves not only the process of drawing up a plan, but also mental activity, a discussion between two teachers about what needs to be done to achieve goals and objectives.

The plan can be adjusted and clarified during its implementation. However, the number of amendments can be kept to a minimum if the principles of forward and scheduling planning are followed.

No matter how the plan for educational work with children is designed, it must meet certain requirements:

be based on the principle of developmental education, the goal of which is the development of every child;

on the complex thematic principle of constructing the educational process;

on the principle of integration of educational areas in accordance with the age capabilities and characteristics of the group’s pupils;

ensure the unity of educational, developmental and training goals and objectives of the education of pupils, in the process of implementation of which knowledge, skills and abilities are formed that are directly related to the development of preschool children;

the planned content and forms of organization of children must correspond to the age and psychological-pedagogical foundations of preschool pedagogy.

When planning and organizing the pedagogical process, it is important to take into account that the main form of work with preschool children and the leading activity for them is play.

According to the Federal State Educational Standard for Preschool Education, planning the educational process in a preschool educational institution should be based on a comprehensive thematic principle.

In accordance with the complex thematic principle of constructing the educational process, the Federal State Educational Standard for Educational Education offers, to motivate educational activities, not a set of individual game techniques, but the assimilation of educational material in the process of preparing and conducting any events that are significant and interesting for preschoolers. Training through a system of classes will be restructured to work with children on an “event-based” basis. Such events will be Russian holidays (New Year, Family Day, etc.), international holidays (Kindness Day, Earth Day, etc.). Holidays are joy, tribute, memory. Holidays are events that you can prepare for and look forward to. Project activities will become a priority. The criterion for this principle to work will be the child’s lively, active, interested participation in a particular project, and not a chain of actions as directed by an adult. After all, only an active person can become successful.

A topic is selected for 2-6 weeks;

All forms of educational work continue the chosen topic;

Alexandra Yakimova

The model for constructing a subject-spatial environment includes three components: subject content, its spatial organization and change over time.

The content of the development environment includes: games, objects and gaming materials, teaching aids, educational and gaming equipment.

Spatial organization. The bedroom provides the possibility of transforming and changing the arrangement of some pieces of furniture as needed using a sliding screen partition, drawers on wheels, which are filled with construction kits of various configurations such as: “Large”, “Road”, “Castle”. Here, space-forming materials are easily accessible and moved by the children themselves; in the center of the construction, there are bright soft modules; a privacy tent for one child, in a corner of solitude and relaxation - a place for temporary solitude for a preschooler, here he can think and dream; tent - “Bus” for conducting a role-playing game. Everything listed is used as needed and can be easily transformed by children into a group playroom.

In the general developmental group for children from 5 to 6 years old, individual comfort is created for each child, personal space is provided: a crib, a locker, a table, a chair.

The learning area has a lot of light, the light comes from the left side, it contains children's tables, chairs, a display board, an easel, a TV, and a tape recorder.

Tables for classes are placed in accordance with SanPiN standards. The board is at children's eye level.

When creating a developmental environment in the group, we took into account the age and individual characteristics of our children. The tables in the study area are easily adjustable. Each table and chair is marked with bright geometric shapes.

The learning area contains: a creativity center, a workshop, a nature corner, a book corner, a sensorimotor development corner, an experimentation center, a music development corner, and a patriotic corner.

Children usually spend a lot of time in the creativity center, where they draw, create crafts from plasticine, make appliqués and much more. We place children's work in a group on a board using magnets, as well as in the locker room. Crafts made from plasticine are placed on a special stand in the shape of a ladder in the locker room.

In the learning area there is a workshop, materials for construction are located here, as well as games for orientation in space. The construction material is classified by shape and size and stored in special plastic containers. Children use sets of various small toys to play with finished buildings: animals and many others.

The workshop for making crafts contains natural materials, which we accumulate with the participation of our parents. It is stored in special containers and containers.

A corner of nature is located next to the center of creativity. Here we observe indoor plants and teach children how to properly care for them. In the corner of nature there are local history materials (herbariums of plants typical of the Nizhnevartovsk region.

As part of the second annual task of our educational institution: “Implementation of the national-regional component through its integration into sections of the educational program,” a mini-museum was created in the general development group for children from 5 to 6 years old.

Positive results can be achieved not only in the process of educational activities, but also through targeted additional work with children and joint activities with parents. The purpose of the work: to build a system of work taking into account the existing socio-cultural conditions, to make wider use of the historical and artistic potential of the Khanty-Mansi Autonomous Okrug-Yugra, the historical and aesthetic ideas of the child on the basis of wide familiarization with the cultural heritage of the native land, folk traditions and the original culture of the native land. In the group, with the active participation of parents and us, we created a mini-museum, which presents the local flora, fauna, life and way of life of the indigenous population of the Khanty peoples. The photo shows three seasons in Khanty-Mansi Autonomous Okrug-Yugra: winter, spring, summer.

There is also a center for research activities, where we conduct various experiments, develop our children’s thinking, curiosity, and cognitive activity.

The group has created a corner for sensorimotor development, designed to develop fine motor skills of fingers, hands, and tactile sensations. Here children learn to fasten buttons, tie ribbons, shoelaces, string beads, etc.

To develop thinking and fine motor skills, the learning area also contains board games, lotto, puzzles, mosaics, and small cubes based on Russian folk tales.

The book corner is a shelf for books and illustrations for fairy tales and works; it is located next to the creativity center so that children can better look at books and sketch their favorite characters.

The material in the book corner is updated weekly on lexical topics according to calendar planning.

There is also a place in the training area where we have placed materials on the surrounding world, mathematics, speech development, sets of didactic games, card files of poems and riddles, prepared diagrams for retelling, etc.

The Music Development Corner introduces children to musical instruments and helps develop an interest in music. Children learn to play the simplest melodies on various musical instruments: pipe, drum, guitar, piano, xylophone, tambourine, saxophone. Our group has cassettes with children's songs, sounds of the forest, sea, and various fairy tales.

The patriotic corner is located in the educational area, promotes the formation of patriotic feelings, introduces children to the symbols of our city of Megion, the Khanty-Mansiysk Autonomous Okrug, and our country.

Change over time. In the process of designing the construction of a subject-spatial environment, options for changing it were thought out:

Time (updating manuals, enriching centers with new materials and changing the organization of space throughout the educational year);

Mastery (with a focus on the zone of proximal development of children and what has already been mastered);

Strategic and operational change (as specific tasks are solved and a certain type of activity is deployed).

Features of the organization of a subject-spatial developmental environment, taking into account the age of students.

The subject-development environment in the group is organized taking into account the opportunity for children to play and do what they love individually or in separate subgroups. Flexible zoning of the environment is provided, taking into account children's interests and individual needs.

The requirement for the safety of the subject-spatial environment for the life and health of children is strictly observed: children's furniture, play and teaching materials correspond to age characteristics and current sanitary and hygienic rules and regulations.

Children are received in the group locker room; there are individual marked lockers for children. There is also an information corner for parents where necessary information, consultations and advice for parents are placed; a special stand in the shape of a ladder for works made of plasticine, a plastic container for drawings.

The physical development corner is located in the bedroom. The subject content of the corner is used in outdoor games both in the group and on the street, individual physical activity, as well as in the free activity of children.

Each zone is painted in a different color scheme, which allows you to create a positive emotional mood for children. The bedroom is designed in light purple tones, which contributes to a pleasant rest and peaceful sleep for children. On one of the walls in the bedroom there are three-dimensional pictures with clouds, a month and stars.

The playing area is on the left side of the group. Here children create conditions for creative activity, develop imagination, develop gaming skills, realize their gaming plans, and cultivate friendly relationships with each other.

In the center of the play area on the floor there is a carpet - this is a gathering place for children.

The play area is equipped with corners and attributes for role-playing games, selected taking into account the age and individual characteristics of children, dolls, dishes, toy wild and domestic animals and other toys.

The developmental environment corresponds to the interests of boys and girls and is divided into two zones: a playroom for girls, a bedroom for boys. For example, for girls there is a sewing machine, irons, dolls, baby dolls, a toy house for dolls; for boys – plastic construction kits.

In the play area there is also a dressing room; in the bedroom there is a theater that helps stimulate the creative ideas of children and their individual creative manifestations.

There is a duty corner in the living area. So that children can independently identify those on duty, we have created a card index of symbols with geometric shapes, both on children’s tables and chairs. The attendants have specially tailored clothes for duty: a cap and an apron.

All toys and play materials are placed in such a way that children can freely play with them and put them away. For this purpose, the group has shelves, cabinets, and drawers.

To educate children’s emotional responsiveness, emotional-volitional sphere and determine the mood of each child in our group there are six emotion masks of different moods. During the day, each child can change their choice of emotion masks that correspond to their mood at the moment. It is planned to make a tree of emotions with photographs of children, where children, according to their mood, will choose the appropriate emotion and pin it on the tree using clothespins.

We tried to make the educational environment rich in information and development, which is ensured by a variety of topics, a variety of information and didactic material. All components of the developmental environment are combined with each other in content, artistic design and solution, which ensures meaningful communication between adults and children in the group.