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Municipal budgetary preschool educational institution "Kindergarten of a compensatory type for children with visual impairments No. 12" Subject-developing environment Completed by teacher: Khaustova Marina Nikolaevna I quarter. category

There is no aspect of upbringing that is not influenced by the situation, there is no ability that is not directly dependent on the concrete world immediately surrounding the child... Anyone who manages to create such an environment will make his work extremely easy. Among her, the child will live - develop his own self-sufficient life, his spiritual growth will be improved from himself, from nature... E.I. Tikheyeva

The subject-development environment in the middle group is equipped taking into account the age characteristics of the child. All elements of the environment are interconnected in content and artistic design. Furniture corresponds to the height and age of children, toys provide the maximum developmental effect for this age. The subject-development environment of the preschool educational institution corresponds to the content of the educational process, meets the interests and needs of children, promotes comprehensive development, and ensures their mental and emotional well-being.

The main place in our group is occupied by the vision correction center

Book corner Our book corner is a library that turns into theatrical games.

Music Center Thanks to this center, children independently become active participants in dance, singing, and instrumental activities.

Road Safety Center

The physical development center serves to satisfy the preschooler's need for movement and introduce him to a healthy lifestyle.

Game center Allows you to create conditions for the creative activity of children, the development of imagination, the formation of gaming skills, the implementation of gaming plans, and the cultivation of friendly relationships between children.

The Center for Artistic and Aesthetic Development promotes the formation of children's creative potential, the development of interest in artistic activities, the formation of aesthetic perception, imagination, artistic and creative abilities, independence, and activity.

We divided the cognitive-speech center into two zones: mathematical and speech. All games and manuals are freely available to children. Selected taking into account the age of the children.

Nature Center Allows us to develop in children a love for nature and the skills of caring for it.

Thus, realizing the importance of the environment, we have determined the requirements for its organization. In our opinion, it should provide the child with: freedom of action, have positive effects on attitude, well-being and health. The environment should be comfortable and ensure a harmonious relationship between the child and the outside world.

Thank you for your attention!!!

On the topic: methodological developments, presentations and notes

Presentation for educators "Innovative approach to creating a subject-development environment" (FGT-condition for changing the subject-development environment of a kindergarten)

Presentation for educators "Innovative approach to creating a subject-developing environment" (FGT-condition for changing the subject-development environment of a kindergarten)...

REGULATIONS of the competition “Subject-Developing Environment of Preschool Educational Institution - 2013” ​​with an analytical report-questionnaire “Self-assessment of the subject-development environment”

These Regulations have been developed in accordance with the work plan of the Department of Education of the Perm City Administration for the 2013-2014 academic year, approved by order of the head of the Department of Education...

Subject-developmental environment of preschool educational institutions Features of the organization of subject-developmental environment in different age groups

Subject-based developmental environment of a preschool educational institution Features of the organization of a subject-based developmental environment in different age groups...

“The relevance of creating a favorable developmental environment for preschool education. Filling the development environment in accordance with educational areas"

The development of education - an integral part of the national development strategy - begins with the level of preschool education, aimed in accordance with the Federal State Educational Plan...

Educational environment in kindergarten

In order to create a subject-spatial environment that meets the Federal State Educational Standard for preschool education, I transformed the group space, ensuring the effective implementation of the educational program of the preschool educational institution, taking into account the interests of all its subjects. The group has created conditions for joint activities of children and adults, for independent activities of pupils, taking into account the developmental characteristics of each child. In order to ensure multifunctionality, the group space is divided into centers. Each center is a small creative workshop filled with a variety of stimulating materials. Everything in the centers is fully accessible. All centers are marked with labels. Children move freely between centers. The time spent at each center may vary for each child.

A special place in the group is occupied by Game center. It is equipped with play space markers for role-playing games. The attributes of games for preschoolers are more detailed. Most of the equipment is stored in boxes that have a picture on them to recognize the game; children independently determine which games they will play. Movable modules allow you to change the plot of the game. Games can last for several days or even weeks. In the group there is a box with unformed material for making the missing attributes during the game.

Created in collaboration with parents Musical theater center helps to unite the whole group, unite with an interesting idea. Children are great artists, so they take part in productions with great pleasure and act as spectators. It is equipped with children's musical instruments, personal screens, costumes for performances, dramatization games, toys for dramatizing familiar fairy tales, and various types of theaters are presented.

Sports and health center It is very popular among children, as it fulfills their need for physical activity throughout the day. In the corner, children can play various sports games. It is equipped with different card indexes, illustrations of winter and summer sports. After the health day, the corner was replenished with attributes for the prevention of flat feet and scoliosis in children. All this helps to preserve and strengthen the health of children and introduce them to a healthy lifestyle.

Security Center equipped with the necessary attributes for role-playing games to form the basis for the safety of one’s own life and the surrounding world. A good teaching aid is a road with street markings. The initiators of the creation of such a road were the children themselves - this helps the children solve complex logical problems on road safety themselves, practice the skills of safely crossing the roadway at an intersection, and also independently model the street.

Rest and relaxation area. Children come to kindergarten and work like adults all day long. Educational activities and a large group of children often lead to the fact that the child’s body begins to get tired and the child’s need to relax and relieve tension appears. The best way to relieve tension, fatigue, and distract yourself from the irritant is to relax. The psychological corner is a real tool in the hands of the teacher for psychological support of children during the day. In this way, we preserve and strengthen the psychological health of our preschoolers.

Book Center.The trend of modern times is to reduce the time a preschooler spends interacting with a book. According to research, the first places in the ranking of preschoolers’ favorite activities are occupied by watching cartoons and computer games, and reading (listening) is only fourth to fifth place; many preschool children do not have a sustained interest in books and do not show initiative in communicating with books. This is due to the change in the place and role of books in society, the loss of family reading traditions, and the emergence of new, diverse sources of information (the Internet). All these factors led us to the fact that the center of the book is necessary in a group of preschool children.

The problem of speech development is one of the most pressing in our group. In modern preschool education, speech is considered as one of the foundations of raising and educating children, since the success of learning, the ability to communicate and general intellectual development depend on the level of mastery of speech. We make a lot of efforts to ensure that our children’s speech develops correctly and in a timely manner. Together with a teacher and speech therapist, we created a center "Rechevichok". It contains various games and manuals for improving the grammatical structure of speech, for the development of phonemic hearing, for sound and syllabic analysis and synthesis of sentences, demonstration material for preparing children for learning to read and write, and games for cultivating proper physiological breathing.

Nature Center is not only a decoration for the group, but also a place for children’s self-development. Children really like to be weather forecasters, so we placed the nature calendar in the center. Here the children get acquainted with the world around them: with various natural phenomena, flora and fauna of our planet, and learn to observe and care for plants.

Experimentation Center.
Experimentation contributes to the formation of a holistic picture of the world of a preschool child, contributes to the formation of cognitive interest in children, develops observation and mental activity. Experimentation is a teaching method that allows a child to model in his mind a picture of the world based on his own observations and experiences. Here our little “Whys” turn into inquisitive testers.

Art Center.
Why do our children like to sculpt, glue, draw, and design so much? The answer is simple: a little person feels like a Creator and Transformer, and what could be more important than this feeling? In this corner, children develop their creative abilities and their creative potential independently. Everything else is born in the process: the joy of creativity, the opportunity to play with what you create, pride in what you have created with your own hands. Children have a variety of materials at their disposal to realize their creative ideas. The center has free access; at any free time, children can sculpt, draw, cut, and make paper crafts.

Presentation on the topic: Description of the subject-spatial environment

Pelmeneva Albina
Presentation “Subject developmental environment in preschool educational institutions according to the Federal State Educational Standard”

I invite you to view my new presentations on subject-developmental environment and methodological equipment for the favorite group “The Scarlet Flower”. Where is good natural, a comfortable and cozy environment for children, with various playing materials, in which it is possible to simultaneously involve all children in the group in active cognitive and creative activities. We all know that subject-development environment is one of the main components of successful work. So we tried to ensure that our children developed and enjoyed every day spent in kindergarten. The subject-development environment is organized as follows: so that every child has the opportunity to freely do what they love and actively realize their gaming plans, because in the game friendly relationships between children are strengthened even better. All available game centers in the group allow creating conditions for children’s creative activity, development of imagination and deeper formation of gaming skills. Shape and design items focused on the safety and age of children. Under any circumstances objective world environment surrounding the child must be updated, adapting to new formations of a certain age. Thus, saturated substantively-developmental educational the environment is the main means formation of the child’s personality and is the source of his knowledge and social experience. But the most important thing is that it should work to develop the child’s independence and initiative.

Publications on the topic:

Presentation “Subject-Developmental Environment of Preschool Educational Institutions” The developing environment is a necessary factor for the development of a child. The richer and more intense the developing environment, the more interesting and educational it is.

Subject-based developmental environment for the physical development of preschool children, taking into account the Federal State Educational Standard up to - presentation In April 2017, in preparation for the pedagogical council on physical education, I conducted subject-spatial monitoring.

Subject development environment in a group of preschool educational institutions during the implementation of the Federal State Educational Standard Preschool age is considered as a fundamental period of purposeful development of basic personality qualities. In this regard, Federal.

Subject development environment of the preparatory group for the Federal State Educational Standard. Presentation of thematic corners Presentation on the topic “subject-developmental environment of the group according to the Federal State Educational Standard” of the DS “Rucheyok” of the preparatory group “Golden Fish” This project is for today.

Presentation “Developmental subject-spatial environment for the senior group of preschool educational institutions” Dear Colleagues! I offer you my presentation on the developmental environment of the senior group. At the beginning of the presentation, photos of the group from different ones are offered.

Presentation “Subject-spatial developmental environment in a group in accordance with the Federal State Educational Standard” Presentation "Subject-spatial developmental environment in a group in accordance with the Federal State Educational Standard." When creating a development environment in the group, I took into account.

The educational environment is a set of conditions purposefully created in order to ensure the full education and development of children. Developing subject-spatial environment is a part of the educational environment, represented by a specially organized space (rooms, area, etc.), materials, equipment and supplies for the development of preschool children in accordance with the characteristics of each age stage, the protection and promotion of their health, accounting features and correction of deficiencies in their development

SPACE TIME SUBJECT ENVIRONMENT Such design of the environment shows its influence on the development of the child. Designing an environment using such components allows us to imagine all the features of a child’s life in the environment. The success of the developmental environment’s influence on the child is determined by its activity in this environment. The entire organization of the pedagogical process presupposes freedom of movement for the child. In the environment, it is necessary to allocate the following zones for different types of activity: work; active; calm

Free access for children to games, toys, materials, aids that ensure all basic types of children's activities, serviceability and safety of materials and equipment, accessibility for pupils of all premises where educational activities are carried out

The main task of raising preschoolers is to create in children a sense of emotional comfort and psychological security. In kindergarten, it is important for a child to feel loved and unique. Therefore, the environment in which the educational process takes place is also important. Thank you for your attention!

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Presentation - Organization of a subject development environment (SDE) in a group of preschool educational institutions in accordance with the Federal State Educational Standard

Text of this presentation

MBDOU kindergarten "Malyshok" Project Topic: "Organization of a subject-development environment (SDE) in a group of preschool educational institutions in accordance with the Federal State Educational Standard"
Prepared by: teacher Belokur L.N.
Sl. Rodionovo-Nesvetaiskaya 2015

“A developing subject environment is a system of material objects of a child’s activity that functionally models the content of his spiritual and physical development. An enriched environment presupposes the unity of social and objective means of ensuring the child’s varied activities” (S.L. Novoselova).

Methodological theme of the project: “Organization of a subject-developmental environment (SDE) in a group of preschool educational institutions in accordance with the Federal State Educational Standard” Creative name of the project: “Creation of a subject-developmental environment in the 1st junior group of MBDOU d/s “Malyshok” Project motto: “For development The child’s personality is influenced not only by heredity and upbringing, but also the environment in which the child lives plays an important role.” Type of project: information and research, practice-information, oriented, cognitive-creative. Type of project: internal, group, interdisciplinary, long-term. By number of participants: collective Project participants: administration, teachers, parents, children. Subject of the project: joint activities of teachers with parents to organize a subject-developing environment in the group Product of the project activity: design of a subject-development environment in the 1st junior group of a preschool educational institution Duration of the project: annual. Project support: logistics; educational and methodological equipment; information support Thematic field: integration of educational areas in the 1st junior group of preschool educational institutions Venue: Sl. Rodionovo-Nesvetayskaya, MBDOU d/s "Malyshok"
Project business card

The environment - the development of a child in the structure of the Federal State Educational Standard - is a complex of material and technical, sanitary and hygienic, social, everyday, public, ergonomic, aesthetic, psychological, pedagogical, spiritual conditions that ensure the organization of the lives of children and adults in preschool educational institutions. The developing subject environment is a set of natural and social cultural subject means, the immediate and long-term development of the child, the formation of his creative abilities, ensuring a variety of activities; has a relaxing effect on the child’s personality and provides various types of activity. The formation of a subject-developmental environment is a dynamic process that allows the teacher to show creativity, involving parents in the work, and organize the interaction of specialists in the formation of a developmental space in the group.
“What is a subject-development environment?”

Project implementation stages
1. Organizational and preparatory stage: Studying methodological literature on this topic. Formation of the problem, goal, and objectives of the project.
2. Organizational and preparatory stage: Studying methodological literature on this topic. Formation of the problem, goal, and objectives of the project.
3.Final stage: Summing up. Preparation of materials for the project. Creating a presentation.

To study the regulatory and legal principles of the principles of constructing a group’s subject-development environment in accordance with new requirements. Setting the goals of the project, defining tasks, drawing up a model of the subject-developmental environment of the group. Studying the features of a group room, identifying zoning features in accordance with the age of pupils and compiling a list of necessary equipment in play centers. To change traditional ways of organizing the subject-developmental environment, taking into account the peculiarities of the modern child’s perception of the world. To interest parents in organizing a subject-based development environment.
1. Organizational and preparatory stage

Children's activity cannot be complete on a purely verbal level, outside the objective environment, otherwise the child will lose the desire to learn new things, apathy and aggression will appear. Correct organization and skillful inclusion of the child in active interaction with the surrounding objective world is one of the conditions for the effectiveness of the organizational educational process of a preschool educational institution.
Relevance of the problem

selection of fiction and methodological literature, selection of visual material (presentations, illustrations, photographs, sketches), preparation of material for productive activities, didactic, role-playing games, exhibitions of children’s creative works together with parents, creation of conditions for holding open events (decorating a group room) use of interactive technologies (projector, digital camera, stereo system, laptop) Internet materials.
Material and technical resources (necessary to complete the project):

Model regulations on a preschool educational institution" (order of the Ministry of Education and Science of the Russian Federation (Ministry of Education and Science of Russia) dated October 27, 2011 No. 2562; registered with the Ministry of Justice of the Russian Federation on January 18, 2012) "Sanitary and epidemiological requirements for the design, content and organization of the operating mode of preschool educational organizations"" SanPiN 2.4.1.3049-13 (Position of the Chief State Sanitary Doctor of the Russian Federation dated May 15, 2013 N 26 Registered with the Ministry of Justice of the Russian Federation on May 29, 2013 Registration N 28564 Order of the Ministry of Education and Science of the Russian Federation (Ministry of Education and Science of Russia) dated October 17, 2013 N 1155 “On approval of the federal state educational standard for preschool education” Registered with the Ministry of Justice of the Russian Federation on November 14, 2013 Register N 30384 Letter of the Ministry of Education and Science dated November 17, 2011 No. 03-877 on the implementation of the order of the Ministry of Education and Science of Russia dated July 20, 2011 No. 2151 “Approximate list of gaming equipment for educational and methodological support of preschool educational institutions 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” Long-term work plan for the organization of educational group activities
The regulatory framework governing the choice of equipment, educational, methodological and gaming materials for creating a subject-development environment:

Creation of a subject-developing environment taking into account the requirements of the Federal State Educational Standard for Educational Education and the “Childhood” program, in order to create favorable conditions for the development of children in accordance with their age and individual characteristics. To attract the attention of parents to the problem of creating a subject-developmental environment in preschool educational institutions
Objective of the project:

1. To study and put into practice new approaches to organizing a subject-based developmental environment that ensures the full development of preschool children. 2. Organize a developmental environment that promotes emotional and mental well-being in the timely and comprehensive development of each child, taking into account their needs, inclinations and interests. 3. Create conditions for ensuring various types of activities of preschoolers (play, motor, intellectual, independent, creative, artistic, theatrical), their integration and creative organization (creativity) in order to increase the efficiency of the educational process. 4. Organize unity of approaches to raising children in a preschool educational institution and family.
Project objectives:

The implementation of the project will ensure the integrity of the pedagogical process and create an environment that meets the needs of the current, immediate and future creative development of each child. Will create a creative atmosphere in the work of teachers. Will promote free orientation in space and time. Parents' interest in creating a subject-development environment in the group will increase.
Planned result

Principles of organizing the PRS

The strategy and tactics for building a developmental environment in a group are determined by the characteristics of a personality-oriented model of education, aimed at promoting the development of a child as an individual.
The main components when creating a PRS in a group 1. Space 2. Time 3. Subject environment

The educational program implemented in the preschool educational institution; Requirements of regulatory documents; Material and architectural-spatial conditions; preferences, subculture and level of development of children; General principles for constructing a subject-spatial environment Reliance on a person-oriented model of interaction between the teacher and the child.
Conditions for creating a PRS in a group

Accumulation of experience in subject-cognitive and communicative activities. Development of cognitive interests and creative reflection of impressions in various types of productive activities. Participation of teachers, children and parents in the transformation of the subject-development environment.
Features of the organization of a subject-development environment in a group

Informativeness Variability Multifunctionality Pedagogical expediency Transformability Integration of educational areas Taking into account gender role specificity Taking into account the ZPD (zone of proximal development).
Principles of organizing the PRS

The function of preserving a single educational space in conditions of content and organizational variability of preschool education The function of humanization of preschool education, focusing on the priority of universal human values, the life and health of the child, the free development of his personality in modern society and the state. The function of protecting the child from incompetent pedagogical influences in the conditions of the Variability Function of preschool education. The function of increasing the efficiency and quality of preschool education. Criteria-evaluation function
Functional requirements

Compliance with pedagogical value, Compliance with the implementation of educational areas, Gender, Compliance with the developmental function, Qualitative characteristics of games and toys, Consideration of the main form of work with children, Productive activity, Cognitive and research orientation, Stimulation of motor activity Regionalism Optimality, Certification, Integrity,
Psychological and pedagogical requirements for PRS

Technology of student-centered education Game technologies Developmental learning Project-based teaching methods Research methods Problem-based learning Information and communication technologies Modeling technology Health-saving technologies
Use of technology in the creation of PRS

: Children should be protected in every possible way from the negative influence of toys that: provoke the child to aggressive actions and cause cruelty, provoke game plots associated with immorality and violence, cause an unhealthy interest in sexual problems that are beyond the competence of childhood. Anthropometric factors ensuring compliance of height and age characteristics with the parameters of the subject development environment. Furniture must be in accordance with the requirements of SANPiN, Federal State Educational Standards for Education. The subject development environment should contribute to the implementation of educational areas in the educational process, including: 1) joint partnership activities of adults and children; 2) free independent activity of the children themselves in the conditions of a subject-based developmental educational environment created by teachers, which ensures that each child chooses activities according to his interests and allows him to interact with peers or act individually.
Factors to consider when organizing a PRS:

Features of the organization of a subject-development environment in a group Accumulation of experience in subject-cognitive and communicative activities. Development of cognitive interests and creative reflection of impressions in various types of productive activities. Participation of teachers, children and parents in the transformation of the subject-development environment.
2. Implementation (Main) stage

Center for Nature and Experimentation

Design Center

Role-playing games center

Book Center

Theater and Physical Activity Center

Fine Arts Center

Retreat Center

Center "Traffic Rules and Safety"

Center for Sensory and Mathematical Development

“There is no aspect of upbringing that is not influenced by the situation, there is no ability that is not directly dependent on the concrete world immediately surrounding the child... Among it, the child will live, develop, his spiritual growth will be improved from himself, from nature ..." E.I. Tikheyeva

A small child is by nature an explorer. In the third year of life, the child’s exploration of the surrounding world continues. Subject activity becomes leading and determines the main changes in the child’s life. In the process of learning about the immediate environment, the child’s attention is attracted by a wide variety of objects in the surrounding world. The adult’s task is to help the child understand the interesting world of learning and create conditions for the child’s development. One of these conditions can be the objective-developmental environment around the child. I bring to your attention a photo gallery of the subject-development environment in the 1st junior group.

THE MOTOR ACTIVITY CENTER includes equipment for developing children's skills, for protecting and strengthening the health of preschool children, and for their physical development. This area concentrates equipment for developing the skills of walking, running, jumping, crawling, throwing, and rolling. Also in this area there are attributes and aids for organizing outdoor games. For a child with high physical activity, getting to know the world around him is easier and more interesting.

THE CENTER OF STORY-ROLE PLAY is a universal way of life for a child. In role-playing games, the child tries to reproduce the actions of adults that he observes in his everyday life. Play is one of the important means of understanding the world around us. Play is an important condition for the social development of children. The game promotes the physical development of children, stimulating their physical activity. For the timely development of play in a group, it is necessary to create conditions: equip the play area with children's furniture, introduce various role-playing attributes into the play area, including copy attributes and substitutes, which will help the child use the accumulated experience in the world of play.

CENTER FOR SENSORY DEVELOPMENT. Harmonization of body movements and fine motor skills of the hands contributes to the formation of correct pronunciation, helps to get rid of the monotony of speech, normalize its pace, and reduces psychological stress. The development of the processes of perception and sensation in children significantly enriches thinking. The process of familiarizing a child with sensory standards occurs gradually in accordance with the patterns of early childhood. An important condition promoting sensory development is a specially organized developmental environment, which includes: pyramids, different colors, different shapes and different textures, lacing, a variety of inserts, didactic games, etc.

CENTER FOR DIDACTICAL GAMES Didactic games at a young age should, along with other games, provide a cheerful, joyful mood, promote the life of children in a group of peers - teach children to play nearby. Didactic games direct children's attention to surrounding objects, teach them to notice, see, and analyze. During didactic games, children learn to hear a word, correctly relate it to actions and objects, and also develop children’s active vocabulary. Many didactic games at a young age are accompanied by movements, which contributes to the development of coordination. In a developmental environment, it is advisable to place didactic games for the development of speech, familiarization with the outside world, and for the development of sensory concepts.

The RESEARCH ZONE is organized in a group with the aim of forming cognitive emotions and developing curiosity. In the 1st junior group, experimentation is carried out mainly in games, which contain both research and gaming components and make a gradual transition from games - fun to educational - cognitive activities - they are invaluable for the development of such a wonderful quality as observation.

A CORNER OF PRIVACY in a group is organized for a number of reasons. Firstly, the child needs his own personal space, where he can be alone with his thoughts, relax and explore the world around him with renewed vigor. Photo albums with photographs of the child’s family members can be placed in the Privacy Corner; there can also be books in the Privacy Corner, the contents of which will be determined by the age of the children.

MUSICAL AND THEATER CENTER; – it is necessary to equip the group in order to create conditions for children to accumulate musical impressions, develop musical thinking, memory, and speech. Equipment for a music corner helps children demonstrate their abilities in various types of musical activities. Next to the music corner, you can place a theatrical activity zone in which you can place various types of theaters and add attributes for independent theatrical activities for children.

THE AREA OF ARTISTIC ACTIVITY at an early age is one of the centers of the child’s emotional well-being in the group, the development of his artistic abilities and interests. In visual activities, it is necessary to place various visual materials, various means of representation, in order to form in children an idea of ​​their expressive capabilities. In addition, it is necessary to place materials and equipment for appliqué and sculpting in the visual arts area.

Center "Traffic Rules and Safety"

Ecology Center

3. Final stage
*Monitoring the effectiveness of the project, the degree of achievement of the set goal *Systematization of materials from the work of the MBDOU on the topic of the project. *Final review competition for the best organization of a subject-development environment in a preschool educational institution. *Methodological materials “Designing a developmental environment taking into account the new requirements of the Federal State Educational Standard for Education in order to create favorable conditions for the development of children in accordance with their age and individual characteristics.

Comparative analysis of monitoring of the ORS group

Conclusion (Conclusion)
A properly organized subject developmental environment, aimed at the personality-oriented development of the child, stimulates communication, curiosity, and promotes the development of qualities such as initiative, independence, and creativity. The subject environment, organized taking into account the individualization of the child’s life space, is characterized by dynamism. Children feel competent, responsible and try to make the most of their abilities and skills. It is also important that the work to update the subject environment unites all participants in the educational process: teachers, children and parents. Such a subject-based developmental environment does not remain constant; it is always open to changes and additions in accordance with the changing interests of children

During the implementation of the project, key competencies are formed
Information
Technological
Social-communicative
- Ability to plan the stages of your activities. - Ability to finish a job. - Ability to establish cause-and-effect relationships.
- Ability to obtain necessary information in communication. - Ability to take part in group activities. - Ability to treat others with respect. - Ability to interact through the child-adult system

Further development of the project in the future of the group’s work
Participation of parents in the organization of PRS group “Solnyshko”
Participation of pupils in the organization of PRS

Recommendation for organizing PRS 1. The environment should perform educational, developmental, nurturing, stimulating, organized, and communicative functions. But the most important thing is that it should work to develop the child’s independence and initiative, based on a person-oriented model of interaction between students and adults. 2. Flexible and variable use of space is necessary. The environment should serve to meet the needs and interests of the child. 3. The shape in the kindergarten design is focused on the safety and age of children. 4. 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 characteristics, the level of general and speech development, as well as indicators of the emotional-need sphere. 5. The space of a group room should be multifunctional. Decorative elements should be easily replaceable 6. The color palette should be represented by warm, pastel colors. 7.When creating a developmental space in a group room, it is necessary to take into account the leading role of play activities. 8. The subject-developmental environment of the group should vary depending on the age characteristics of the children, the period of study, and the educational program

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