What is a subject-developing environment? Subject-developing environment in the preschool educational institution

2024 Author: Priscilla Miln | [email protected]. Last modified: 2023-12-16 00:21

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

The concept of a subject-developing environment

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

It consists of:

• large playground;
• game equipment;
• toys;
• different types of game paraphernalia;
• game content.

These funds must be inspecial room, hall or in the courtyard of the kindergarten.

How is a developmental environment created?

During this stage, you need to remember that the subject-developing environment should give place to the development of educational, upbringing, stimulating and communicative functions. The most important task is the desire to increase the independence and initiative of the child. Such an environment should be spacious and pleasant for children, meet their needs and interests. Also important is the design of objects and their shape: they must be oriented towards safety and appropriate for the age of preschoolers.

Creating a subject-developing environment includes an important aspect: changing decor elements, as well as allocating places in each group for children's experimental activities. The color palette should be based on warm pastel colors so that the atmosphere is light and does not “press” on the pupils.

As for the subject-developing environment of the group, then it should undergo changes depending on the age of the children, their characteristics, the period of study and, of course, the educational program.

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

Based on this, when creating this environment for any age groups in a preschool educational institution, it is necessary to take into account the psychological factors of interaction between participants in the educational process and the general atmosphere, including the design of a preschool institution.

The principle of positions in interaction

It is based on the organization of space for communication between parents and teachers with children. It is quite well known that confidential conversations and open communication between adults and children are carried out on the basis of the principle of spatial communication “eye to eye”. An appropriate subject-developing environment will provide an opportunity to get closer and equalize the positions of children and adults. It will be appropriate to use a variety of furniture, namely corners, podiums and slides.

Activity Principle

It gives an opportunity for an adult and a child to participate together in creating an environment that will easily transform and change. It is possible to equip group rooms with workshops, sand and water centers using screens.

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

Stability-Dynamism Principle

This principle contributes to the creation of conditions that are allowed to change inaccording to the mood, preferences and capabilities of children. Playrooms for different age groups are needed, and a stability zone should be created for toddlers.

The developing object-spatial environment must be properly equipped. Preschool educational institutions need to make sure that there are toys, furniture, storage containers, podiums for relaxation, as well as collapsible structures. This room should be filled with a variety of items, and also have a lot of free space. You can create themed areas, put upholstered furniture and make it part of the game room.

Principle of flexible zoning and aggregation

We need to build non-overlapping areas of activity and give children the opportunity to do different things at the same time, and at the same time not interfere with each other. They can be easily distracted and do not always concentrate enough on their activities.

Students of the faculties of preschool education do not always clearly understand what the subject-developing environment includes. The presentation, which is often held at the preschool educational institution, is the best way to visually demonstrate to future teachers the game centers and different zones (theatrical, speech and literacy, sports, experimentation and research, communication and building-constructive games), which enable children to unite if they have there are common interests. Also, preschoolers need a place of rest and solitude.

Gender Principle

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

The principle of combining various elements

In this case, the aesthetic organization of the environment matters. Everyone knows that basic information is perceived by a person through vision. Therefore, the subject-developing environment in a preschool educational institution deserves a serious attitude, and it needs to be given enough attention.

Speech development environment of the group

Classes of this nature should be held in a free place so that the child can change his position. Basically, this playroom should have a soft surface on which to place upholstered furniture. You can arrange various games with your own story, which you will need to play with the help of adults.

The subject-developing environment of the group should be equipped for such games: they can be stored in special racks or boxes that will be available to children. While working with young and middle-aged children, it is necessary to pay sufficient attention to manuals and materials that are related to the development of vocabulary.

Complex measures

Since there are many changes in modern society, both economic and social, the development of the subject-developing environment should be based on education, and therefore the requirements for its quality should also increase. To solve this problem, it is necessary to implement comprehensive measures. The subject-developing environment in the preschool educational institution consists of different elements, each of which performs its own functional role.

In order to achieve results, it is necessary to create certain conditions in the preschool educational institution and improve the system of the entire pedagogical process. In particular, it is necessary to organize a good environment for the development of children's activities. The developing subject-spatial environment should differ in one of the main nuances - pedagogical support for children's activities.

How to create a learning environment at home?

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

This will develop speech and physical development, teach mathematics. Consideration should be given to the location of objects in the room: children should be able to move freely, relax, play and interact with adults in all round development sessions.

How to organize a developing environment in a preschool educational institution in connection with the introduction of the Federal State Educational Standard?

Into the structure of the preschool programeducation, a new GEF was introduced. In this regard, questions about the organization of the subject environment, which gives development in preschool educational institutions, have become quite relevant.

The subject-developing environment according to the Federal State Educational Standard includes work with preschoolers. The development of their activities are games. This contributes to the fact that the interest of practicing teachers in the constant change in the subject-developing environment of the preschool educational institution is increasing.

GEF requirements for the subject-developing environment

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

• accessibility for pupils of all premises in which the educational process is carried out;
• an opportunity for each child to develop their own personality, taking into account their inclinations, interests and activity level;
• children's unlimited access to games, books, toys, manuals and materials that support their activities;
• enrichment of the environment with elements that will help stimulate the emotional, cognitive and motor activities of children.

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

The subject-developing environment of the kindergarten should improve the child's physical functions, form sensory skills, help gain life experience, learn to compare and arrange phenomena and objects, gain knowledge on their own.

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

The subject-developing environment of the younger group should provide children with opportunities to identify different personality traits and development opportunities. Quite often, the opposite is true, and the space given to children can become a barrier that prevents them from expressing their unique abilities.

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

At every age, the baby has its own characteristics and preferences, so their constant dissatisfaction can lead to disastrous consequences. If the interest and curiosity of children are constantly not satisfied, then it will end in passivity and apathy. The upbringing and development of a child is a laborious, painstaking and difficult process, therefore negligence in this matter is unacceptable.