It is known that the environment in which a child grows up - the design of the premises, furniture, toys - has an impact on the upbringing and development of the personality. Preschool children spend a significant part of their time in educational institutions. And it is necessary to organize the sphere of the child's stay in kindergarten in such a way that it contributes to the physical and mental development of a small person. It is necessary to think through each element of the design, considering it from different sides A: aesthetic, security, convenience and utility.

The value of the developing object-spatial environment in the senior group of the preschool educational institution

The task of any preschool educational institution (DOE) is to create conditions for the development and education of children, maintaining their health in a safe and comfortable environment. The most important component of this task is the organization of a subject-spatial environment corresponding to the components of the educational and developmental process performed by teachers. It has long been proven that the development of the child occurs with his active participation in various activities. For pupils of the senior group, the following areas are distinguished:

• training and development classes;
• implementation of practical and creative work;
• role-playing games;
• basics labor activity;
• physical education;
• music and choreography lessons.

The administration of the children's educational institution, teachers and educators should create a multicomponent educational environment for the preschooler, which takes into account different aspects of the organization of the process of raising and developing the child. This:

• developing object-spatial environment;
• organization of interaction with teachers;
• communication with peers;
• the attitude of a preschooler to the world around him and to himself.

The subject environment in the group should correspond to the age and interests of pupils

Children should live in a world of beauty, games, fairy tales, music, drawing, fantasy, creativity.

V. A. Sukhomlinsky

Principles of building a subject-developing environment

Object-spatial environment in senior group serves the development of children's activities, primarily gaming. After all, during the game - the leading activity of preschoolers - cognitive motivation develops, which is the basis of educational activity. The subject-spatial developing environment must correspond to the zone of the nearest mental development a child of 5–6 years old - the formation of the prerequisites for educational activities.

This or that activity is filled with the entire time the child is in an educational institution, and it is necessary that the whole environment surrounding the preschooler contribute to his development. At the same time, the conditions of safety, versatility and variability of equipment must be met.

The principles of organizing the subject-spatial environment in the senior group:

• The environment should perform educational, developing, educating, stimulating, communicative functions. But most importantly, it should work to develop the independence and initiative of the child, which is important for older preschoolers.
• Flexible and variable use of space is required. The environment should serve to meet the needs and interests of the child.
• The shape and design of the items are focused on the safety and age of children.
• Decor elements should be easily replaceable, mobile.
• In the group, it is necessary to provide a place for children's experimental activities.
• The color palette should be represented by warm, pastel colors.
• When creating a developing space in a group room, the leading role of gaming activity is taken into account.
• The subject-developing environment of the group varies depending on the period of children's education.
• It is important that the subject environment has the character of an open, non-closed system capable of adjustment and development. The objective world surrounding the child needs to be replenished and updated, adapting to the neoplasms of the senior preschool age.
• An important task is to develop in older preschoolers the ability to interact with members of the opposite sex. The environment should be organized so that girls play with boys.

The created subject-developing environment causes the pupils a sense of joy, a positive attitude towards kindergarten, a desire to visit it and learn new things.

The environment surrounding preschool children in kindergarten should ensure the safety of their lives, promote health, and also contribute to the development of cognitive and creativity pupils. This takes into account the inclinations, interests and activity level of each child.

When assessing the subject-developing environment for pupils of the senior group, attention is paid to:

• the general design of the premises, the aesthetics of the design, the availability of a variety of equipment for practicing various activities;
• organization of the space for the life of children (the presence of light partitions, screens, modules, pouffes).
• toys and materials that should provide both playful and productive activities of pupils.

Types of corners and centers in the senior group

When planning the placement of equipment and furniture in the premises of the kindergarten, it is necessary to take into account the flexible division of space into separate zones in order to provide different types of activities for preschoolers. In the premises for children of the older group, several areas can be distinguished.

The group room in the kindergarten is usually small, so every meter of space should be used rationally.

Sports section

There is sports equipment both factory-made (skipping ropes, balls, ropes, sticks, hoops) and prepared by educators together with parents (flags, ribbons, bags stuffed with sand, handkerchiefs). It is necessary to provide special equipment for individual exercises with children to prevent flat feet (massage path), improve posture, and develop an eye.

A sports corner in a group, in addition to standard equipment, may contain a card file of outdoor games, riddles, cards and visual aids for sports

Productivity Corner

This area should have good lighting. On the shelves or in the cabinets there are tools for children's creativity:

• various types of paper
• cups with pencils and felt-tip pens,
• paints,
• colorful wax crayons
• plastic material for modeling,
• pieces of different fabrics for applications,
• all kinds of materials for making crafts,
• different scissors,
• punchers,
• staplers.

It is important that all materials are brightly and attractively designed, neatly laid out. Children should be able to use any material in their creativity. For older preschoolers, the arrangement of tables is done so that the children can, if they wish, engage in joint work. There should also be samples for drawing, schemes for making crafts, samples for modeling. Be sure to provide a stand to demonstrate the work performed by the pupils.

In the corner of productive activity, children can draw, sculpt, make applications

Center for role-playing games

Playing, preschoolers develop imagination, creativity, ingenuity. Modeling various situations, they study the world around them, the relationship between people. Playing with peers contributes to the development of communication skills, the development of friendly and respectful relations in the group. In order for children to have a choice, a large number of toys should be presented in the center. From time to time, the composition of subjects changes to keep the interest of the children.

Table: types and purpose of toys for older preschoolers

Types of toys	Purpose
Plot-figurative	They correspond to the image of a living creature (dolls, bunnies, bears) and participate in setting the game plot during children's games.
Technical	These toys correspond to technical devices: all types of transport, means of communication and communication.
toys for fun	Funny men, animal figurines. May contain some unexpected movement, surprise.
Masquerade	They are used by children to enter into some kind of image: the tail of a bunny or a fox, the mustache of Basilio the cat.
Musical	Necessary to satisfy children's interest in sounds.
Desktop	Designed for the development of children.
Theatrical	Such toys develop speech, imagination, ingenuity.
Building materials and constructors	The development of mindfulness, ingenuity, spatial imagination.

All toys are placed in such a way that preschoolers can freely play with them and put them away.

theater zone

In the senior group, you can organize different types of theater:

• finger,
• desktop,
• palmar,
• cymbal theatre,
• theater on spoons or on sticks,
• theater of mittens or gloves,
• theater on flannelgraph,
• cap theater,
• shadow theater,
• use of bibabo dolls,
• puppet show,
• staging of fairy tales by the children themselves.

In addition to puppets for performances, there should be 2 screens in the theater area: a small one and a large one. As decorations, you can use a screen or a large mirror. For table performances, these can be panoramic books.

Preschoolers are happy to participate in staging fairy tales or stories, they can improvise the actions of their favorite characters, come up with a game to repeat the actions of adults or beat read works about fabulous animals. Participation in theatrical performances develops speech, fine and large motor skills, trains memory, imagination. The experience of joint activities with peers and adults contributes to the formation of communication skills and socialization of preschoolers.

The theater area is conveniently located next to the music area.

The theater zone in the senior group includes characters of various types of theater and various attributes

Music corner

Music lessons sometimes require solitude, concentration. It is desirable that it be possible, if necessary, to isolate this part of the group with a light screen. The design of this area should be attractive to children and accessible for consideration. At the same time, it is necessary to accustom pupils to a careful and careful attitude to equipment, as it may become unusable.

In addition to directly musical instruments, audio and video equipment (slides, filmstrips, audio cassettes) and technical equipment (tape recorder, TV, music center) are placed in this corner. There are also manuals for didactic games aimed at developing musical ear. You can put an album of songs with illustrations (the images correspond to the text of the song), place portraits of famous composers. Just like in other zones, the material is periodically changed to keep children fresh in perception.

In the music corner, older preschoolers are happy to play instruments and sing songs

Speech development zone

This zone should have a selection of plot and subject illustrations for retelling, didactic games for the development of sound culture and the grammatical structure of speech, increasing vocabulary, mnemotables. Didactic material can be both factory-made and prepared by the educator. To work out the correct pronunciation, albums with articulation exercises and tongue twisters are purchased. For individual classes of children on articulation, there should be mirrors. In the senior group in this zone there is a magnetic board with the alphabet.

Senior preschoolers already know letters and learn to write words on the blackboard

book corner

The book corner is often combined with the area of ​​speech development. It simultaneously hosts 10–12 books with the following topics:

• fairy tales,
• poems and stories on a patriotic theme,
• stories about animals and plants,
• books studied in class
• humorous books,
• books that children bring from home.

Books should have many illustrations, be colorfully designed, you can use toy books. On average, the period of stay of the book in the corner is 2 weeks, but it can be adjusted depending on the interest of the children. There are also albums for viewing, children's magazines, portraits of writers. You can organize a small library of baby books. For children of the older group, you can arrange exhibitions that tell about the work of an individual writer, a particular genre (fairy tale, humorous story, poetry) or even one book.

The design of the book corner in the older group should be bright and attractive in order to stimulate the interest of preschoolers in reading.

Corner of patriotic education can be combined with a book corner. Patriotic education in kindergarten is aimed at the formation of love for their homeland, native land, family. An example of the design of such a corner is presented in the article Sharova E.V. "Patriotic education in a preschool educational institution".

The patriotic corner introduces children to the symbols of our country, hometown, village, folk crafts

Math Corner

This corner contains didactic material for the formation of mathematical knowledge and the development of logic. It may contain:

• carpet maker "Larchik" according to Voskobovich,
• gyenes logic blocks,
• sets of colored Kuizener counting sticks,
• Nikitin cubes,
• various constructors and board games for solving logical problems and counting.

Currently, there is a choice of workbooks on a printed basis, many educational aids for preschoolers. You can use handmade materials.

In the corner of mathematics there are various manuals and games for developing counting skills in preschoolers

Center for Experimental Activities

In the center of experimentation, preschoolers conduct simple experiments, which develops the logical thinking of children and stimulates cognitive activity.

Photo gallery: equipping the experimentation center

The equipment of the experimentation center should be varied, but most importantly, it should be safe. All experiments are carried out by preschoolers under the strict supervision of a teacher. Prepared tools should always be clean. In the experimentation center, preschoolers develop primary natural-scientific ideas.

Construction zone

This area contains a wide variety of designs. Preschoolers can independently create various buildings according to their schemes and ideas. This zone can be combined with a corner for studying the rules of the road, for the design of which models of houses and streets, traffic lights, traffic signs are needed. For role-playing games according to the rules of traffic rules, it is convenient if the markings of the pedestrian crossing are on a special rug or floor covering.

The design zone can be combined with a corner for studying the rules of the road

Corner of nature

The organization of this zone is intended for the environmental education of preschoolers. Such a corner awakens children's interest in wildlife and its inhabitants. Daily observation of plants and animals, participation in their care develops children's sense of empathy for living beings, creates a more favorable atmosphere in the group and increases the psychological comfort of the pupils. What plants and animals are recommended to be placed in a corner of wildlife and what conditions must be observed, is described in the article by Galina Volodkovich "The role of a corner of nature in the ecological education of children of senior preschool age".

In the ecological corner, the children learn how to care for plants, which brings up a careful attitude towards nature.

Work organization zone

Children of the older group have labor duties. They serve themselves: dressing, undressing, preparing a workplace for classes, helping in the dining room, they can carry out some assignments of the educator. In addition, group tours are organized. Duty not only forms the skills of practical work, but also brings up responsibility, the ability to work in a team and teaches children to be independent. You can organize a duty in the dining room, caring for plants and animals, organizing classes. In the corner for the organization of labor activity, a duty screen, protective clothing (aprons, sleeves, handkerchiefs), devices for performing the duties of a duty officer (tanks for watering plants, sponges for cleaning) should be placed.

In the corner of labor activity, a duty screen, protective clothing and devices for performing the duties of a duty officer are placed.

When changing the working environment in a group of older preschoolers, it is necessary to involve them in the transformation of the environment. With the help of screens or screens, children, according to their plan, can change the spatial organization of the room, highlighting the zone in which the lesson will take place.

Examples of designing a developing environment in the senior group

The creation of a subject-developing environment that meets the requirements of the Federal State Educational Standard is an important part of the organization of the educational process in a children's institution. Three videos are presented as an example of solving this problem. Interesting ideas teachers can implement in their activities.

Video: developing object-spatial environment in accordance with GEF DO

Video: subject-developing environment in the senior group

Video: transformation of the developing object-spatial environment in the senior group

Much attention is paid to the creation of a subject-spatial environment in kindergarten. And this is not surprising: for both teachers and children, it becomes a second home, because they spend a lot of time there. You always want to make your home beautiful, cozy, comfortable for everyone, and for the kids to organize everything so that they are healthy, smart and well-mannered, love their loved ones, take care of nature.

Object-spatial developing environment MADOU of the senior group, in accordance with the Federal State Educational Standard

The issue of organizing a subject-developing environment at MADOU is particularly relevant today. This is due to the introduction of the Federal State Educational Standard (FSES) to the structure of the main general educational program of preschool education.

In accordance with the Federal State Educational Standard, the program should be built taking into account the principle of integration of educational areas and in accordance with the age capabilities and characteristics of the pupils. The solution of program educational tasks is provided not only in the joint activities of an adult and children, but also in the independent activities of children, as well as during regime moments.

The concept of a subject-developing 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»

At the senior preschool age there is an intensive development of the intellectual, moral-volitional and emotional spheres of the personality. The transition to the older group is associated with a change in the psychological position of children: for the first time, they begin to feel like they are older among other children in kindergarten. The teacher helps preschoolers understand this new situation.

The subject-developing environment is organized so that every child has the opportunity to do what they love. The placement of equipment in sectors allows children to unite in subgroups of common interests (design, drawing, manual labor, theatrical and play activities; experimentation). Mandatory in the equipment are materials that activate cognitive activity: educational games, technical devices and toys, etc. Materials that encourage children to master literacy are widely used.

The success of the influence of the developing environment on the child is due to his activity in this environment. The whole organization of the pedagogical process implies the freedom of movement of the child. In the environment, it is necessary to allocate the following zones for various types of activity:

1 - working

2 - active

3 - calm

The subject-developing environment is organized so that every child has the opportunity to freely do what they love. The placement of equipment in sectors (development centers) allows children to unite in subgroups of common interests: design, drawing, manual labor, theater and play activities, experimentation. Mandatory in the equipment are materials that activate cognitive activity: educational games, technical devices and toys, models, items for experimental search work - magnets, magnifying glasses, springs, scales, beakers, etc.; big choice natural materials for study, experimentation, collections.

Materials are needed that take into account the interests of boys and girls, both in work and in play. Boys need woodworking tools, girls need handicrafts. To develop a creative idea in the game, girls will need women's clothing, jewelry, lace capes, bows, handbags, umbrellas, etc.; for boys - details of military uniforms, items of uniforms and weapons of knights, Russian heroes, various technical toys. It is important to have a large number of "improvised" materials (ropes, boxes, wires, wheels, ribbons, which are creatively used to solve various game problems. In groups of older preschoolers, various materials are also needed to help master reading, mathematics: block letters, words, tables , books with large print, a manual with numbers, board games with numbers and letters, puzzles, as well as materials reflecting the school theme: pictures about the life of schoolchildren, school supplies, photographs of schoolchildren-older brothers or sisters, attributes for games in school.

Necessary in the equipment of older preschoolers are materials that stimulate the development of broad social interests and cognitive activity of children. These are children's encyclopedias, illustrated editions about the animal and plant world of the planet, about people's lives. different countries, children's magazines, albums, brochures.

A rich subject-developing and educational environment becomes the basis for organizing an exciting, meaningful life and the versatile development of each child. The developing subject environment is the main means of shaping the child's personality and is the source of his knowledge and social experience.

Recently, the principle of integrating educational areas with the help of the subject-developing environment of groups and the kindergarten as a whole has been used, contributing to the formation of a single subject-spatial environment.

When creating a subject-developing environment, it is necessary to remember:

1. The environment must perform educational, developing, educating, stimulating, organized, communicative functions. But most importantly, it should work for the development of the independence and initiative of the child.

2. Flexible and variable use of space is needed. The environment should serve to meet the needs and interests of the child.

3. The shape and design of the items is focused on the safety and age of children.

4. Decor elements should be easily replaceable.

5. In each group, it is necessary to provide a place for children's experimental activities.

6. When organizing the subject environment in a group room, it is necessary to take into account the patterns of mental development, indicators of their health, psychophysiological and communicative features, the level of general and speech development, as well as indicators of the emotional and need sphere.

7. The color palette should be presented in warm, pastel colors.

8. When creating a developing space in a group room, it is necessary to take into account the leading role of play activities.

9. The subject-developing environment of the group should change depending on the age characteristics of the children, the period of study, and the educational program.

By the age of six, a child should learn to focus his attention on the subject for half an hour, be able to listen and take an active part in the discussion. During the year, children learn to compose a coherent story of at least 5-6 sentences, compare objects according to their physical properties, find 5-7 differences in pictures. With honors, they answer questions about their family, full name, both their own and their parents, address, residence. By the age of 6, the child more confidently masters spatial and temporal representations, distinguishes between parts of the day, seasons, and is oriented in terms of left-right. Mathematical representations are reduced to familiarizing the numerical series up to 10 in direct and reverse order, increasing and decreasing the set (+; - 1). Acquaintance with geometric shapes both volumetric and flat. Graphic skills become more pronounced, preschool children learn to work not only with a pencil, felt-tip pen, but also with a pen.

The group space equipment complies with sanitary and hygienic requirements, it is safe, health-saving, aesthetically attractive and developing. Furniture corresponds to the height and age of children, toys - provide the maximum developmental effect for a given age.

A comfortable object-spatial environment has been created in the group, corresponding to the age, gender, and individual characteristics of children. The developing environment has flexible zoning, which allows children, in accordance with their interests and desires, at the same time to freely engage in various activities without interfering with each other. The spheres of independent children's activity within the group do not intersect, there is enough space for the freedom of movement of children. All games and materials in the group are arranged in such a way that each child has free access to them.

The predominant number of boys influenced the creation of a developing environment. The boys are united by a common constructive and building interest, to satisfy which designers of different sizes and textures are placed, there are various types of transport. Taking into account the sports and competitive needs of boys, board games are presented in the developing environment: "Hockey", "Football". In the corner for girls there are such games as: "Hairdresser", "Polyclinic", "Shop", "Studio". Here there is a contact between boys and girls, which implements the gender education of children.

A feature of preparatory age children is that at this age the idea is based on the theme of the game, therefore, the multifunctional subject environment awakens the active imagination of children, and every time they rebuild the existing playing space in a new way, using flexible modules, screens, curtains, chairs. The transformability of the object environment allows children to take a fresh look at the play space from a different point of view, to be active in arranging the place of play and to anticipate its results.

Such an organization of space allows preschoolers to choose activities that are interesting for themselves, alternate them during the day, and the educator to organize the educational process, taking into account the individual characteristics of children.

The development environment of the group reflects the main directions of the educational areas of the Federal State Educational Standard of DO:

Communicative and personal development;

cognitive development;

Speech development;

Artistic and aesthetic development;

Physical development.

The space of the group room is organized in the form of well-demarcated corners (development centers):

Corner for role-playing games;

Corner for theatrical games and musical activities;

book corner,

Corner of desktop printed games;

Corner of mathematical games;

Corner of nature and experimentation;

Sports section;

Corner for visual activity (drawing, modeling, applications, modeling);

Corner of constructive activity;

A corner of our city.

The equipment of the corners changes in accordance with the thematic planning of the educational process. In the corners there are algorithms for using the materials of the developing space (for example: modeling algorithm, appliqué, paper construction, etc.)

Corner for role-playing games;

Due to the fact that the play ideas of children 6-7 years old are very diverse, all the play material in this corner is placed in such a way that children can easily pick up toys, combine them "under the plans". Stable thematic zones completely give way to mobile material - large universal space markers and multifunctional material that can be easily moved from place to place.

In serving game ideas, universal markers of the playing space and multifunctional material are of the greatest importance. An increasing place in children's activities is occupied by a joint game with peer partners. Children act with a variety of small figurines-characters in combination with small space markers - mock-ups, small figurines-characters that perform the function of a kind of operating objects when the children unfold the director's game. Universal game layouts are located in places easily accessible to children; they are portable (to play on the table, on the floor, in any convenient place). Thematic sets of small figurines-characters are placed in boxes near the models (so that the universal model can be easily and quickly "populated", at the request of the players).

Corner for theatrical games and musical activities:

Puppet theater (Teremok, Wolf and seven kids, Puss in Boots)

Table theater (Three Little Pigs, Puss in Boots, Kolobok, Teremok, Zimovye, Masha and the Bear)

Board games from the series "Playing a fairy tale"

Finger theater

Theater with Bibabo toys

Character masks and costumes

Musical instruments

Discs with music and fairy tales

Decorations and screen

Portraits of great composers

Card file of musical and theatrical games

Book corner:

Books selected by age and current topic

Portraits of writers and poets

Story pictures

Schemes for memorizing poems

Schemes for retelling works

Board-printed games for the development of speech

Mnemotables

Corner mathematical:

Board games “Developing attention”, “Fold the picture”, “Learning to compare”, etc.

color lotto

Puzzle "Hexagon"

math tablet

Find the figure

Laying out the tracks

Logic chains

Corner of nature and experimentation:

nature calendar

Card file of walks, experiments, experimentation

Board-printed games on ecology

Dominoes (fruits, vegetables, animals, etc.)

tables

Mini laboratories

Sports section:

Balls big, medium, small

Dumbbells

Ring Throwers

Throwing bags

jump ropes

Stilts, massage products (mittens, balls, massagers)

health tracks

Card files of outdoor games, breathing exercises, gymnastics after sleep

Corner for visual activity (drawing, modeling, applications, modeling):

Watercolor

Brushes of different sizes and materials

Paper of different textures

Scissors

stencils

Palettes

Plasticine

Modeling molds

The pencils

felt-tip pens

Samples of products of arts and crafts

Coloring pages by theme

Constructive activity corner:

Constructor of different sizes and shapes and materials

Building schemes

Mosaics of different shapes and sizes

Origami paper

natural material

Corner of our city:

Symbols of our country

Photo book on Russian cities

Map of Russia

City history books

OUTPUT: It is important that the subject environment has the character of an open, non-closed system capable of adjustment and development. In other words, the environment is not only developing, but also developing. Under any circumstances, the objective world surrounding the child must be replenished and updated, adapting to neoplasms of a certain age. The developing object-spatial environment of the senior group provides the opportunity for communication and joint activities of children, adults, is rich in content, transformable, multifunctional, variable, accessible and safe.

Creation of a developing object-spatial environment in the senior group in accordance with the Federal State Educational Standard for Preschool Education

Efimova Alla Ivanovna, educator of GBDOU No. 43, Kolpino St. Petersburg
Description: The material will be interesting and useful for preschool teachers.
Target: designing a developing educational environment, taking into account the Federal State Educational Standards.

Group characteristics:
Children in my group junior group. For the month of February, their age ranges from 5 years 6 months. up to 6 years 3 months There are 15 girls and 8 boys in the group, mostly (80%) they are children of employees, workers - 20%. The group is developmental. There are children with delayed speech development who need the help of a speech therapist (13%), there are children (57%) whose speech development is age-appropriate, the rest of the children (30%) have pure speech.
The facts obtained as a result of the analysis.
a) safety and psychological comfort of children's stay in the preschool educational institution.
Creating a developing environment in the senior group, I, first of all, paid attention to creating conditions that ensure the safety and psychological comfort of each child in the group. I tried to make the atmosphere in my group closer to home, cozy atmosphere. The pieces of furniture in the group are arranged along the walls, which frees up the center for children's games and the development of their physical activity.
The furniture in the play areas is rearranged, which allows you to get away from the annoying monotonous environment and bring something new and fresh into the interior. The furniture in the centers is varied, the options for arranging tables in the dining part of the group often change. The group has upholstered furniture (soft corner), which creates a cozy atmosphere, as well as children's toys brought by them from home. In working with children, I use not an authoritarian, but a personality-oriented model of education, I work closely with parents in order to study the needs of the child. The cooperation of the kindergarten with the family follows a single educational plan and leads to the achievement of maximum results in the formation of the child's personality.
b) implementation of educational programs for preschool education.
The kindergarten works according to the general education program of GBDOU No. 43 of the Kolpinsky district, therefore all centers in the developing environment were created in accordance with this program, with recommendations for the developing environment: the basic requirements and basic principles of organizing the environment are taken into account.
When creating a development environment in a group, I took into account the following parameters:
content-saturated, developing;
transformable;
polyfunctional;
variable;
accessible;
safe;
health-saving;
aesthetically attractive.
In addition, I divided the entire space in the group into certain zones or centers, which, if desired and necessary, can be easily transformed. They are equipped with a large number of educational materials (books, toys, creative materials, educational equipment, etc.). All items are accessible to children. The equipment of the corners changes in accordance with the thematic planning of the educational process:
artistic and creative corner, safety corner, musical and theatrical, nature corner, experimental, design, cognitive and speech.
c) Taking into account the age characteristics of children.
Children of my age group correspond to the physical and psychological data of children of older preschool age.
Main group: 22 children - 2nd health group, 1 child - 1st health group. Disabled and mentally retarded - no.
EDUCATIONAL AREA "SOCIO-COMMUNICATIONAL DEVELOPMENT"
Role Playing Center
The main goal of this direction is the positive socialization of children of senior preschool age, familiarizing them with socio-cultural norms, traditions of the family, society and the state. In this regard, the task is to create conditions for the assimilation of generally accepted moral and ethical values ​​and norms. An integral part in the acquisition of social experience by a child is the family, it is there that the child acquires his first social experience. The main stages in the formation of a child's personal qualities are laid precisely at preschool age and mainly through play. In my group, I tried to create an environment and conditions for the development of playing qualities in children. Different types of games are used: didactic, mobile, theatrical, role-playing.
Role-playing games: Atelier, Post Office, Beauty Salon, Supermarket, Polyclinic, Family.

Watch Center.
Work is of great importance in the development of the child's personal qualities. Labor assignments and duties become an integral part of the educational process in the senior group. For duty in the dining room in the group there is a corner where the children themselves see who is on duty and there are special aprons and caps for duty.

Security Center.
Creating a developing environment in the group, I paid a lot of attention to creating comfortable conditions for the development of safe behavior skills for children. In the corner there is a variety of material on the rules of safe behavior on the roads, during a fire: plot illustrations, handouts and demonstrative material, games, mobile folders, a card file on life safety, desktop and printed games.

EDUCATIONAL AREA "PHYSICAL DEVELOPMENT"
Center for Physical Development
One of the fundamental areas of child development is "Physical Development". Creating conditions for the implementation of the tasks of this area in the group, I focused on protecting the life and strengthening the physical and mental health of the child. There are card indexes: a complex of morning exercises, prevention of flat feet, outdoor games, riddles about sports, visual aids for sports. There is sports equipment made by hand.

During the educational process, dynamic pauses are arranged; on walks, children are involved in sports and outdoor games. In my work with older children, I use various types of gymnastics: finger, breathing, for the eyes, invigorating.
EDUCATIONAL AREA "ARTISTIC AND AESTHETIC DEVELOPMENT"
theater center
There are types of theaters: finger, table, flannelograph, wooden on disks, b-ba-bo, floor, shadow. Also in the group there is a corner "Disguise", where children love to wear a variety of outfits. Theater corners are often replenished with new hand-made attributes.

Music corner.
The music center has a variety of children's musical instruments, illustrations with portraits of composers, illustrations with musical instruments, didactic games for the development of musical ear.

Creative Activities Center
In the center of creative activity there is: a variety of demonstration material. Various materials for drawing: paints, brushes of various sizes, pencils, crayons, stencils, felt-tip pens, coloring books, paper of various textures, a card index of poems on folk arts and crafts, desktop and printed games.

EDUCATIONAL AREA "COGNITIVE DEVELOPMENT"
Center "Knowledge"
There are various games and aids for the development of logic, thinking, attention. Counting visual and handout material. Games like "Numbers and Numbers". “Learn to count”, “Color”, “Shape”, “Size”. Didactic games: “Geometric Lotto”, “Geometric Domino”, “Wonderful Bag”, “Geometric Mosaic”, Whole of parts, “Fold the figure”, “ What number is missing”, “Number series”, “Math houses”, “Make a number”, “Math fishing”, “Children about time”, “We measure everything”, “Make a problem”. Educational games: Gyenes blocks and schemes to them, Kuizener sticks and diagrams, counting sticks and diagrams for them. Fold the Pattern, Fold the Square”, “Montessori Frames”, “Fractions”, “Transparent Square”, “Logic Belt”, Plane Modeling Games: Tangram. Toys for the sensory development of children: pyramids, liners, puzzles, picture cubes, dominoes, paired pictures.

nature center
In the nature center there is: a weather calendar, inventory for the care of indoor plants, models of fruits and vegetables.

Center for Experimentation
In the center of experimentation there are: various containers for water and bulk, scales, a microscope, an hourglass, objects of different sizes, weights, shapes. There is a file of experiments at an older age, natural material for experiments; acquaintance with plants and animals of various climatic zones, living and inanimate nature, etc.

EDUCATIONAL AREA "SPEECH DEVELOPMENT"
Center for Speech Development
In the speech development center there are games for the development of the sound culture of speech, the grammatical structure of speech, the formation of a dictionary, mnemonic tables. Made manuals, handouts for the development of oral speech.
Games on the sound culture of speech
Onomatopoeia games: "Sound Cube", Cube "Who Shouts", "Moms and Babies", "Call Loud", "Echo".
Games and aids for the development of speech breathing: “Inflate the balloon”, “Snowflake”, “Soap bubbles”, “Onion”, “Pinwheel”, “Sultans”, “Ships”.
Games and manuals for the development of phonemic hearing and sound pronunciation
"Ding Dong", "Whose Toys", "Sound Train", "Sound Lotto", "Speech Therapy Lotto", "Wonderful Bag", "Chamomile", "Who Lives in the House", "Pick a Picture", "Noisy Boxes ”, “Sound collage”.
Card file of articulation games and exercises.
Games for the development of the dictionary, and the grammatical structure of speech “Verbs in pictures”, “Learning to use prepositions”, “Prepositions”, “Bus for animals”, “Christmas tree”, “Name it in one word”, “The fourth extra”, “Pick up words for picture”, “Where I saw it”, “Tactile boards”, “Tactile pouches”.
Games for the development of coherent speech
“Tell a fairy tale”, “Stories in pictures”, “What first, what then”, “Illustrations for fairy tales”, “Algorithm for compiling a descriptive story”, “Objects from plots”, “Tell me about kindergarten”, “Telephone”, "My own storyteller."

Methodical development

"Developing environment in the senior group according to GEF DO"

There is no side of education to which

environment would have no effect

there is no ability that would not be

directly dependent on

surrounding the child of the concrete world ...

The one who manages to create such an environment,

make your work easier.

Among it the child will live - develop

own self-sufficient life,

his spiritual growth will be accomplished

from myself, from nature...

E.I. Tikheeva

The subject-spatial developing environment in an institution implementing a program of preschool education is one of the most important criteria for assessing the quality of education. This is due to the importance of the environment for the versatile development of the child, successful socialization in society.

The subject-developing environment is natural comfortable environment, rationally organized, saturated with a variety of objects and play materials, aesthetically designed.

In such an environment, it is possible to simultaneously involve all the children in the group in various activities in accordance with their needs and interests.

A well-organized environment makes it possible to build the pedagogical process informally, avoid monotony, and helps the child to be constantly engaged in useful and interesting work. It gives the preschooler the opportunity to test and use their abilities, stimulates the manifestation of independence, initiative, creativity, and contributes to the assertion of self-confidence.

In accordance with the Federal State Educational Standard, the program should be built taking into account the principle of integration of educational areas and in accordance with the age capabilities and characteristics of the pupils. The solution of program educational tasks is provided not only in the joint activities of an adult and children, but also in the independent activities of children, as well as during regime moments.
Modeling the developing object-spatial environment in my group, I took into account the psychological foundations of the constructive interaction of participants in the educational process, the design and ergonomics of the modern environment of a preschool institution, and the psychological characteristics of the age group targeted by this environment.

Purpose: Modeling a subject-spatial developing environment that promotes the harmonious development and self-development of children with its subsequent formation and bringing compliance with those close to the requirements of the Federal State Educational Standard.
With this goal in mind, I have put forward the following tasks:

to study and put into practice new approaches to the organization of a developing and subject-playing environment that ensure the full development of preschoolers within the framework of the educational program of the preschool educational institution, taking into account the requirements of the Federal State Educational Standards for Preschool Education;

to model a developing environment conducive to the emotional well-being of children, taking into account their needs and interests;

create conditions for ensuring different types of activities of preschoolers (game, motor, intellectual, cognitive, independent, creative, artistic, theatrical), taking into account the gender characteristics of pupils;

to promote cooperation between children and adults to create a comfortable developing object-spatial environment;

to involve preschoolers in active subject-transformative activities in the interior.

The direction of the activity and development of the child depends on us adults - on how the subject-spatial organization of their life is arranged, what toys and didactic aids it consists of, what their developmental potential is, and even on how they are located. Everything that surrounds the child, forms his psyche, is the source of his knowledge and social experience. Therefore, it is we, adults, who take the responsibility to create conditions that contribute to the full realization of the development of children, their capabilities, abilities in all psychophysiological parameters, i.e., the organization of an object-spatial developing environment. I tried to create conditions in the group for joint activities of children and adults, for independent activities of pupils, taking into account the developmental characteristics of each child.

The developing object-spatial environment should be:
1. Content-rich
2. Multifunctional
3. Transformable
4. Variable
5. Affordable
6. Safe

The group room operates on the basis of the MOU kindergarten No. 317. My group works according to the Childhood program. The main point of the program is not to maximize the development of the child and not to prepare for schooling. Its main task is to create conditions that are most appropriate age characteristics and developmental capabilities.

The group room is equipped with visual aids, furniture, fire alarms.

In order for the subject-developing environment to perform the main functions, at the design stage I adhere to the following principles (according to V.A. Petrovsky)

· the principle of distance in interaction;

· the principle of activity, independence, creativity;

· the principle of stability - dynamism;

· the principle of integration and flexible zoning;

· the principle of emotionality of the environment;

· individual comfort and emotional well-being of each child and adult;

· the principle of combining familiar and extraordinary elements in the organization of the environment;

· the principle of openness - closeness;

· the principle of taking into account gender and age differences in children.

The construction of a developing environment, taking into account the principles listed above, provides pupils with a sense of psychological security, helps to form a personality. ability development, mastering different ways activities. The created aesthetic environment evokes in children a sense of joy, an emotionally positive attitude towards kindergarten, a desire to attend it, enriches them with new impressions and knowledge, encourages active creative activity, and promotes intellectual development.

The organization of the developing environment in my group, taking into account the Federal State Educational Standards, is built in such a way as to enable the most effective development of the individuality of children, taking into account their inclinations, interests, level of activity, and each child has the opportunity to realize their own needs and interests, to freely do what they love. At the same time, it is very important to provide conditions for self-realization of children with different levels of development. And all this without ignoring the social order and the requests of the parents of the children attending my group.

A fascinating and fabulous atmosphere of the bright world of childhood reigns in my group, where the subject-developing environmentorganized in accordance with the requirements of the Federal State Educational Standard, where all five educational areas are clearly traced:

1. social and communicative development
2. cognitive development
3. speech development
4. artistic and aesthetic development
5. physical development.

Educational area "Cognitive development"

Center for Ecology and Experimentation.

Materials for conducting experiments with water, air, light, magnets, etc. are presented for educational and research activities in the center of ecology and experimentation. The center has collections of insects, seeds, stones, magnets, animal badges.

For the development of labor activity in the group there is a corner on duty. The set for labor includes a watering can, a rag, a brush, a sprayer, and aprons. There is a card index for plant care. Plants were selected according to age.

Presented illustrative, didactic material; calendars of weather, nature, pictures by seasons, models of the day, days of the week, year; encyclopedias; albums with sketches for experiments, observations; word creation of children about objects of animate and inanimate nature; didactic games, mnemotables, models. Albums "Plants of meadows, fields, forests". "Red Book", designed jointly with children and adults. Model "Planets of the solar system".

A “garden” is deployed on the windowsill, on the territory of the preschool educational institution we monitor plantings in the greenhouse, in the beds, and flowers in the flower beds.

A variety of natural material is openly available, which can be used both in the center of artistic creativity for crafts, and in the center of mathematical development for counting, developing motor skills.

To organize independent activities of children, operational cards are introduced for children with different levels of development, and depending on their needs.

Center for Mathematical Development.

For the formation of elementary mathematical representations, sensory development, objects for research in action are presented (Kuizener's sticks, Montessori inserts, Gyenes blocks, d / and "Fold the square", "Fold the pattern", "Tangram", "Mongolian game", "Columbian egg", "Fractions", mosaics, dominoes, tactile boards, seriation kits, labyrinths, checkers, chess, math kits, dice with numbers, manuals for enriching sensory experience with size, shape and color).

In the center of constructive activity, designers of various modifications are presented: large, medium, planar, magnetic, Lego, mosaics, puzzles for children with different levels of development; non-traditional material: a selection of waste material, reels, boxes, bottles, corks, etc.; construction algorithms, schemes, toys for playing with buildings: figurines of people, animals, cars of different sizes and purposes.

Just as the child's body develops and grows, giving him more and more freedom, so the child's intellect requires constant and independent satisfaction of its craving for knowledge. That is why children are always opening and closing doors, locks and drawers, turning lights on and off, demanding more and more toys.

To solve this goal, I created in the group a developing game board "business board"

Educational area "Social and communicative development"

Since the game occupies a major role in the development of the child, he needs to communicate with peers, adults, while the formation of the foundations of safe behavior in everyday life, nature, and society takes place.

In the group for the development of play activities for boys, sets of soldiers, military equipment, various types of vehicles, helmets, caps, caps, belts, binoculars, parking lots, carpentry tools, substitute toys are provided; for girls, beauty sets, dolls of different sizes and genders, clothes for them, bed linen, house models, houses with furniture, household appliances, dressing corners, substitute toys. Gender specificity is also seen in the role-playing game "Beauty Salon", where there are both women's and men's halls, with a corresponding selection of game attributes, hairstyles albums. In the older group, attributes for role-playing games are stored in plastic containers with semantic markers. They are also convenient to use as a portable material for the street.

One of the markers of our play space is a universal screen, which can also serve as a place of solitude, and at the request of children, become a doctor's office, a shop counter, a hairdresser's, a cinema, one has only to designate these places with appropriate semantic markers. Available game portable modules "Kitchen", "Barbershop", "Shop", "Houses with different sets of furniture."

Security Center. The Security Center is equipped with traffic rules game sets: rugs depicting roads, houses, pedestrian crossings; models of houses, landscape elements, traffic signs, traffic lights, sets of vehicles, a map of the neighborhood. The center has various illustrated material on the topic, pictures with problem situations, didactic games, role-playing games "Firefighter", "Driver", "SDA", and the created album "Rules of safe behavior in a group" warns children against wrong actions in communication with peers in the group. There is a selection of fiction on the topic of security. I developed educational game: “Magnetic situations. Rules of the Road "and didactic manual lapbook book" Rules road traffic»

At the center of social-emotional development . In the center of socio-emotional development there is a mood corner, photo albums of children with their relatives on vacation, abroad, albums reflecting life in a group, preschool educational institutions, visual aids reflecting the different activities of children and adults, their family affiliation, genealogical trees, illustrated material and didactic games for the study of different emotional states, audio and video materials.

Educational area "Speech development"

In the center for the development of speech, card indexes of word games are presented; speech games, didactic games; a selection of poems, riddles, proverbs on various topics; pictures on lexical topics, split pictures, plot pictures for compiling stories; development games fine motor skills, lacing, printed games, cubes, aids for the development of breathing, mnemonic tables for memorizing poetry.

Book Center. In the center of the book is an illustration of this season; exhibitions of books of writers with their portraits are arranged; collections of literature on various topics; materials for acquaintance with illustrators and their work; favorite books of children, smart books, encyclopedias; mini books created by the hands of children and parents (within the framework of the project); albums with illustrations for favorite fairy tales and children's word creation, children's impressions of the read works.

There is a music library of works by different writers by age, fairy tales, necessary literature for this educational area, as well as audio and video materials.

Educational area "Artistic and aesthetic development"

The content of the center of visual activity: Sets of paper of different formats, colors, textures; sets of colored pencils, felt-tip pens, multi-colored crayons; paints (gouache, watercolor); brushes for drawing, glue; palette, containers for water, paints, glue; clay, plasticine; stencils, patterns, seals, sponges, cotton buds; napkins for wiping hands, paints; coloring books; albums with illustrations of folk arts and crafts; sculptures of small forms; handicrafts; reproductions of paintings according to the program; sets of natural and waste material for the manufacture of crafts and samples for them, as well as step-by-step cards for drawing, modeling, and appliqué. Didactic games for knowledge of painting genres, folk crafts, color perception. Stand for demonstration and organization of exhibitions of children's drawings and crafts.

Contents of the music center: Portraits of composers; albums with illustrations of musical instruments; five-step and seven-step song ladders; didactic music games; silent keyboard; toy musical instruments: drums and tambourines of different sizes; rattles, triangles, maracas, bells, spoons, metallophones, pianos, harmonicas, guitars. Note staff. Planar variants of musical instruments. Album with illustrations of song pictures, mnemotables for learning songs. An album with drawings and word creation of children after listening to musical works and watched performances by philharmonic artists.

Audio and video tools, catalog with audio library and video library.

Contents of the theater center: Various types of theater: bi-ba-bo, finger, glove, plane, mask theater, shadow; sets of rubber toys, wooden ones for different fairy tales; director's play toys; screens floor, desktop; elements of costumes and attributes for theatricalization; theater posters and tickets for various performances created by children; an album of theatrical terms and literature with illustrated material. Album with drawings and word creation of children after watching performances. Audio and video facilities.

Educational area "Physical development"

The center of physical development presents non-traditional physical education equipment for various types of walking, running, balance, jumping, crawling, climbing, throwing, catching, for performing general developmental exercises (flags, sultans, balls, ropes). Throwing bags, ring throwers, skittles, balls of different sizes, jump ropes, hoops, crawling collars, obstacle course elements, masks, ribbons, reins, expanders. Card file of outdoor games, card file “Games that heal”, card file of games for children with different levels of physical activity, card file of gymnastics for the eyes, physical minutes, psycho-gymnastics, finger gymnastics, invigorating after sleep, etc.

Didactic games "The fourth extra", "Sports", "Freeze", "Remember - portray", etc.

Illustrated material on the types of winter and summer kinds of sport and the Olympic games.

The health center presents didactic games of valeological content “Useful-harmful”, “Make a portrait”, “Collect a human figure”, “Wonderful bag”, “Cube” with hygiene items, etc. Illustrated material on the importance of hygiene procedures, the benefits of movement, hardening, following a daily routine, etc., the scheme “How to brush your teeth properly”, the album “Help yourself” (about elementary help for scratches, bruises, etc.) Development aids breathing. Massage balls. Health paths.

Output:

A purposefully organized subject-developing environment in a group plays an important role in the development and upbringing of a child.

The created environment evokes a sense of joy in children, an emotionally positive attitude towards kindergarten, a desire to attend it, enriches it with new impressions, encourages active creative activity, and contributes to the intellectual and social development of preschool children.

Changes in the object-spatial environment of the group caused quantitative and qualitative shifts that occurred in the distribution of children's activities. With the appearance of certain materials and toys (for example, objects for study), and the creation of conditions for the use of toys (arrangement of toys for the director's game in accordance with their plot-forming function, supplementing them with markers of the playing space), there have also been significant changes in the interests and activities of children. Other changes in children's behavior have also been noted. For example, reducing the number of conflicts.

Thus, the model of the subject-developing environment presented by us allows:

Change the distribution of children's activities: increase the share of developing activities (contributes to the formation of cognitive activity);

Equally develop boys and girls, expand their interests and focus;

To streamline the entire system of influences on the child: pedagogical, educational, health-improving, preventive;

Facilitate the educational process for the teacher, increase the efficiency of pedagogical activity;

Contribute to the aesthetic education of children in everyday life;

Provide psychophysiological comfort for children and teachers, thereby contributing to the prevention of nervous tension;

Influence the mood and mental state of children and teachers, and through them on the body as a whole, i.e. promote recovery.

Used Books:

1. Nishcheva N.V. Object-spatial developing environment in kindergarten. Principles of construction, advice, recommendations / Comp. N.V. Nischev. - St. Petersburg, “CHILDHOOD-PRESS”, 2006.-128 p., ill.

2. Ryzhova N.A. Developing environment of preschool institutions (From work experience). M., LINKA-PRESS, 2003.-192 p.

Subject - developing environment in the preschool educational institution according to the Federal State Educational Standard

The direction of the activity and development of the child depends on us adults - on how the subject-spatial organization of their life is arranged, what toys and didactic aids it consists of, what their developmental potential is, and even on how they are located. Everything that surrounds the child, forms his psyche, is the source of his knowledge and social experience. Therefore, it is we, adults, who take the responsibility to create conditions that contribute to the full realization of the development of children, their capabilities, abilities in all psychophysiological parameters, i.e., the organization of an object-spatial developing environment. We, teachers, sought to create conditions in the group for joint activities of children and adults, for independent activities of pupils, taking into account the developmental characteristics of each child.

The developing object-spatial environment according to the Federal State Educational Standard of DO is a part of the educational environment, represented by a specially organized space (rooms, plot, etc.), materials, equipment and supplies for the development of preschool children in accordance with the characteristics of each age stage, protection and strengthening their health, taking into account the characteristics and correction of shortcomings in their development.

The subject-spatial developing environment is organized taking into account the requirements of the Federal State Educational Standard, where all five educational areas are clearly traced:

1 ) socio-communicative,

2) cognitive,

3 ) speech,

4 ) artistic and aesthetic,

5 ) physical.

Requirements of the Standard for the developing subject-spatial environment.

The environment should provide the opportunity for communication and joint activities of children and adults, the physical activity of children, as well as opportunities for solitude.

Saturation - compliance of the environment with the age capabilities of children and the content of the Program. Availability of teaching aids (including technical ones), a variety of materials for all types of pupils' activities, experimentation with materials available to children (including sand and water)

Transformability - the possibility of changes in the subject-spatial environment depending on the educational situation.

Availability - free access of all pupils to games, toys, materials.

Polyfunctionality - the possibility of a variety of use of various components of the environment, suitable for use in different types of children's activities .

variability - the presence of various spaces (for playing, construction, solitude, etc.), a variety of materials, games, toys and equipment, periodic replacement and the emergence of new items

Security - compliance of all elements of the environment with the requirements of reliability and quality.

Our group space is organized as delimited zones "centers" , equipped with a large number of developing materials (books, toys, materials for creativity, etc.). Their equipment changes in accordance with the thematic planning of the educational process. The play environment stimulates children's activity and is constantly updated in accordance with the current interests and initiative of children. Play equipment is diverse, easily transformable. Children and parents have the opportunity to participate in the creation and updating of the play environment.

Activity centers are organized based on integration content and activities in the following areas.

Direction: Artistic and aesthetic development.

IN Center "Creative Workshop" for the development of children, various pictures, drawings depicting crafts, product design options, diagrams depicting the sequence of work for manufacturing various crafts etc. This gives children new ideas for their productive activities, and also involves mastering the ability to work according to the model. In this center there is material and equipment for artistic and creative activities: drawing, modeling and applications (paper, cardboard, stencils, paints, brushes, glue, pencils, napkins, scissors, coloring books, clay, plasticine, etc.). Most of the listed materials are placed in a specially designated cabinet. If desired, the child can find and use the necessary, to implement their creative ideas, ideas, fantasies. This center has free access.

Direction: Speech development.

Book World Center includes a book corner. The content of the book corner corresponds to the age characteristics of children of this age, the educational program implemented in the preschool institution. It contains books with works of art by children's writers, fairy tales and other literary forms on the theme of the week. The main principle of the selection of book publishing products is a minimum of text - a maximum of illustrations. In the book corner there is a photograph of the writer, whose work the children are getting acquainted with at the moment, and his literary works.

At the Literacy Center there are various didactic games for the development of speech, a series of paintings and illustrations to establish the sequence of events, sets of paired pictures for correlation, split plot pictures, etc. The speech development environment is a specially organized environment that most effectively influences the development of different aspects of the speech of each child.

Direction: Cognitive development.

Centers are organized and presented taking into account individual characteristics

children, their sensory experience, information baggage, i.e. theoretical and conceptual awareness of the child. The visually selected didactic material gives children an idea of ​​a holistic picture of the world, of close relationships, and the interaction of all objects.

Center "Ecology" includes environmental activities. This center contains various types of indoor plants, on which it is convenient to demonstrate modifications of plant parts, tools for caring for these plants: aprons and sleeves, loosening sticks, metal children's rakes and shovels, a spray gun, watering cans, etc. Passports are issued for all plants with symbols. In addition to indoor plants, in this center there are various didactic games of an ecological orientation, a series of paintings such as "The Seasons", "Animals and Plants", collections natural material, models of vegetables and fruits, insects, etc. An important component of the corner of nature is the calendar of nature and weather.

Center for Experimental Activities represented by a variety of collections (soil, stones, minerals, seeds, cereals, etc.). It contains material for the implementation of experimental activities: magnifiers, microscopes, compasses, beakers, flasks, measuring cups, watering cans, watches, etc. In the process of experimental plant growing activities, observation diaries are kept in which the teacher records the conclusions made by the children on daily monitoring results. Our little "why-why" will turn into inquisitive testers, conduct simple experiments, determine the properties of various natural materials.

Center "Mathematics" (game library) has important developmental functions. In this center, normative and symbolic material is located: a magnetic board, sets of cards for comparing numbers and quantities, sets of cubes with numbers and numerical figures, both various types of mosaics and modern puzzles are presented. A fairly wide selection of games for the development of fine motor skills of the hand. When choosing games, preference was given to the ability of games to stimulate the development of children. Such games are educational games by Voskobovich, "Mongolian Games", Kuizener's Sticks, Nikitin's "Cut Square", "Dyenes' Logic Blocks", etc. The gaming equipment creates a rich, holistic environment with enough space for games. The Center decides the following tasks:

purposeful formation of children's interest in elementary mathematical activities.

education in children of the need to occupy their free time not only with interesting, but also requiring mental stress, intellectual effort games.

A variety of entertaining material is placed in this center so that each of the children can choose a game according to their interests.

IN "Moral and Patriotic" Center the state symbols of the native city of Maikop and Russia are placed. It contains manuals reflecting the multinationality of our Motherland, illustrative material to familiarize children with the sights of our small Motherland - Adygea, samples of folk arts and crafts, etc.

"Construction" (constructive) center , although it is concentrated in one place and takes up little space, it is quite mobile. Its practicality lies in the fact that with the content of the building corner (constructor of various types, large and small wooden constructor), you can move to any place in the group and organize this activity both with a subgroup of children and individually .. Our pupils independently use schemes and models of buildings. The center is supplemented with small toys for playing around. The mobility of this center allows children to unfold the plot of the game outside of it. This allows our children to feel comfortable in any corner of the group.

"Musically theatrical center - this is an important object of the developing environment, since it is theatrical activity that helps to unite the group, unite children interesting idea. In the theater, preschoolers reveal themselves, demonstrating unexpected facets of their character. There is a screen, various types of theaters. Children are great artists, so they are happy to participate in productions and are happy to act as spectators. It is represented by various types of theaters (puppet, shadow, table, finger). There are masks, attributes for acting out fairy tales, costume elements for characters, and children make their own decorations.

The musical development of the child is reduced not only to classes with a teacher, but also the opportunity to play independently, improvise, play music freely.

To do this, our group created a musical Center "Merry Notes" Which helps my pupils to transfer what they have received to music lessons experience in other conditions, helps to establish a sense of self-confidence, activity, initiative.

Direction: Social and personal development.

At the Center for Story-Role Playing equipment and aids are placed in such a way that children can easily pick up toys, combine them “to suit their creative play ideas”. Due to the fact that the play ideas of older preschoolers are very diverse, all stationary play furniture is used multifunctionally for various role-playing games. Universal game layouts are located in places easily accessible to children.

Center "Security" reflects the safety of the house, on the street (SDA) and fire safety. It is equipped with the necessary attributes, toys, didactic games. The creation of such a center in a group helps children to get acquainted with the rules and norms of safe behavior, and the formation of values healthy lifestyle life.

Direction: Physical development.

Center "If you want to be healthy!" contains both traditional physical culture equipment and non-traditional (non-standard) made by the hands of teachers and parents. This equipment is aimed at developing the physical qualities of children - dexterity, accuracy, eye, reaction speed, strength qualities. At the present stage of development, it became necessary to place games and manuals in this center to introduce older preschoolers to the skills of a healthy lifestyle. This Center is popular with children because it fulfills their need for motor activity. An increase in physical activity has a beneficial effect on the physical and mental development and health of children.

In the noisy space of the game room, there must be an island of silence and tranquility. The bedroom is also located "Corner of Solitude" . If the child is tired of the noise and wants to be in silence, he can go to a corner of solitude and relaxation. This is a nice quiet place. Musical recordings with birds singing, the murmur of the river, the noise of the forest - all this has a positive effect on the emotional state of children.

The English writer Oscar Wilde said that “The best way to make children good is to make them happy…”. And all our children are good! And creating a favorable development environment for our children, we also want to see them like this: mastered the main cultural methods of activity, having a positive attitude towards the world, developed imagination, able to express their thoughts, inquisitive, hardy and physically developed, and most importantly, happy! The advantage of the created environment is that it became possible to involve all children in active independent activities. Each child chooses an interest class in any center, which is ensured by a variety of subject content, accessibility and ease of placement of materials. It was noted that pupils conflict less with each other: they rarely quarrel over games, play space or materials, as they are passionate about interesting activities. The positive emotional mood of children testifies to their cheerfulness, openness, desire to attend kindergarten.

The search for innovative approaches to the organization of the subject-developing environment continues, the main criteria for this are creativity, talent and imagination.