Developmental environment in the second junior group (with photo). Organization of a subject-development environment in the junior group of preschool educational institutions according to the Federal State Educational Standards Social corner in the second junior group

Sections: Working with preschoolers

A properly organized developmental environment allows every child to find something they like, to believe in their strengths and abilities, to learn to interact with teachers and peers, to understand and evaluate their feelings and actions, and this is precisely what lies at the heart of developmental education. The free activity of children helps them search independently, engage in the research process, rather than receive ready-made knowledge from a teacher, this allows them to develop qualities such as curiosity, initiative, independence, and the ability for creative self-expression.

SPEECH DEVELOPMENT CORNER

Objectives: Teaching techniques, using game material for the development of speech, cognitive and creative abilities of children.

Didactic visual materials; subject and subject pictures, etc.; book corners with age-appropriate literature; “Wonderful bag” with various items.

SPORTS CORNER

Objectives: Create conditions for physical exercise in a group, stimulating children’s desire to engage in physical activity. To instill in children a conscious attitude towards their health. Strengthening the muscles of the lower and upper extremities, preventing flat feet; Prevention of colds; Strengthening the muscles of the spinal column, preventing scoliosis.

Equipment and materials that should be in the corner: Smooth and ribbed board; - rugs, massage paths, with footprints (to prevent flat feet); gymnastic stick; balls; basket for throwing swords; hoops; jump rope; skittles; arc; cubes; bench; gymnastic mat; the cord is long and short; gymnastic ladder; bags with weight (150-200 g); ribbons, flags.

ART CORNER

Objectives: To develop interest, attention, curiosity, and emotional response of children to individual aesthetic properties and qualities of objects in the surrounding reality.

Equipment and materials that should be in the corner: easel or music stand; sets of colored pencils; sets of felt-tip pens; ballpoint pens; gouache; watercolor; colored wax crayons, etc.; brushes - thin and thick, bristly, squirrel-like; jars for washing brush bristles from paint; drawing paper of various sizes; napkins made of fabric that absorbs water well to dry the brush; foam sponges; hand wipes; plasticine, clay; boards for modeling; large oilcloths for covering tables; hanging rollers with paper rolls; school crayons for drawing on a blackboard and asphalt or linoleum.

CONSTRUCTION CORNER

Objectives: to develop ideas about the basic properties of volumetric geometric, mainly large, forms(stability, instability, strength), in acquiring the skills to recreate familiar objects on a horizontal plane (paths, ladders, chairs, etc.), developing skills in co-creation with adults, independent creativity, developing fine motor skills of fingers, hands, in acquiring the ability to build furniture, slides, houses. Learn to understand the variability, variability of design, the possibility of construction not only horizontally, but also vertically. Be able to analyze an object, see the main parts of the part, the components of the structure, the ability to create them from various forms.

Equipment and materials that should be in the corner: Materials for construction: plastic construction sets with various methods of fastening parts (it is advisable to use 2-3 new ones during the year); construction kits with parts of different shapes and sizes; soft modules; boxes large and small; drawers; waste material: logs, cylinders, cubes, blocks with drilled holes; small toy characters (kittens, dogs, etc.), cars, for playing with. Materials for manual labor: various types of paper (colored, corrugated, napkins, cardboard, postcards, etc.); cotton wool, foam rubber, textile materials (fabric, ropes, laces, ribbons, etc.); wire in a colored sheath; natural materials; tools: scissors with blunt ends; brush; glue.

THEATER

Objectives: Formation of listening skills; Development of children's creativity based on literary works.

Equipment and materials that should be in the corner: Tabletop theater, small screen and sets of puppets (finger, flat, etc.); theater made by the teacher (cones with nozzle heads, masks, decorations); dramatization theater - ready-made costumes, masks for acting out fairy tales, homemade costumes; There may be books (or there may be a book corner nearby).

BOOK CORNER

Objectives: Formation of listening skills, ability to handle a book; Formation and expansion of ideas about the environment.

Equipment and materials, which should be in the corner: A bookcase, a table and two chairs, a soft sofa, a screen separating the corner from the outdoor play areas; Books according to the program, children's favorite books, baby books, toy books; Albums for viewing: “Professions”, “Seasons”, “Kindergarten”, etc.

NATURE CORNER

Objectives: environmental education and education of children

Equipment and materials that should be in the corner: In the group there are 2-3 indoor plants, those selected by the teacher, preferably similar to a tree or grass; unpretentious, blooming single-color flowers (primrose, begonia, geranium); with wide, dense leaves (ficus); contrasting (tradescantia); Active monitoring of wildlife objects in natural conditions is carried out. An adult organizes actions with various objects: wet and dry sand, and considers different states of water. etc.

ROLE-PLAYING CORNER

Tasks: Formation of role actions; Stimulation of role-playing games; Formation of communication skills in the game; Development of imitation and creativity.

Equipment and materials that should be in the corner: doll furniture for the room and kitchen; ironing board; attributes for playing “Home”, “Shop”, “Barbershop”, “Hospital”, sailors, drivers, etc.; dolls are large (35-40 cm), medium (25-35 cm); dolls girls and boys; toy wild and domestic animals; sets of kitchen and tea utensils; a set of vegetables and fruits; large and medium-sized cars; trucks and cars; telephone, steering wheel, scales, bags, buckets, iron, hammer, etc.; doll strollers; toys-fun with the effect depending on the action (roly-poly, pecking chickens, fighting sheep, jumping frogs, etc.); clothing for dressing up.

DIDACTIC GAMES CORNER

Objectives: Development of thinking and finger motor skills. Mastering the operations of inserting, overlaying, connecting parts into a whole; Development of visual perception and attention. Formation of examination skills; Familiarity with geometric figures and shapes of objects; Learning to group objects by color, size, shape; Identification of the relationship between groups of objects by quantity and number (many, few, one) ; Developing the ability to use speech to determine the meaning of one’s actions; Forming the ability to group objects and compose pictures sequentially; Enriching children's active vocabulary; Formation of the ability to describe and name objects in pictures.

Equipment and materials that should be in the corner:

Materials on sensory and mathematics

1. Large mosaics, volumetric inserts of 5-10 elements, prefabricated toys, pyramids (of 6-10 elements), lacing, games with modeling and substitution elements, lotto, paired pictures and other printed board games.

2. Non-traditional material: closed containers with slots for filling with various small and large items, large buttons or abacus seeds for stringing.

3. Carpet, typesetting, magnetic board.

4. A set of geometric figures, objects of various geometric shapes, counting material with Velcro.

5. Various small figures and non-traditional materials (cones, acorns, pebbles) for counting.

6. Dienesh blocks.

7. Cuisenaire sticks.

8. Matryoshka dolls (of 5-7 elements), insert boards, insert frames, a set of colored sticks (5-7 of each color).

9. A set of volumetric bodies for seriation by size from 3-5 elements (cylinders, bars, etc.).

10. Cut (folding) cubes with subject pictures (4-6 parts).

11. Sectional subject pictures, divided into 2-4 parts (vertically and horizontally).

Materials on the development of speech and cognitive activity.

1. Sets of pictures for grouping, up to 4-6 in each group: pets, wild animals, animals with babies, birds, fish, trees, flowers, vegetables, fruits, food, clothes, dishes, furniture, transport, household items.

2. Sets of subject pictures for sequential grouping according to various criteria (purpose, etc.).

3. A series of 3-4 pictures to establish the sequence of events (fairy tales, social situations).

4. Series of 4 pictures: parts of the day (activities of people in the immediate environment).

5. Series of 4 pictures: seasons (nature and seasonal activities of people).

6. Large format plot pictures (with various themes close to the child - fairy tales, social everyday life).

7. Toys and exercise equipment for training proper physiological breathing.

MUSIC CORNER

Objectives: Development of auditory perception and attention; Formation of performing skills.

Equipment and materials that should be in the corner: A set of noise boxes; sounding toys, contrasting in timbre and nature of sound production (bells, drums, rubber beepers, rattles, etc.); musical educational games.

AESTHETIC CORNER

Objectives: To teach a child to see, feel and understand the beauty of the world around him, art and create it in his life.

Aesthetic education of children is carried out by familiarizing children with the aesthetics of everyday life, with the beauty in work, in nature, social phenomena, and the means of art.

TRAFFIC CORNER

Objectives: Familiarization with traffic lights, with the rules of behavior in accordance with traffic light signals.

Equipment and materials that should be in the corner: “Traffic light”(stick a traffic light); A canvas depicting roads, pedestrian crossings (can be made of leatherette so that it can be folded and put away); Medium transport; Models of houses, trees, traffic lights, road signs; Small toys (figurines of people, animals).

PRIVACY CORNER

This is a place where a child can sit, think, dream, remember pleasant feelings, communicate with loved ones and family, look at something, listen to something pleasant and useful, play with some objects, toys, collaborate with an adult or peer .

LOST FOUND CORNER

Tasks: Teach children to find something unusual and interesting in the world around them, to be able to explain why this or that object is interesting and unusual. Teach children to improve, modify an object, to know its purpose. Help children master the various ways available to them to understand the world around them (comparison, elementary analysis, generalization, etc.), develop cognitive activity, curiosity, creative thinking, imagination, fantasy.

LOCKER ROOM AND BOOTH MATERIAL IN LOCKER ROOM

Objectives: Formation of self-service skills, the ability to dress and undress, fasten and unbutton buttons; Formation of communication skills, the ability to greet each other, say goodbye to each other; Involving parents in the process of educational work, creating a community of teachers and parents.

Equipment and materials that should be in the corner: Lockers with a identifier of individual belonging (bright pictures and photographs of children), benches, an “algorithm” for the dressing process; Stands for adults: a constantly updated exhibition of children's works; constantly updated photo exhibition; information about treatment and preventive procedures carried out in a group, kindergarten; recommendations to parents on organizing children's leisure time, materials for games, etc.; Mini-library of methodological literature for parents, books for children to read at home. Information stands .

Documents regulating the choice of equipment, educational and gaming materials

Concept of the content of lifelong education (preschool and primary level), approved. Federal Coordination Council for General Education of the Ministry of Education of the Russian Federation dated June 17, 2003;
Sanitary and epidemiological rules and regulations "Sanitary and epidemiological requirements for the structure, content and organization of work in preschool organizations. SanPiN 2.4.1.2660-10", approved. Resolution of the Chief State Sanitary Doctor of Russia dated July 22, 2010 No. 91;
Letter of the Ministry of Education of Russia dated March 15, 2004 No. 03-51-46in/14-03 “On the direction of the Approximate requirements for the maintenance of the developmental environment of preschool children raised in a family”;
Letter of the Ministry of Education of Russia dated May 17, 1995 No. 61/19-12 “On psychological and pedagogical requirements for games and toys in modern conditions” (together with the Procedure for conducting psychological and pedagogical examination of children’s games and toys, Methodological guidelines for psychological and pedagogical examination of games and toys, Methodological guidelines for employees of preschool educational institutions "On the psychological and pedagogical value of games and toys");
The concept of building a developmental environment in a preschool institution (authors V.A. Petrovsky, L.M. Klarina, L.A. Smyvina, L.P. Strelkova, 1993);
The concept of preschool education (authors V.V. Davydov, V.A. Petrovsky, 1989).
FGT requirements for the preschool environment (draft).

Organization of subject-spatial environment

in the second junior group.

The developing subject-spatial environment of the second junior group is organized taking into account the Federal State Educational Standard for Educational Education, taking into account the opportunities for children to play and study in separate subgroups, individually, as well as taking into account the integration of educational areas. The subject-spatial environment is aimed at developing the child’s independence and initiative, but provides for the leading role of play activities.

The subject-development environment begins from the reception area, where we meet our kids. There are individual lockers, bright colored benches, and an “algorithm” for the dressing process. Bright pictures are glued to the cabinets and the names of the children are written. In the reception area, various information corners for parents have found their place: “Aibolit’s Advice”, “For You, Parents”, “Our Teremok Group”, “Quotes from Great People”, “Congratulations”, as well as an exhibition board for crafts and drawings guys "Talented Fingers". The stands provide recommendations for parents on organizing children's leisure time, materials for games and home activities. Mini-library of methodological literature for parents, books for children to read at home, kindergarten and group operating hours, announcements.

When creating a subject development environment for the 2nd junior group, gender specifics are taken into account. The environment is provided with both general and specific material for girls and boys. In the group room there are educational and didactic games, books selected taking into account gender differences, attractive in content for girls, and similarly for boys. Girls prefer to spend time in the centers of role-playing games, dress-up corners, “kitchen”, “hair salon”; boys are in the center of technical toys, in the center of construction games, on carpets with cars, in motor activity centers.

In order for each child to be able to find something to do and do to their liking, the group has created conditions for different types of activities (play, productive, communicative, creative and cognitive-research, etc.).

Game center.

Playground equipment creates an optimally rich, holistic, multifunctional environment with ample space for play.

The game center for role-playing games helps to form the foundations of a culture of communication in children through solving problem situations and consolidates knowledge about the surrounding reality and life in society. Selected game material allows you to combine different plots and create new game images. All toys and play material are placed in such a way that children can play freely and put everything away in its place. For this purpose there are racks, cabinets, drawers. Our play center contains toys that introduce children to the everyday objects around them. Our developmental environment suits the interests of boys and girls. For girls, the kitchen is of greater interest, where you can prepare a delicious lunch; a mini-hair salon, where you can try to give your doll or friend a fashionable hairstyle, as well as a “Medical office”, where they take their dolls for treatment. How boys want to grow up quickly and get behind the wheel!.. Therefore, our corner with big cars and steering wheels is primarily of interest to boys.

It is equipped with the necessary attributes for road role-playing games and activities to consolidate knowledge of traffic rules.

In the center are:

dolls, baby dolls

soft sofa for children, armchairs, table

bed linen set

underwear for dolls by season

baby strollers for dolls

rack for toys “Houses”

plastic toys (animals, beasts)

pyramids: large, medium, small

children's phone

children's plastic irons

ironing board

toys - plastisol (domestic and wild animals, etc.)

cars - models

transport (plane, boat, motorcycle, helicopter, bus, etc.)

"Aibolit" set

set for boys "Tools"

binoculars

kitchen with elements of upholstered play furniture

teaware, tableware, kitchenware

children's kitchen table

plastisol (rubber fruits, vegetables, berries, products)

children's kitchen tray, cutting board

mummers corner

game mirror

children's plastic hangers

set "Young hairdresser"

aprons, robes, scarves, ribbons.

hairdressing accessories - substitutes.

Design Center.

The contents of the construction center allow you to organize constructive activities with a group of children, a subgroup and individually, to develop construction on the carpet or on the table. Also here, on spacious shelves, there are cars - dump trucks, trucks, cars (children can easily roll soft toys in them, or simply transport construction sets). To maintain children's constant interest in gaming material, we place it in various places in the group room next to the toys.The free space on the floor makes it possible to build buildings. There are also figures of animals, which provides an opportunity for greater development of imagination and creative thinking.

In the center are located:

1.Large building designer.

2. Average building designer.

3. A set of small building material with basic parts.

4.Lego-type construction sets.

5. Small toys for playing with buildings (figurines of people and animals, etc.).

6. Medium and large toy vehicles. Trucks, cars, a fire truck, an ambulance, a steam locomotive and trailers, a boat, an airplane.

7. “Fortress” constructor

Motor activity center.

Taking into account the need for movement in children is an important task when organizing a subject-development environment. One of the most favorite corners in the group is the Physical Activity Center. It fits succinctly and harmoniously into the space of the group room. It is popular among children because it fulfills their needs for physical activity.

Here are:

skittles, ring throws

rattles

ball baskets

height measuring tape “We have grown up”

massage mats, health paths, clubfoot path

tunnel

balls (small, large, medium, soft)

flags, handkerchiefs, rattles, ribbons, ribbons on rings

jump ropes

hoops

winders

dumbbells for children

Darts game

basketball net.

didactic material, card indexes, as well as manuals necessary for morning exercises and awakening exercises.

Sand and Water Center

We recently acquired the Sand and Water Center. The Sand and Water Center helps the teacher organize amateur play - experimenting with various objects and natural materials. By organizing games with sand and water, we introduce children to the properties of various objects and materials, reinforce basic ideas about the shape, size, properties of objects and materials, and develop the child’s fine motor skills. A child's games with sand and water not only captivate children, but also provide an opportunity to better learn about the inanimate world around them. Exercises on the surface of water and sand associated with tactile-kinesthetic sensitivity relieve emotional stress.

Theater Center

The Theater Center is the most important object of the subject-development environment, since it is theatrical activities that help to quickly adapt, unite the group, and unite children with an interesting idea, a new activity for them. Education takes place not on behalf of an adult, as yet unknown person, but from dolls. An adult can correct or make a remark, addressing not the child, but the doll, and such an influence from the teacher will be much softer and more correct.

In the center are located:

1. small screen for tabletop and puppet theaters

2. large screen

3. theaters: puppet theater, tabletop theater, flannel theatre, shadow theater, wooden theater (based on fairy tales), bi-ba-bo.

4. Costumes, masks, attributes for acting out fairy tales.

5. A set of masks of fairy-tale animals.

Music Center

At the center of the music are:

Sounding instruments:

rattles; diamonds; pipe; drum; xylophone; wooden spoons; knockers; guitar; tape recorder.

Plastic containers with different fillings: peas, acorns, pebbles.

There are musical instruments here that bring children many joyful moments, and, in addition, develop phonemic hearing and a sense of rhythm in the baby. There is also a piano, tape recorder, audio CDs with fairy tales and music. We try to introduce kids to different types of theater. Here we have a flannelgraph, table theater, finger theater and shadow theater.

Meeting a doll helps children relax, relieve tension, and create a joyful atmosphere.

Center for Art Activities

Early age is most favorable for the development of visual activity. The brightest place in the group is reserved for the center. The child can pull out the table and sit near the window to draw. Drawing for a child, along with play activities, is of great importance because visual activity is an integral part of the process of learning about the world around us. Here, in their free time, students draw, sculpt, and do appliqué work. In the center are:

art table

colored pencils

wax crayons

gouache

felt-tip pens

tassels

coloring pages

plasticine

boards for working with plasticine

stencils

drawing paper

There are also plot pictures, books according to the program, children’s favorite books; albums for viewing: “Professions”, “Wild Animals”, “Seasons”; sets of subject and subject pictures.

Book Center.

Thematic selection of children's fiction:

hardcover books.

books - babies

books for adults to read to children: Nursery rhymes, jokes

poems for children by A. Barto; M. I. Marshak and other authors

short Russian folk tales

illustrated magazines about fairy-tale characters and animals.

reading book with illustrations “Polite words”

book for reading from 2 to 4 years.

Cognition Center.

On a large colored shelf "Locomotive" is locatedmath corner with handouts, geometric figures, as well as entertaining and educational mathematical material, logical and mathematical games;Witha corner of sensorimotor development, which is designed to develop fine motor skills and tactile sensations. Here children learn to tie shoelaces, string large beads, assemble mosaics, etc.

didactic games in mathematics:

1. Large mosaic, volumetric inserts of 5-10 elements, prefabricated toys, pyramids (of 6-10 elements), lacing, games with modeling and substitution elements, lotto, paired lotto pictures, color, shape, quantity, size, part and whole, time of day and other board and printed games.

2.Wooden figures with strings for stringing.

3. Carpet fabric, typesetting fabric, magnetic board.

4. A set of geometric figures, objects of various geometric shapes, counting material with Velcro, a didactic cube “A house for each figure.”

5.Various small figures and material for counting.

6. Logical and mathematical games: “Columbus Egg”, “Tangram”, “Denesha” Blocks

7. Matryoshka dolls, insert boards, insert frames, a set of counting sticks.

8. A set of volumetric bodies for series by size from 3-5 elements (cylinders, bars, etc.).

9. Cut pictures with subject pictures (4-6 parts).

10. Puzzles are soft,maxi

Speech development corner represented by plot and subject pictures, card files of speech games, classification games, didactic games, books.

materials on speech development and cognitive activity:

1. Sets of pictures for grouping, up to 4-6 in each group: pets, wild animals, animals with babies, birds, fish, trees, flowers, vegetables, fruits, food, clothing, dishes, furniture, transport, household items .

2. Sets of subject pictures for sequential grouping according to various characteristics (purpose, etc.).

3. A series of 3-4 pictures to establish the sequence of events (fairy tales, social situations).

4. Series of 4 pictures: parts of the day (activities of people in the immediate environment).

5. Series of 4 pictures: seasons (nature and seasonal activities of people).

6. Large format plot pictures (with various themes, close to the child, fairy tales, social everyday life).

7.Toys and exercise equipment for training proper physiological breathing.

In the traffic rules corner there are variousmaterials on traffic rules and life safety:

1.Layout showing the road, pedestrian crossings.

2. Various types of transport.

3. Models of houses, trees, traffic lights, road signs.

4.Small toys (figurines of people, animals).

5. Board and didactic games on traffic rules and life safety: “Dangerous situations”

6. Demonstration pictures;

Center for Nature and Experimentation.

IN center conditions have been created to enrich children's ideas about the diversity of the natural world, fostering a love for nature and a careful attitude towards it. As well as introducing children to caring for plants, forming the beginnings of an ecological culture. It also combines a center for experimentation with natural materials, bulk materials, containers of different capacities, a nature calendar, and indoor plants. Books and booklets about the seasons (poems, illustrations) are also presented here.In the center are indoor plants with large leathery leaves and a typical erect stem - Ficus. Plants are presented in 2 types so that children can learn to find identical plants. Ficus is a good air purifier, evergreen begonia fights diseases of the upper respiratory tract, balsam, coleus, hybrid fuchsia.

In the centerThere are ecology games:

lotto, collect a flower, parts of a tree, feed the animals, find your mother;

musical posters “wild, domestic animals”, cut-out pictures, block inserts.

Nature calendar , which depicts a painting depicting the seasons; story pictures and photographs depicting children's activities at different times of the year; cards with birds, plot pictures “Seasons”. Before going out for a walk, we dress the didactic doll according to the season and place it with a nature calendar.

Aquarium with large fish.

To develop children's interest in research activities, ideas about the surrounding nature and for the purpose of developing their intelligence, it was createdexperimentation corner.

In the process of conducting simple experiments, children turn into inquisitive explorers. Together with the children, we determine the properties of water. Children love to play with water - it gives them positive emotions.

In the corner there are watering cans, sticks for loosening the soil, a sprayer, rags, and aprons. Natural materials: sand, water, clay, pebbles, shells, pieces of wood, various fruits, seeds, cereals. Containers of various capacities, spoons, spatulas, funnels, sieve, rubber and plastic toys for playing with water. Mirror for playing with a sun bunny. Magnifying glasses, “magic” glasses – colored “glasses” (made of plastic). demonstration material of different types: iron, wood, plastic, glass; demonstration material “Types of fabrics”.

PRIVACY CORNER

If a child is tired of noise and wants to be in silence, he can go to a corner of solitude and relaxation. To do this, the sofa is fenced off from everyone else with a screen. Nearby there is a table on which there is a mobile phone (for children), so that the child can call mom and dad - all this has a beneficial effect on the emotional state of children.

Thus, the variety and richness of sensory impressions makes it possible to freely approach each center in the group and contributes to the emotional and intellectual development of students. Our developmental environment evokes in children a feeling of joy, an emotionally positive attitude, enriches them with new knowledge and impressions, and encourages active creative activity.

In our group we try to createa comfortable subject-spatial environment that corresponds to the age, gender, and individual characteristics of children.

One of the most important conditions for the successful upbringing and education of children is the developmental environment (subject-spatial) in the group and in the kindergarten area. In order to find out what the subject-spatial environment should be like in the 2nd junior group, what toys, teaching material, zones (corners) you need, you can refer to the following documents:

SanPiN 2.1.3.2630-10, where you will find sanitary requirements for the placement of equipment.
Federal State Educational Standards for Preschool Education, requirements for protecting the lives of pupils, principles of constructing the PRS, comprehensive equipment of the educational process, accounting for health and safety.
The program your preschool operates under.

Subject-spatial environment in the 2nd junior group, taking into account the Federal State Educational Standard

Board game “Patch the Mat”

The “Patch the Rug” game is very easy to make. Glue white geometric shapes onto sheets of colored paper and pass them through a laminator (once upon a time we simply covered the cardboard with tape), use a hole punch to make holes and make a fringe, and separately cut out geometric shapes of the same color.

Children enjoy patching rugs.
A carpet printer is an indispensable thing for the second youngest group. In addition to the theater, you can place any benefit on it. In our case, these are geometric shapes and multi-colored droplets (you can work individually).

And here is a modern version of the game “Collect a flower”. If you take the flower apart, you can assemble a caterpillar, tumbler, etc. from knitted circles.

Touch panel “Underwater world”

We also equipped the “Underwater World” panel in the sensory zone, using which you can develop fine motor skills in different ways. The panel is attached to the back wall of the shelf, which separates the study area from the play area. For the background we used a regular shower curtain with a marine pattern, but you could find oilcloth, self-adhesive film, or just paint and varnish.

To create the underwater world, we used different materials: we made fish from sandpaper, dishwashing sponges, knitted fish and starfish with beads look great. The seaweed is made from pieces of felt, to which ribbons are sewn for tying, and the pebbles are made from simple cotton pads. Lots of tactile sensations, right?

An interesting underwater inhabitant is the octopus. To make it you only need different ribbons and cardboard. Try making a great tutorial for kids.

In the math corner, kids are greeted with a cube, a cone and a cylinder. By the way, there should also be manuals like “Many, one, none”, handouts, various nesting dolls, insert cubes, etc.

In the active speech zone you will find breathing exercises, cards on lexical topics, a mini-library and games that expand children's horizons, for example “Who eats what?”

The natural area has everything you need to experiment, care for plants and observe nature.

The model “Grandma’s Compound” allows you to expand children’s knowledge about the characteristics and benefits of pets

Our kindergarten uses a multicultural education program in its work, according to which in the 2nd junior group we introduce children to folk toys. Therefore, we put together a mini museum of wooden toys and designed it like this:

I hope you already have an idea! Great!

Explanatory note

With a purpose creating a subject-spatial developmental environment in the group that meets the requirements of the Federal State Educational Standard for preschool education, we re-equipped the group space to ensure the effective implementation of the basic general education program of preschool education.

As a result To create a subject-spatial developmental environment in the primary preschool age group, we collected material on this issue, presented in these methodological recommendations.

A child of primary preschool age has three basic needs: the need for communication, movement, and cognition..

The saturation of the environment should:

1. Comply age capabilities children and the content of an exemplary general education program for preschool education implemented by a preschool educational institution.

The educational space is equipped with:

1) Teaching aids. In order to create an emotional background, change the sound environment, enrich the child’s cognitive world in the process of playful joint and independent activities, the group must have a tape recorder, TV, DVD player, and interactive board.

2) Gaming, sports, recreational equipment and inventory.

3) A variety of materials, equipment and inventory providing:

● playful, educational, research and creative activity of pupils, experimenting with materials available to children.

● 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.

● the possibility of self-expression for children: there are the necessary attributes for theatrical play, dramatization, role-playing games (masks, various types of theaters, clothes for children to pretend to be, costumes for various professions, etc.)

With a purpose multifunctionality The group space should be divided (conditionally) into three parts:

1 “Calm” - for quiet activities: board games, looking at books, pictures, creative activities, solitude.

2) “Active”, associated with active movement, construction of large play buildings, role-playing, outdoor and other group games.

3) “Working” - for organizing partnership forms of children’s activities.

The division of group space depends on the educational situation, the type of children's activity, and the materials used. The materials can be used for both gaming and productive and research activities.

All parts of the space must be able to change, be movable, transformable borders. The group space should be “alive” and “pulsating”, changing depending on the educational situation, including the changing interests and capabilities of the children. For this purpose, soft modules, play space markers, transforming tables, various screens, and sliding tables are used.

Components of the subject environment do not have a strictly fixed method of use and can be used in different types of children’s activities: natural materials suitable for use in different types of children’s activities; substitute items, children's furniture, mats, soft modules, screens.

All elements of the subject-spatial environment of the group must meet the requirements for ensuring comfort, reliability, security their use. In order for the kids to feel at home, the interior of the group should be similar to their home environment. For this purpose, carpets, upholstered furniture, and textiles are used. The equipment must be aesthetically attractive and educational. It is preferable to have toys made from natural and environmentally friendly materials.

The group of children of primary preschool age should have a variety of materials, games, toys and equipment, ensuring children's free choice. A small child is constantly changing and developing. And along with it, the space of the group should change, i.e. be variable. Game, didactic, visual material is periodically changed (depending on the topic of the week, time of year, children’s interests in a given period, project implementation, in accordance with the tastes and mood of the children) in order to stimulate the play, motor, cognitive and research activity of children.

Access children of primary preschool age to games, toys, materials, aids that provide all the main types of children's activities should be free, functional, and not display, at the level of children's growth: it is necessary for the child to be comfortable to take them and move them from place to place. Materials for children's games should be stored in convenient and practical containers (plastic, cardboard, wooden boxes, etc.) with bright labels to make selection easier.

The subject-development environment should contribute to the disclosure of the child’s individual capabilities, which are given to him by nature. The subject-development environment of the group is equipped with both general and specific material for girls and boys (sex role education): dolls, cars, clothes for role-playing games, educational games, books, creative materials, etc. Centers created for boys contribute to the education of masculine principles: endurance, strength, will, respect for the opposite sex, peers; development of independence, justice, mutual assistance. For girls, the formation of feminine principles: neatness, thrift, communication ethics, aesthetic qualities, morality, love for one’s neighbor, femininity, the ability to look beautiful and neat.

P.S. The center for boys (social and communicative development) is located in the group room, and the center for girls is in the bedroom.

In the primary preschool age group, a center should be created for children, where they will receive their first ideas about their native village, region, and region. They will get acquainted with the nature of their native land, Russian life, costumes, toys, household items, peoples living in the region (national and cultural conditions).

The development of a child depends on the subject environment to the same extent as on the adults raising him. The interests, preferences and habits of a child entering kindergarten are known only to him parents. And they should become not only assistant teachers, but also active participants in the design of the subject-development environment, constructors and designers of the group.

When creating the subject-developmental environment of the group, we took into account all the requirements of the Federal State Educational Standard for Education, displaying them in all centers (see Appendix). We tried to make it diverse, bright, comfortable, and rich in information in order to create an emotionally positive atmosphere in the group and ensure the harmonious development of each child.

Application

List of equipment, manuals, games for development centers

in a kindergarten group, taking into account the requirements of the Federal State Educational Standard for Education

Physical development

Movement Center "Young Athletes"

Balancer in the form of a board on a semicircular base for balancing
Throwing bags
Set of obstacle course elements
Ring throw
Set of colorful pins
Children's jump rope
Rubber balls (set)
Small plastic hoop
Gymnastic stick

Health Center

Screen “Sun, air and water are our faithful friends”
Scheme: “How to brush your teeth correctly”
Album “Help yourself” (about basic help with scratches, bruises, etc.)
Didactic games: “Make a portrait”, “What benefits do they bring?”, “Guess the mood”, “Collect a human figure”, “What is more useful?”
Attachment aid for the development of breathing, sultakchiki.

Cognitive development

Mathematics Center"I'm learning to count"

Handouts on FEMP for each child (Set of cards depicting quantities (from 1 to 5) and numbers, etc.)
Mosaics of different shapes and colors (small), insert boards, lacing, games with elements of modeling and substitution. Lotto, paired pictures and other printed board games.
A set of geometric shapes, objects of various geometric shapes, counting material with Velcro, a set of multi-colored sticks with shades (5-7 sticks of each color), sets for serialization by size (6-8 elements).
Dienesh blocks.
Puzzle toys (4-5 pieces)
Clock with a round dial and hands.

Center for Constructive Activity "Little Builders"

Large construction designer.
Average construction designer
Lego constructors
Game sets (transport and construction vehicles; figures of animals, people.
Mosaic with pictures - samples
Drawings and simple diagrams, algorithms for constructing buildings.
"Car showroom": medium and large toy vehicles.
Trucks and cars, a fire truck, an ambulance, a crane, a railroad, ships, boats, airplanes, a robot rocket (transformer).

Center for Science and Experimentation “Beginner Researcher”

Plastic set for experimentation (Instruments: microscope, magnifying glass, sand scales, compass, various thermometers; Mirror for playing with a sunbeam, containers of different capacities, etc.)

Center for Ecology and Labor "Ecology and Nature".

Outdoor kits: bucket, molds, scoop, spatula, rakes.
Watering cans, sticks for loosening the soil, a sprayer, rags, brushes for wiping leaves, aprons.
Picture of the season, model of the year and day.
Nature calendar with icon models (clear, cloudy, rainy, cloudy, etc.) and a moving arrow pointing to them.
Didactic games: “Who eats what?”, “Whose baby?”, “Paired pictures”, “Animals”, etc.
Sets of volumetric and flat toys “Farm”, “Zoo”, “Pets”, “Vegetables”, “Fruits”
Natural and waste materials: acorns, cones; pebbles, corks, etc.

Speech development

Speech center “Speak beautifully”

Didactic material for clarifying the qualities of objects and phenomena (Man - runs, rushes, rushes; for antonyms - big-small (paired pictures), for the formation of generalizing concepts.
Didactic lotto “What’s for what”; for comparison (Dolls - girlfriends); pictures depicting emotions (Katya sad, happy, sad and Prue).
Sets of paired pictures of 6-8 parts
Cards for pronouncing consonants
Series of pictures “Seasons” (seasonal phenomena and human activities).
Scene pictures with different themes, large and small formats, etc.

Book Center "Library for Young Readers"

Albums for viewing: “Professions”, “Family”, etc.

Children's books according to the program, children's favorite books.

Portraits of children's writers

Artistic and aesthetic development

Fine Arts Center “Talented Fingers”

Stand for displaying children's drawings and crafts

Handouts for artistic creativity (Pencils, paints, brushes, albums, etc.)

Music Center "Merry Notes"

Toy musical instruments: tambourines, drums, rattles, triangles, maracas, spoons, bells, pipes, metallophones, pianos, etc.

Albums with drawings or photographs of musical instruments.

Audio equipment (player with a set of records, tape recorder, stereo system; sets of floppy disks with recordings of musical works).

Theater Center "Visiting the Fairy Tale"

Various types of theaters (bi-ba-bo, tabletop planar, magnetic, shadow)

Audio and video equipment for demonstrating children's performances and cartoons

Equipment for performing skits and performances (sets of dolls, fairy tale character toys, screens for puppet shows, costumes, masks, theatrical attributes, etc.)

Social and communicative development

Game center: “We are playing”

Toys and sets for role-playing games.

Game module “Kitchen” (child-sized) with stove, dishes and accessories.

Set (base module, proportional to the child’s height, and accessories) for the role-playing game “Barbershop”

A set (base module, proportionate to the child’s height, and accessories) for the role-playing game “Shop”.

Steering wheel for the role-playing game "Sailors".

Security Center

Safety corner with educational games on this topic.

A rug with a schematic representation of a populated area, including streets with road signs and markings, buildings, and landscape.

Toys with pictures (role-playing games), “Country of Safety”, corner of solitude “Magic canopy”, “We are on duty”.