The fact that the industrial age has been replaced by the information age is an objective reality. Today, material and spiritual values ​​are largely determined by means of informatization. Information technologies affect all spheres of life, serve the general and personal interests of a person, and are aimed at revealing his potential. At the same time, the conceptual level of the formation of information culture in Russia is very high - these are theories of activity, amplification of development, a multifaceted complex of training theories.

The position that the computer brings new gaming and learning opportunities not only for students and schoolchildren, but also for preschool children is not currently controversial. In the USA, Great Britain, France, Belgium, state projects are already being created and tested for the introduction of computers in primary school and preschool institutions. The works of foreign and domestic researchers confirm the expediency of using information technologies in the development of cognitive abilities of older preschoolers (S. Papert, B. Hunter, E.N. Ivanova, N.P. Chudova, etc.).

The widespread use of PCs for the purpose of teaching and educating children has become possible with the advent of modern multimedia computers that work with the following types of information: number; text (letters, words, sentences); sound (sounds, speech, music); graphics and video (drawings, drawings, pictures, videos).

E.V. Zavorygin,

S.L. Novoselova, L.A. Paramonova et al. (1987). Its creation was based on the scientific developments of the education informatization project led by Academician V.G. Razumovsky. The main studies on this project in relation to the preschool sphere were to the following provisions:

Computer games do not replace ordinary ones, computer toys do not replace "objective" ones, but they can and should become an important link in the general system of didactic educational tools for preschool educational institutions;

Relying on the ability of preschoolers to substitute when using a computer significantly expands the range of educational games;

- "dialogue" with a PC should not be transformed into a dialogue with a "person", i.e. the process of mastering a computer by a child as a means of carrying out human activity is mediated and obeys the following logic: computer - child - goal.

The Pilot Kindergarten project, which has been operating since 1991, is also dedicated to the implementation of the goals of informatization of the preschool level of education in Russia. It is aimed at obtaining a set of high-tech software and methodological tools addressed to preschoolers 4-7 years old for mastering computer literacy. One of the priorities of the project is to ensure continuity in the use of computers in kindergarten and school.

The most important the goals of informatization of the preschool level of education in Russia can be considered:

Increasing the effectiveness of educating a harmoniously developed personality of a preschooler by means of information technology;

Determination of ergonomic and biomedical requirements for the organization and use of computer systems in kindergarten;

Creation of a system of developing computer games for preschoolers;

Development of a methodology for the use of gaming computer
programs for preschool educational institutions, their active implementation in practice.

At present, in Russia, at the Research Institute of Preschool Education for the purpose of amplification (amplification mental development- using the potential of the development of the psyche at each age stage by improving the content, forms and methods of education) of child development, the theoretical foundations for the use of scientific information technologies (SIT) in the educational work of preschool educational institutions are being developed. Already created several series of programs for preschoolers, which conditionally, depending on the pedagogical orientation, can be divided into the following groups:

- educational- have a subject character: they include elementary programs that teach certain types of academic disciplines (mathematics, native and foreign language, music, etc.), the content and course of the games presented in them are clearly delineated;

- developing - encourage children to creative independent games and communication with peers: children themselves look for ways to solve game problems, are free to choose plots and means for their transmission;

- diagnostic- allow you to identify the level of certain skills, abilities, interests of the child. In a certain sense, any computer program can be considered educational if it improves perception, memory, imagination, and thinking. Researchers G.A. Andrianova, V.P. Arsent'eva, E.A. Bobrova, O.V. Pastyuk, D.V. Samarin, A.V. Khutorskoy and others consider computer environments an important tool for children's creativity, a means of developing logical thinking in children; scientists SP. Ivanov, R. Nikolov, V.V. Selivanov, B. Hunter - a tool for studying the impact of computer learning on the development of children's mental abilities, a means of learning and development that takes into account the psychology of the child in order to form the foundations of logical-schematic and algorithmic thinking. Most modern computing environments are multimedia. In the process of mastering them, the human intellect develops, since the emphasis is on research activities - try to check, clarify, draw conclusions, correct actions in accordance with the current situation. Polylogue (polylogue (forms of learning) - suggest the ability to communicate with an unlimited number of participants (for example, chats)) computer environments teach this quite quickly, and success in mastering didactic game programs at preschool age allows children to effectively master applied programs at school.

The formation of a positive emotional attitude towards the computer as a natural attribute of the environment, which allows people to solve various problems of life, can give teachers a good opportunity to put into practice the principles of differentiation and individualization of education and training, non-violence against the personality and development of the creative individuality of the child.

Therefore, when using a developing computer environment, it is important to form a view of the PC as one of the many means of mental development, mastering the skills of working with which is not only interesting, but also useful. At the same time, it should be noted that teaching computer literacy should be carried out in the process of developing the cognitive abilities of children in a mentally comfortable training and game form.

The natural scientific basis for this conclusion is the concepts of I.P. Pavlova, I.M. Sechenov, V.M. Bekhterev about beauty human body, the strength of his brain and emotional structures, the dynamism of mental functions, the ability to withstand stress and constantly develop.

Interpreting these provisions, representatives of humanistic psychology A. Adler, K and S. Buhler, K Rogers, A. Maslow and others defined the concept of "mental health" as an innate taste for life, a joyful attitude, the development of organ functions, the desire for everything positive, fair , alive and bright. The English educator, philosopher and psychologist J. Hadfield believes that, in addition to congenital or acquired physical imperfections, mental ill health and accompanying physiological changes provoke emotional distress. Domestic scientists Sh A Amonashvili, V A Petrovsky, I.S. Yakimanskaya and others emphasize that the violation of the harmony of the individual and even the danger of this violation causes psychological discomfort, emotional breakdown, dissonance of thoughts and feelings, mismatch of functions, i.e. leads to mental discomfort.

Thus, the use of computer environments is a factor in maintaining the mental health of children due to the possibility of solving the following problems:

Development of psychophysical functions that ensure readiness for learning (fine motor skills, optical-spatial orientation, hand-eye coordination);

Enrichment of horizons;

Assistance in mastering a social role;

Formation of educational motivation;

Development of personal components of cognitive activity (cognitive activity, independence, arbitrariness);

Formation of age-appropriate general intellectual skills (practical and logical seriation and classification);

Organization of a favorable subject and social environment.
In preschool age decision of many types intellectual tasks occurs through images that contribute to the understanding of the conditions of the problem, their correlation with reality and control over the realism of the solution. On the basis of figurative thinking, children form the first schematic and generalized ideas about existing relationships and relationships, which underlies the development of logical thinking. However, the features of generalization remain figurative and are based on real actions with objects and their substitutes. Computer environments take into account these patterns, amplifying the process of teaching preschoolers to build and use object and graphic models. This has a beneficial effect, first of all, on the quality of the mathematical development of the child. The most effective is the following typology and structure of lessons on the formation mathematical representations children in kindergarten, revealing the meaning of the principles of amplification and developmental education based on the use of computer environments (Table 2).

table 2

Amplification and development of children in the classroom for the formation of mathematical representations using computer environments (in the table bold the stages of the lesson are highlighted in font, at which the use of computer environments amplifies the mathematical development of a preschooler, light in italics- on which the use of computer environments provides the zone of proximal mathematical development of the child, bold italic - stages at which a combination of two goal-setting names occurs )

Type / purpose of the lesson	Structure
I. Study and primary consolidation of new mathematical concepts. Purpose: perception and primary awareness of new mathematical concepts, their explanation	1. Motivation. 2. Actualization of reference representations. 3. Perception. 4. Comprehension and primary memorization. 5. Checking assimilation. 6. Fixing. 7. Analysis 8. Summary.
II. Consolidation of the received mathematical representations and development of skills and methods of action. Purpose: secondary consolidation of mathematical representations	1. Motivation. 2. Actualization of leading ideas and methods of action. 3. Perception of patterns of application of ideas and methods of action. 4. Independent work of reproductive and creative types. 5. Control of the educator. 6. Correction. 7. Bottom line
III. Complex application of mathematical representations and methods of action. Purpose: development of skills to practically use the existing mathematical representations	1. Motivation. 2. Updating the complex of representations. 3. An example of the complex application of representations. 4. Independent application of representations. 5. Self-control. 6. Control of the educator. 7. Correction. 8. Bottom line
IV. Generalization and systematization of mathematical representations and methods of action. Purpose: systematic mastering of mathematical representations, concepts and methods of action	1. Motivation. 2. Systematization - highlighting the main connections in the received representations. 3. Generalization of representations in concepts. 4. Establishment of intra-subject and inter-subject communications. 5. Self-control. 6. Control of the educator. 7. Correction. 8. Bottom line
V Lesson on checking, evaluating, correcting mathematical representations, concepts and methods of action. Purpose: determining the level of mastery of mathematical laws and methods of action	1. Motivation. 2. Independent fulfillment of individual tasks of the educator. 3. Self-control. 4. Control and quality assessment of the educator. 5. Individual correction of mathematical representations. 6. Reflection (children's awareness of the ways of knowing and mastering mathematical patterns, the reasons for the mistakes made)

So, the computer environment for preschoolers is a set of specially developed valeologically justified game computer programs that take into account the patterns of psychophysiological development of children and, on their basis, allow, from the position of a systematic approach, to design an amplifying and developing technological game in accordance with the set didactic and educational tasks in the context of mastering foundations of information culture.

The developing potential of the computer environment "Planet of numbers for kids" ( Developed by Byka Entertainment Electronic Educational Products, 2003 )

The use of developing computer environments in the process of teaching preschoolers is one of the most important modern trends the formation of mathematical representations of children.

The Planet of Numbers for Kids computer environment is a colorful and exciting animation game designed for children aged 3-7. As a product of animation, the program contains several characters and a simple plot: the boy Ryan and the girl Betty find a magic book in the playroom, which takes them to the Planet of Numbers. A colorful picture appears on the monitor screen - the main menu. Here the child can write his name himself or with the help of an adult, choose a travel partner (Betty girl or Ryan boy), as well as the game that matches his age (for 3-4 or 5-6 years old).

The child can then start the journey by clicking on OK. A plan-map will open in front of him, on which he must choose the place where he wants to go (House of Numbers, Pool, Jungle, Den, Flower Garden, Orchard). The Magic Number helps him on his journey - she talks to the child, explains the tasks, praises him for the correct solution of a particular task.

Any place on the map chosen by a preschooler is a mathematical game (more precisely, a set of game logical and mathematical problems), the purpose of which is to correctly complete 10 tasks and get a prize.

So, once in the House of Numbers, the kid will have to count the porcupines (corn cobs) running out onto the porch and choose the correct answer from the three proposed (count up to 10).

If the child has chosen the Pool, he needs to complete another task: to determine on which of the leaves of the lily more or less frogs (snails) are sitting, after carefully listening to the question of the Magic Number.

In the Jungle, you need to play the role of a judge in a beetle competition and determine which of the "athletes" crawled higher (further) than the rest.

Having visited the Den, the player must find the bear that is dressed differently than the others (or help the cub brothers dress the same); in the Flower Garden - find a butterfly (flower) that differs from the others in color; in the Orchard - a fruit that corresponds to the description of the Magic Number (as a complication - sort the fruits by size in ascending or descending order).

Thus, the interactive game "Planet of Numbers for Kids" corresponds to the didactic tasks put forward by traditional and innovative programs for the mathematical development of children.

Let us dwell in more detail on one of its distinctive features - the presence of game entertaining tasks of logical and mathematical content. They contribute to the development of children's attention and ingenuity, and game characters warn the child against hasty and unreasonable conclusions. The methodical construction of the plot of the "Planet of Numbers for Kids" suggests that new tasks should encourage children to reason, think, find an answer using existing knowledge.

In order to take into account the prevailing type of the child's representational system (auditory, visual, kinesthetic), the program provides for moments of multiple verbal repetition of tasks at the player's choice, the possibility of comfortable viewing of the video sequence in time, as well as instructions for perceptual examination of the subject accompaniment of the conditions of educational mathematical tasks.

In order for the developing computer environment to captivate children and personally affect each of them, an adult must become its direct participant. By their actions, emotional communication with children, presenting the PC as a friend and adviser, an adult involves them in joint activities, presenting it as important and significant. At the same time, he organizes mathematical development with the help of a computer in such a way as to help children overcome difficulties, approves and advances their achievements, encourages them for correctly completed tasks, discusses the causes of errors and helps them overcome them without a negative emotional reaction.

We note one more important feature of the "Planet of Numbers for Kids" - promoting deep assimilation of mathematical concepts. The dialogue with the PC, virtually organized through intermediary characters, and in reality through the method of "revitalizing" the computer, makes it possible to make the child's activity active and meaningful, in which he willingly and voluntarily joins, new acquired experience - personal property, as it can be freely applied in the changed conditions of computer mathematical problems.

The transfer of the acquired experience to other situations of the multi-aspect plot of the "Planet of Numbers for Kids" is carried out by the child in accordance with his own desire and is an important indicator of the development of creative initiative. In addition, many tasks teach children to act "in the mind", to think, which liberates their imagination, develops their creative abilities and abilities.

Game presentation of mathematical problems "Planet of Numbers for Kids" is an effective means of forming such qualities as organization, self-control, necessary for the full-fledged mental education of preschoolers. Tasks for the development of attention, memory, thinking, speech open up wide opportunities for the formation of cognitive processes, since the child does not fulfill direct, but mediated by the computer character-adviser, the requirements of the teacher and actively acts, acquiring the necessary mathematical representations. In this way, a connection is created between practical and mental activities, which leads to the development of the child.

Any mathematical task of the "Planet of Numbers for Kids" in its own way contributes to the development of attention, memory, and thinking. For example, by isolating and comparing significant features of objects, the child performs rather complex mental operations. A certain mental task is set before him (to be attentive, remember something, express his thought, etc.). At the same time, he performs such actions that form purposefulness and stability of attention. In the process of solving problems to establish a connection between objects (remember to come in handy after a while), memory is actively developing. In tasks for the development of thinking, a specially created situation and the proposed possible actions teach the child to convey his thought by movement (activation of fine motor skills using the mouse) and in coherent speech.

Feature tasks of the logical and mathematical content of the "Planet of Numbers for Kids" - the presence in each of them of two principles: one is entertaining, the other requires seriousness, mobilization of efforts; their ratio determines the nature of the game situation. A preschooler always strives for something unusual, fun. Positive emotions reliably protect kids from mental overload, because what entertains never tires. Joyful experiences bring the child mainly the beginning and end of classes in the story.

Another feature of the virtual "Planet of Numbers for Kids" is that the educational the math problem is the very essence of the game(while in a real situation it acts only as a condition for the implementation of the game plan) and arouses in the child an interest in mental activity. The solution of the proposed problem becomes a condition for children's play communication and a means by which you can win the recognition and respect of computer characters, educator, and peers.

Game situations in the mathematical problems of the computer environment under consideration are diverse: various assignments (for example, to find an object with given properties according to the representation), children's lotto (color, geometric), guessing and solving riddles of mathematical content, etc. They require from the child purposeful active mental activity, the ability to concentrate in order to find the right solution.

Thus, the mathematical task as an element of the developing computer environment "Planet of Numbers for Kids" is not only pleasure and joy for the child (which is very important in itself), it can be used to develop the attention, memory, thinking, imagination of the baby, i.e. . qualities necessary for later life.

Each task offered to a preschooler in this computer environment is the basis for organizing a child’s communication with an adult, other children, RCS characters and the PC itself as an assistant in mastering mathematical concepts; a school of cooperation in which he learns to rejoice in the success of his peers and endure his failures. Goodwill, support, joyful atmosphere, discoveries and fantasies included in the Planet of Numbers for Kids program are useful both for the mathematical and personal development of the child.

So, features of the computer environment "Planet of numbers for kids", revealing the advantages of the considered direction in the mathematical development of children, the following:

Opportunity to develop the attention and ingenuity of the child;

Interiorization of his mathematical knowledge and skills;

Efficiency for the education of organization and self-control;

Dialogic;

Emphasizing the game plan on the child's interest in mathematics and mental activity.

Having carefully studied this computer environment, analyzing its content, summarizing the observations on its use, we came to the conclusion that it may well serve effective tool mathematical development of children under the guidance of a teacher and compliance with the following valeological norms (valeological methods for switching children during classes on mathematical development using a PC are given in the appendix):

Limited time for studying at a computer: at a younger age - 10-15 minutes, at an older age - 15-20 minutes;

Availability of furniture that meets sanitary and hygienic standards;

Spacious, well-lit and ventilated room;

Desirable change of activity: physical education, motor exercises, self-massage, etc.

The computer environment "Planet of Numbers for Kids" and other similar interactive programs aimed at developing different aspects of the cognitive sphere of the child's personality can become a means of optimizing the learning, development and upbringing of children in a modern preschool educational institution.

Our observations show that when introducing a developing computer environment into the process of teaching older preschoolers, it is necessary to solve a number of tasks:

Introduce children to computers

teach the basic rules of working with a PC (techniques for manipulating the keyboard, mouse, touchpad (touchpad is a special compact manipulator, an alternative to a conventional mouse), mastering the character space of the keyboard, etc.);

To form the ability to act independently in the conditions of the program.

Based on them, you can focus on the following thematic sequence of classes with children in the computer environment "Planet of numbers for kids".

1. Acquaintance with the computer: theory - a lesson-game in which the teacher talks about the computer and the rules for working with it.

2. Acquaintance with the computer: practice - a practical lesson in which children learn to turn on the computer, run the program, correctly press the keys on the keyboard, use the mouse, correlate their actions with changes on the screen, turn off the computer.

3. Acquaintance with the game "Planet of Numbers for Kids" - an activity-game in which preschoolers consolidate the basic skills of working on a PC, start the game, get acquainted with the "Main Menu" directory.

4. Solving logical problems - a series of six lessons in which children learn to independently solve problems in all sections

computer environment, verbally justify their actions, independently manage the program.

5. Test- a diagnostic lesson, in which the teacher checks how children know how to use a computer correctly, solve problems, summarize and justify the results.

During classes, use methodical methods, as telling fairy tales, "humanizing" the child's dialogue with the computer, explaining, demonstrating, experimenting, talking, creating problem and game situations.

In the course of cognitive-developing classes using computer environments similar to the “Planet of Numbers for Kids”, children learn to think independently, reason, master the operations of analysis and synthesis, serialization, classification, learn to navigate in the variety of depicted and moving objects, correlating them in space, determining the size, quantity, color. At the same time, multimedia means of the computer environment provide comfort and psychological security for a preschooler.

The complex mathematical and speech character of the computer environment "Wunderkind" ( developer - company for the production of electronic educational products "Nikita", 2004 ).

The integration of sections related to the development of mathematical and speech abilities of preschoolers at the level of theoretical and methodological substantiation of methods and technologies of working with children is determined by their logical and historical genesis - the development of the process of forming children's mathematical and speech representations, the content of modern programs of preschool education.

The analysis of teaching aids (A.V. Beloshistaya, V.V. Danilova, A.M. Leushina, A.A. Stolyar, T.V. Taruntayeva) and our research allow us to identify general didactic methodological approaches to the mathematical and speech development of children , which form generalized methods of educational activities for preschoolers, and mono-approaches related to solving specific problems of pre-mathematical and speech training.

TO general didactic approaches include: pedagogical tools of the associative-reflex concept of assimilation, the theory of meaningful generalization, the phased formation of mental actions, the suggestopedic concept of learning (the suggestopedic concept of learning is learning based on emotional suggestion in a waking state, leading to overmemory), neuropsycholinguistic programming, behavioral theory.

Mono-approaches to mathematical and speech development allow the child to realize learning task due to the formation of a system of elementary mathematical representations and the foundations of speech culture, the formation of the prerequisites for mathematical thinking, the initial forms of educational activity, the development of sensory abilities, the expansion of the vocabulary and the improvement of coherent speech.

According to the pedagogical concepts of I.G. Pestalozzi, M. Montessori, K.N. Wentzel, K.D. Ushinsky, the genetic theory of intelligence of J. Piaget, the processes of mastering the language and mathematical culture are due to a well-organized developmental environment.

Scientists M.M. Alekseeva, V.I. Yashina, A.V. Beloshistaya, T.V. Tarun-taeva believe that complex methodological approaches are associated with the use of teaching methods and techniques that allow developing the mathematical and speech abilities of a preschooler at the activity level.

At the present stage of development of the theory and methodology of preschool education, such methods can be traced in the structure of work with complex mathematical and speech electronic educational environments. Operational components of learning activities children in the course of mathematical development within the framework of computer environments are formed due to:

Direct learning to count, solve problems, distinguish between shapes and sizes;

The fulfillment of tasks in which only the result of the activity is indicated, the method of achieving it determines the pedagogical tools of the environment (to solve the problem, to characterize the set);

The use of step-by-step instructions that allow you to work out samples of speech accompaniment of mathematical actions.

The computer environment "Wunderkind" includes 6 blocks of different-level educational tasks ("Alphabet", "Kid 1, 2, 3, 4", "Round Island"), united by game situations and characters; her presentation is based on the following stages of interaction between the teacher and children.

1. Creation of a game situation.

2. Mastering the elements of information culture for the development of the game situation:

Techniques for using a mouse, touchpad;

Ways to move inside the blocks (red arrows - forward, blue - exit to the block menu);

Knowledge of ways to exit tasks (animation "buttons", the "exit" key, a set of keys A11 + P4).

3. Speech and mathematical development at the reproductive level*:

Reproductive color selection (For example: this is red, this is blue; shall we choose blue?);

Coloring (For example: paint the Christmas tree in green; what color is the tree?

Correlation of the number of objects with a number (For example: one uncle, how many uncles are in the picture?).

4. Speech and mathematical development at the partial search level:

Identification of the visual image of a figure with its name (For example: what number is this?)

Independent correlation of the number of objects with a number (For example: show how many items?);

Self-selection of colors (For example: want to color differently?; what color?).

5. Speech and mathematical development at a creative level:

Self-selection of the object of study and its coloring (For example: what number, letter will we color? Name it, show it.);

Drawing up a story based on a plot picture (For example: what is shown?);

Set-theoretic substantiation of the visual image of a figure (For example: why 5 items? Justify your answer.)

6. Transition to a new level of the computer environment in a new game situation.

These features allow us to conclude that the Wunderkind computer environment successively integrates the mathematical and speech development of preschoolers of different age groups at the level of interactive development of computational culture and speech culture. Children actively learn such sections of private methods as "Number and Counting", "Vocabulary Development", "Shape and Geometric Figures", "Development of Coherent Speech", "Space and Time", "Formation of Sound Culture of Speech", subject to pedagogical support side of an adult.

Each didactic element of the "Wunderkind" visualizes the attributes of the native language and mathematical culture at a level accessible even to a younger preschooler, taking into account the following psycho-physiological logical chain: from subject-manipulative to visual-figurative and formal-algorithmic.

Comfortable amplification of mathematical development for a preschooler is provided by integrating the main characteristics in sound, quantitative, composite, graphic, color and space-time solutions.

It is important to understand that the Wunderkind computer environment provides integrated solution of problems of pre-mathematical preparation of preschoolers:

Formation of a system of mathematical ideas about the set, relations, number (section "Alphabet", task "Arithmetic"); size, shape, space (tasks "Geometric shapes", "Draw a picture", "Monkeys"); time (section "Round Island");

Formation of the prerequisites for mathematical thinking: increasing the level of visual-figurative thinking (tasks "Find a pair", "Collect a face", "Collect a picture", "Monkeys");

Development of sensory abilities (work with the mouse), fine motor skills, work with the touchpad; development of the eye, observation (due to the development of sensory standards in the tasks "Geometric shapes", "Draw a picture");

Formation of the initial forms of educational activities: tracking the results of educational activities, a combination of step-by-step instructions and assignments for obtaining results;

Expanding children's vocabulary and improving coherent speech: automatic voice accompaniment multimedia educational program (MEP), which provides for the answers and comments of children.

The computer environment "Wunderkind" meets the requirements of the theoretical foundations of the mathematical development of children at the level of:

Associative-reflex concept: accumulation of associations by similarity (section "Alphabet"), adjacency (sections "Baby 1,2,3,4");

Theories of the phased formation of mental actions (step-by-step instruction in the tasks "Arithmetic", "Geometric figures");

Suggestopedic concept: plot-role-based organization of an educational dialogue with a child, trust in characters due to intonations, facial expressions, supporting verbal accompaniment of any answer options;

NLP concepts: taking into account the main representations in all tasks;

Behavioral concepts: verbal, sound, mimic; incentives and reinforcements in all tasks.

So, computer environments as a factor in the formation of mathematical representations of the child are becoming increasingly important due to the following significant functionality.

1. Focus on the formation of adequate self-esteem of children. Indeed, the need for external evaluation is significant for the child, but is not always fully satisfied. The orientation of self-assessment is mediated by the presence of an ideal development perspective and its correlation with the actual position of a person in a microsociety. The virtual reality of computer environments created for interactive logical and mathematical education of preschoolers not only sets a pedagogically justified ideal perspective for the development of a small user, but also provides an increase in his social status in a real social environment.

This conclusion is determined by the following system of attributes that are an integral part of computer environments:

Various incentives;

Role identification capabilities;

Direct and indirect choice of the pace of mastering skills;

Objective diverse assessment of intermediate achievements.

2. Recreational and relaxation role - distribution of leisure group

Information and educational environment of the preschool educational institution

in all key federal documents in the field of education, the need to improve the quality of education is indicated through the intensive introduction and rational use of information and communication technologies in the educational process.

In accordance with Art. 16, paragraph 3 of the Federal Law “On Education in the Russian Federation”, the information and educational environment includes electronic educational resources, a set of information and telecommunication technologies, relevant technological means and ensuring the development of educational programs by students in full, regardless of the location of students.

Information and Communication Technologies in education - it is a complex of educational and methodical materials, technical and instrumental means of computer technology in educational process, forms and methods of their application to improve the activities of specialists of educational institutions (administration, educators, specialists), as well as for the education (development, diagnosis, correction) of children.

Where can ICT help a modern teacher in his work?

1. 
   Selection of illustrative material for the joint organized activities of the teacher with children and for the design of stands, groups, classrooms (scanning, Internet; printer, presentation).
2. 
   Selection of additional educational material.
3. 
   Exchange of experience, acquaintance with periodicals, developments of other teachers.
4. 
   Preparation of group documentation, reports.
5. 
   Creation of presentations in the Power Point program to increase the effectiveness of joint organized activities with children and pedagogical competence parents during parent-teacher conferences.

When creating a single database of methodological and demonstration materials, the teacher has more free time.

The use of ICT does not provide for teaching children the basics of computer science and computer technology.

In working with preschoolers, the following available areas of using ICT can be distinguished:

1. 
   creating presentations;
2. 
   work with Internet resources;
3. 
   use of ready-made training programs;
4. 
   development and use of own author's programs.

The use of information and communication technologies in preschool education allows you to expand the creative possibilities of the teacher and has a positive impact on various aspects of the mental development of preschoolers. Developing classes with its use become much brighter and more dynamic. The use of computer technology makes it possible to make the lesson attractive and truly modern, to solve cognitive and creative tasks based on visualization.

As a result of the work on the introduction of information technologies, it can be noted Advantages over traditional teaching aids:

1. ICT makes it possible to expand the use of e-learning tools, as they transmit information faster;

1. 
   Movement, sound, animation attracts the attention of children for a long time and helps to increase their interest in the material being studied. The high dynamics of the lesson contributes to the effective assimilation of the material, the development of memory, imagination, and creativity of children;

1. 
   Provides visibility, which contributes to the perception and better memorization of the material, which is very important, given the visual-figurative thinking of children preschool age. This includes three types of memory: visual, auditory, motor;

4. Slideshow and video clips allow you to show those moments from the outside world, the observation of which causes difficulties: for example, the growth of a flower, the rotation of the planets around the Sun, the movement of waves, it's raining;

5. You can also simulate such life situations which cannot or is difficult to show and see in everyday life (for example, the reproduction of sounds of nature; the work of transport, etc.);

6. The use of information technology encourages children to search research activities, including searching on the Internet independently or together with parents;

ICT can be used at any stage of joint organized activities:

1. 
   At the beginning, to designate a topic with the help of questions on the topic under study, creating a problem situation;
2. 
   As an accompaniment to the teacher's explanation (presentations, diagrams, drawings, video clips, etc.)
3. 
   As an information and training aid
4. 
   To control the assimilation of material by children.

GEF preschool education provides for the formation of an information and educational environment in preschool educational institutions:

1. Creation of the necessary material and technical base for informatization of the educational process. Logistics implies the presence in the preschool educational institution of administrative computers, laptops, a multimedia system, an interactive whiteboard, and other computer equipment. It is desirable that all computers kindergarten were combined into a single local network.

The missing connection of all PCs to the local network can be replaced by the site of the preschool educational institution linked by hyperlinks to group sites and specialist sites.

2. Ensuring rational and efficient use modern ICT in the educational space of a preschool organization. Use of ICT in educational activities teachers is aimed at improving the effectiveness of the educational process. In the preschool educational institution should be formed digital library and for teachers (where there will be didactic and methodological materials, electronic manuals, etc.), and for children (presentations, didactic games, cartoons, etc.). Proper use of modern information technologies can significantly increase children's motivation for learning, providing the opportunity to recreate real objects or phenomena in color, movement and sound. In an accessible form, vividly, figuratively, present material to preschoolers that corresponds to the visual-figurative thinking of preschool children.

The undoubted advantage of using electronic educational resources, modern information technologies is the possibility of individualizing the educational process, taking into account preferences, individual educational needs, the level of knowledge, skills and abilities of pupils.

3. Information integration of preschool educational institutions with parents and the pedagogical community. To do this, it is necessary to develop a mechanism for interaction with parents, educational and cultural institutions, network pedagogical communities in the context of expanding the information and educational space.
The unified information and development space of the preschool educational institution unites the efforts of the administration, teachers and parents. Families of preschoolers are informed about the activities of the preschool educational institution, about advertising educational services, information is provided about modern technologies for the development of children, etc.

Parenting activities should include:

Creation of an electronic library for parents;

Advising parents in the selection of computer educational and educational games, software products for children of different age groups.

Thus, the following conclusions can be drawn:

• 
  the use of information and communication technologies in a preschool institution is an enriching and transformative factor in the developing subject environment.
• 
  a computer and interactive equipment can be used in working with children of older preschool age, subject to unconditional observance of physiological, hygienic, ergonomic, psychological and pedagogical restrictive and permissive norms and recommendations.
• 
  it is recommended to use computer game developing and training programs that are adequate to the mental and psychophysiological capabilities of the child.
• 
  it is necessary to introduce modern information technologies into the kindergarten didactics system, i.e. strive for an organic combination of traditional and computer means of developing the child's personality.

List of electronic educational resources:

1. 
   Official website of the Ministry of Education and Science of the Russian Federation - http://www.mon.gov.ru
2. 
   Federal portal "Russian education" - http://www.edu.ru
3. 
   A single collection of digital educational resources - http://school-collection.edu.ru
4. 
   Federal Center for Information and Educational Resources - http://fcior.edu.ru
5. 
   Federal portal "Information and communication technologies in education" - http://www.ict.edu.ru

EER for teachers:

1. 
   Journal "Preschool education" - http://www.dovosp.ru
2. 
   Website "Preschool Education" (programs, various types of planning, class notes) - http://www.twirpx.com/files/pedagogics/preshool/
3. 
   Social network of educators - http://nsportal.ru/detskii-sad
4. 
   Magazine "Speech therapist" - http://www.logoped-sfera.ru/
5. 
   Children's electronic manuals and clips - http://www.viki.rdf.ru/
6. 
   Website "Kindergarten" (folders-movables, methodological developments, visual material, scripts, audio fairy tales, etc.) - http://www.detsad-kitty.ru/

EOR for children and parents:

1. 
   Children's songs (backing tracks) - http://chudesenka.ru/
2. 
   Children's developing portal - http://pochemu4ka.ru/
3. 
   "Basket of fairy tales" - fairy tales for children (http://www.lukoshko.net/
4. 
   "Lel" - poems and songs for children http://lel.khv.ru/
5. 
   "Fairytale Land" - a collection of fairy tales of the peoples of the world http://skazki.org.ru/
6. 
   "Library for children" - electronic library http://www.deti-book.info/
7. 
   "Visiting Vasilisa" - fairy tales for children http://www.deti-lit.ru/
8. 
   "Detskiy-mir" - children's portal http://www.detskiy-mir.net/
9. 
   "Tvidi.ru" - children's entertainment portal http://www.tvidi.ru/ch/Main/
10. 
    "Teremok" - site for children http://www.teremoc.ru
11. 
    "Tyrnet - Children's Internet" - children's portal http://www.tirnet.ru/
12. 
    "Rebziki" - children's coloring http://www.rebzi.ru/
13. 
    "Educational games for children" http://www.baby-gamer.ru/
14. 
    "Free educational Online Games for children 3-4-5 years old" http://345-games.ru/
15. 
    "Children's educational online games" http://igraem.pro/
16. 
    "Funny tutorials and developmental games" http://www.kindergenii.ru/playonline.htm
17. 
    "IQsha - a club for the harmonious development of the child" http://iqsha.ru/
18. 
    "Mults.spb.ru" - Russian cartoons http://mults.spb.ru/
19. 
    "Children's radio theater. Fairy tales from old records online" http://skazki-detstva.ru/

INFORMATION EDUCATIONAL ENVIRONMENT

Shtareva Nina Alekseevna
MBDOU "Kindergarten "Fairy Tale"
Russia, Vladimir region, settlement Nikologory
e-mail: [email protected]

The era of global informatization has led to the active use of information and communication technologies in all types of human activities, which is also the focus of the development of the education system modern Russia. According to the Federal Law of December 29, 2012 N 273-FZ "On Education in Russian Federation» preschool education is becoming the first stage of general education, and now information technologies are used in the educational process of each preschool institution. Modern children, before learning to read and write, get acquainted with the computer, and this acquaintance begins at preschool age. Informatization of preschool education is an objective and inevitable process.

Information and educational environment (IEE) means a set of conditions that contribute to the emergence and development of processes of effective information and educational interaction between students, teachers and means of new information and communication technologies (ICT). Creating an information educational environment for a preschool educational institution is the process of introducing information and communication technologies in all areas of the work of a preschool institution. ICT is used in work with children, parents, methodological work and management of a preschool institution. The introduction of information and communication technologies in the activities of preschool educational institutions contributes to the integration of various areas of the educational process, increases its efficiency and quality.

The issue of ICT development has acquired particular relevance with the introduction of the Federal State Educational Standard, since modern requirements for staffing the implementation of the educational program include the presence of basic competencies for teachers related to the development of ICT and the ability to use them in teaching practice. In the studies of V.P. Koropovskaya information competence of a teacher is defined as the ability and willingness to organize their professional and pedagogical activities using information and communication technologies; to carry out information interaction between all participants of the educational process. Information competence is the ability and ability to independently search, analyze, select, process and transmit the necessary information using information technologies. Obviously, a teacher with information competence has a qualitative advantage over a colleague who operates only within the framework of traditional technologies. To improve quality professional development educators attend regional advanced training courses, study and share their experience at municipal methodological associations, contribute to this and methodical work inside DOO. In the era of global informatization, the use of ICT in the educational environment of preschool educational institutions is in demand. As practice shows, without information and communication technologies it is no longer possible to imagine a modern preschool institution, which, being part of society, moves and develops with it. Informatization of preschool education opens up new opportunities for teachers to widely introduce new technologies into pedagogical practice. methodological developments aimed at implementing innovations in the educational process. Kindergarten teachers study at specialized courses, create presentations, cartoons for working with children and parents, use educational computer games for children, participation in webinars and competitions at various levels helps to increase their professional competence.

Properly organized IOS ECE, in particular the competent use of ICT in the educational process, allows for an individual approach to each child at a new level, increase the motivation of children, ensure the visibility of the presentation of any material, and teach the prerequisites for self-acquisition of knowledge.

The use of ICT in preschool education makes it possible to significantly enrich, qualitatively update the educational educational process in the preschool, to increase its efficiency, to ensure the openness of the work of the preschool for parents and for higher organizations. Sites of preschool educational institutions are effective mechanisms for the interaction of the teaching staff with parents in the practice of social psychological and pedagogical cooperation. The kindergarten's own website on the Internet provides parents with the opportunity to quickly obtain information about the life of the preschool educational institution, the group, the schedule of classes, events, holidays, entertainment, and receive announcements in a timely manner. In addition, the website of a kindergarten or other educational institutions can become a source of methodological or educational information for parents. From the pages of such sites, parents can get information from a psychologist, speech therapist, nurse and other specialists about methods of preserving children's health, their safety, the rules of a child's behavior in the family and in society, helpful tips for the education and upbringing of preschool children.

However, a number of problems emerge:

• at the methodological level - the need to develop the necessary information and methodological support for conducting upbringing and educational activities, conducting direct educational activities, teaching teachers how to conduct it;
• at the level of enabling – the lack of sufficient funding to purchase the necessary multimedia equipment;
• at the level of staffing - the lack of a qualified specialist with a high level of information competence in the preschool educational institution.

In our age of rapidly developing technologies, preschool education cannot remain at the old level, but new education cannot be built with the help of old knowledge, so there is a need to develop, learn, comprehend the new. However, it should be noted the desire of preschool teachers to keep up with the times, work and create in development mode, study the possibilities of using information technologies in practical activities, and approach the assessment of emerging problems in the organization of educational activities in a fundamentally different way.

LITERATURE

1. Aniskin V.N. Features of the modern information and educational environment and the problems of cybernetic learning // Fundamental research, 2005. - No. 3. - P. 81-82
2. Koropovskaya V.P. Continuous formation of the teacher's ICT competence in the information educational space of the school: Dis. …c.p.s. N. Novgorod, 2010.
3. Korotenkov Yu.G. Information educational environment of the main school: tutorial/ Yu.G. Korotenkov. - M .: IT Academy, 2010. - 152
4. Prishchepa S.S., Khramtsova N.V. Information technologies in the work of the preschool educational institution // Management of a preschool educational institution, 2008.-№6.-P.88.
5. Syshchikova, A. V. Methodological support of teachers in the use of information technologies in the educational process / A. V. Syshchikova, D. B. Zernova // Modern preschool education. Theory and practice, 2012. - No. 5. - P.64-75
6. Ushakova E.V., Gagarina N.V., Pakhomova S.E. Organization of a single information and educational space // Management of the preschool educational institution, 2011. - No. 9 .- P.10-24
7. Federal state standard for preschool education (approved by order of the Ministry of Education and Science of the Russian Federation No. 1155 of October 17, 2013)

ORGANIZATION OF THE SUBJECT DEVELOPMENT ENVIRONMENT OF THE DOW

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 perfected

from myself, from nature...

E.I. Tikheeva

One of important conditions educational work in a preschool institution - the correct organization of the subject-developing subject environment. A developing environment should be understood as a natural, comfortable, cozy environment, rationally organized, saturated with a variety of sensory stimuli and game materials. In such an environment, it is possible to simultaneously include all children in the group in active cognitive and creative activity.

The defining moment of creating an environment is a pedagogical idea, a goal. This goal is achieved through the implementation of the chosen educational program.

When creating a developing environment, it is important to take into account the characteristics of children attending a group: age, level of development, interests, inclinations, abilities, composition, personal characteristics. If there are more boys than girls in the group, the environment should be different than where there are more girls.

Features of the environment are largely determined by the personal characteristics and pedagogical attitudes of the educator. If the teacher is a connoisseur of his city, likes to study it with the children, of course, this will be reflected in the environment. Another teacher prefers to pay attention to visual activity - this will also be noticeable in the created environment.

Thus, there are no strict, detailed requirements for building an environment in different educational institutions, since educational programs, the composition of children, and teaching staff can differ significantly from each other. However, one can single out the most general provisions(requirements) when creating a developing environment in preschool institutions based on modern approaches to education.

Requirements for the organization of a subject-developing environment

1. In each age group, it is necessary to create conditions for independent active purposeful activity (game, motor, visual, theatrical).
2. The organization and placement of objects of the developing environment should meet the age characteristics of children and their needs. A child of preschool age has three basic needs: movement, communication, knowledge. The environment is organized so that the child has an independent choice: with whom, where, how what to play. The selection of equipment and materials for groups is determined by the developmental characteristics of children of a particular age and the sensitive periods characteristic of this age. For example, for children of the third year of life, a free, large enough space is needed where you can satisfy the need for active movement: riding, playing with large engines. A four-year-old group needs an extensive role-playing center with a lot of attributes. In children of middle preschool age, the need to play with peers, to create their own world in secluded corners, is clearly manifested. Therefore, children of the fifth year of life will be happy to cozy houses and other facilities designed for the game of 2 - 3 people. At older preschool age, children prefer joint games, equipment must be placed so that it is convenient to organize joint activities.
3. Dynamism - static environment. The development environment cannot be built definitively. Approximately once every two months, a part must be replaced, the equipment must be rearranged. In the group, you need to have a “store of valuables”, where various multifunctional objects, materials, pieces of fabric are concentrated in shallow boxes, boxes, which will allow children to independently change the spatial environment from the standpoint of their interests.
4. Functionality of objects of the developing environment. In the setting of the group there should be only those materials that are in demand by children and perform a developing function. So, if in the near future the game, allowance, equipment will not be used, it should be taken out. The group should not be like a warehouse for storing materials and manuals.
5. The environment should be filled with educational content corresponding to:

interests of boys and girls. For example, for senior preschool age, in the center of manual labor and design, samples of the manufacture of various equipment (for boys), handbags, dolls with a wardrobe of things, household items (for girls) should be placed;

- “zone of proximal development”. In the group environment, in addition to items intended for children of a certain age, approximately 15% of materials oriented towards an older age should be included.

6. All age groups should have a cozy place to relax. These can be podiums with soft pillows, light airy gazebos made of transparent fabric, upholstered furniture in a quiet area near flowers, aquariums.

The developing subject environment of the group should contribute to the realization of the goal, objectives and content of the chosen program. Several comprehensive programs have been approved in the Russian Federation (“The program of education and training in kindergarten”, edited by M.A. Vasilyeva; “Rainbow” by T.N. Doronova; “Kindergarten is a house of joy” by N.M. Krylova; “Childhood” under the editorship of T.I. Babaeva). The goals of education of preschoolers in these programs differ significantly from each other, and therefore the organization of the living space of children in each case has its own characteristics.

Program "Childhood"

GOALS

1. To educate children in emotional responsiveness, the ability to empathize, the readiness to manifest a humane attitude.
2. To develop cognitive activity, curiosity, the desire for independent knowledge and reflection, mental abilities and speech.
3. Stimulate the creative activity of children, imagination, desire to get involved in activities.

The motto of the program is: "Feel - learn - create."

Creating an environment in accordance with the content of the educational program "Childhood" requires focusing on the concept of the holistic development of a preschooler as a subject of children's activity, which implies:

Consistent change in the subject-game environment in accordance with the age of children;

Accounting for gender characteristics and preferences of children;

Focus on the development of the child in accordance with universal values, the creation of positive relationships between children;

Stimulation of children's creative ideas, individual creative manifestations. The subject-developing environment should encourage fantasy and imagination.

Children's Development Centers

GAME CENTER

1. Toys and attributes for role-playing games,
2. Directing equipment:

Multifunctional cubes;

Layouts (volumetric - houses, garages, planar - maps-diagrams of the playing space, screens);

Sets of figurative (volumetric and flat) toys of small size: little men, soldiers, cartoon characters and books, play equipment (furniture, dishes);

Animals (fabulous, realistic; in the senior group - fantastic creatures);

Unformed game material: cubes, balls, pyramid rings, bottles;

Symbols of space (rivers, sun, benches, flowers, mushrooms; in the senior group - unidentified objects and objects; in the preparatory group for school - small flat images and several playing fields).

LITERACY CENTER

Literary Center

1. Books recommended for reading to children of this age:

folklore works,

Russian folk tales and peoples of the world;

Works of Russian and foreign classics;

2. Books loved by the children of this group.

3. Seasonal literature.

4. Exchange fund (for home delivery).

5. Children's magazines (senior group).

6. Children's drawings.

7. Verbal creativity (albums of riddles, stories compiled by children).

8. Passion for children (postcards, calendars).

Center for Speech Creativity

Games and equipment for the development of speech and preparing the child for the development of reading and writing.

1. Tactile boards, different to the touch (5\10 cm). Stick a piece of faux fur, sandpaper, a piece of soft cloth, wax from a candle so that frozen drops form on the surface, a piece of rope or thick lace, matches or small thick sticks, nutshells, foil or cellophane, velvet or velvety fabric, ribbed fabric , groats, scales from cones.
2. A collage is a sheet of cardboard onto which various pictures, letters, geometric shapes, and numbers are pasted or superimposed.
3. Desktop printed games.
4. "Magic book" (compiled from the stories of children and decorated with their illustrations).

Theatrical activities

1. Caps, masks for games-dramatizations on the themes of favorite fairy tales.
2. Puppet show.
3. Theater made of homemade toys.
4. Theater of rubber toys.
5. Finger, glove, mitten theatres.
6. Club Theatre.
7. Puppet Theatre.
8. Flat theatre.
9. Shadow theater.
10. "Corner of disguise": costumes, jewelry - pendants, beads, belts, bracelets, cuffs, crowns, butterflies, frills, kerchiefs with lace, scarves, scarves, hats, ribbons on rims.
11. Attributes for theatrical and director's games (elements of costumes).
12. Books with Velcro pictures, sets of cut out pictures that do not match in size or color.
13. Games, cut pictures.

Science Center

Children's experimentation and experiences

1. Materials by sections: sand and water, sound, magnets, paper, glass, rubber.
2. Assistant devices: magnifying glass, hourglass, microscopes.
3. Transparent and opaque vessels of different configurations and volumes.
4. Measuring spoons (from baby food).
5. Sieves and funnels.
6. Rubber pears of different sizes.
7. Soap halves.
8. Forms for ice.
9. Latex gloves.
10. Medical supplies (pipettes with rounded ends, syringes without needles, flasks, wooden sticks).
11. Flexible plastic or rubber tubes, straws for a cocktail.
12. Hygienic safe baby shampoos, soluble, aromatic substances (bath salts, food additives).
13. Beater, wooden spatulas and spatulas for stirring.
14. Multi-colored glasses from yogurt, sour cream or flat packaging containers (for examining grains of sand, clay).
15. Loupes.
16. Oilcloth aprons.
17. Armlets.
18. Brush, dustpan, rags.
19. Technical material - nuts, paper clips, screws.
20. Different types of paper.
21. Other materials: balloons, oil, candles.
22. Natural material.
23. Recycled material (pieces of leather, wood, screws).
24. Cards-schemes for conducting experiments.
25. Individual diaries for experimentation.
26. Symbols, permitting and prohibiting signs (according to the rules of work in the experimentation corner).
27. Characters endowed with certain specific features (in the younger group - inquisitive, in the middle - surprised, at an older age - asking questions why), on behalf of which problem situations are modeled.

Corner of nature

1. Indoor and artificial plants.
2. Aquarium.
3. Decorative birds, mammals.
4. Seasonal plant material.
5. Place for work.
6. Observation calendar.
7. Landing boxes.
8. Nature calendar.
9. Layouts.
10. Museum and collection material.
11. Model seasons.

CENTER FOR BUILDING AND CONSTRUCTION GAMES

1. Constructors with different ways fixing parts.
2. Tangram games.
3. Silhouettes, pictures, albums, constructive maps (phased work).
4. The simplest drawings.
5. Basic schemes.
6. Necessary materials and tools for games.

CENTER FOR ENTERTAINING MATHEMATICS (GAMES)

1. Family and group albums.
2. A stand with family photos of the group's children, accompanied by names and dates of birth.
3. Chips, symbolic objects for modeling the spatial arrangement of the participants in the photographs.
4. Height meters made in the form of silhouettes of a doll, a bear cub (different).

For children 3-4 years old

1. The game "Wonderful bag".
2. Games for correlating objects, geometric shapes by color, size and grouping them according to 1 - 2 features (for example, a large basket - large balls; in a red box - red cubes).
3. Games for laying out in a row with alternating geometric shapes, objects in size, color (lay out the path to the house in a circle, square, then circle again).
4. Stringing beads on a cord, alternating different sizes and shapes.
5. Board games with the use of special aids for distinguishing and naming geometric shapes by color, size, shape (frame inserts).
6. Geometric mosaic.
7. Two or three nesting dolls.
8. Pyramids of 3 - 4 rings of the same and different sizes.
9. A piece of clothing of various sizes and purposes.
10. Games for the development of sensory processes and abilities (geometric lotto, Pick up the key to the lock).
11. Games with algorithms - a given sequence of actions.

For children 4 - 5 years old

1. Games - logical cubes, corners, "make a cube".
2. Series: “fold the pattern”, “chameleon cube”, “geocond”, “magic cube”, “fold the picture”.
3. Didactic aids: Gyenes logical blocks, Kuizener's sticks.
4. Games for understanding symbolism, schematics and conventions (“What does it look like?”, “Finishing”).
5. Models: numerical ladder, a series of values, spiral models for the knowledge of temporal relationships.
6. Games for mastering the magnitude, numerical, spatial relationships ("make the same pattern").
7. Games with algorithms, including 3 - 5 elements of simple actions ("growing a tree").
8. Albums with samples of logical exercises.
9. Album for children's creativity.

For children 5 - 7 years old

1. Games "Tangram", "Puzzles of Pythagoras", "Bricks", "Unicube".
2. Stencils, rulers.
3. Games "Petnamino", "Funny balls".
4. Games for dividing a whole object into parts and composing a whole from parts (“Fractions”, “Make a circle”).
5. Games with numbers, coins.
6. Games for the development of numerical representations and skills to quantify different quantities. (designer watch, scales, etc.).
7. Games with algorithms.
8. Models of numerical and temporal relations (number ladder, days of the week).
9. Calendar, calendar model.
10. Games for the development of logical thinking, the development of checkers and chess.

ART CENTER

1. Paints, brushes, pencils, crayons, markers.
2. White and colored paper.
3. Scissors.
4. Plasticine, napkins.
5. Sponges, stamps, tampons.
6. Glasses, candles.
7. Silhouettes, clothes, objects of arts and crafts.
8. Chalk boards.
9. Children's and adult works on drawing, applications.
10. Jars for water.
11. Didactic games.

ART CENTER

Equipment for visual activity

1. Shelf with authentic works of art.
2. Stencils, patterns, geometric shapes, silhouettes.
3. Paint, brushes, pencils, crayons, markers.
4. White and colored paper.
5. Scissors
6. Plasticine, napkins.
7. Sponges, stamps, tampons.
8. Glasses, candles.
9. Silhouettes of clothes, objects of arts and crafts.
10. Chalk boards.
11. Children's and adult works on drawing, applications.
12. Jars for water.
13. Natural and waste material.
14. Didactic games.

For children 2 - 4 years old

1. Household items: embroidered, painted clothes, painted utensils, clay toys (Dymkovo, Kargopol, Filimonov, Tver), wooden (Semenov, Polokhov-Maidan, nesting dolls, mushrooms, wheelchairs), straw.
2. Sculpture of small forms depicting animals (animalistic).

For children 3 - 4 years old (in addition to the above)

1. Clay toys (Tver, Vyatka).
2. From wood (Bogorodskaya, Arkhangelsk birds from wood chips).
3. Items made of carved birch bark: box, caskets (Arkhangelsk, Vologda).
4. Painted cutting boards (Gorodets).
5. Trays (Zhostovo).
6. Painted dishes (Novgorod, Pskov, Vyatka).
7. Sculpture different types(small plastic, decorative).

For children 5 - 7 years old

1. Works of Russian applied art and art of other nations, toys made of clay, wood, wood chips, straw, papier-mâché, household items made of birch bark, paintings and carvings, ceramic dishes, lace, embroidery from different areas, embossing.

2. Sculpture of small forms.

3. Monumental sculpture

4. Easel sculpture: busts, portraits.

5. Architecture: residential, decorative, public and civil.

CENTER FOR PHYSICAL CULTURE (SPORTS)

1. Sports complex.

2. Mini sports corners.

3. Materials for games.

CREATIVE WORKSHOP

1. Miscellaneous waste material.

2. Fabric.

3. Tree.

4. Natural material.

5. Reference schemes.

6. Operational cards.

7. The simplest drawings.

8. Models.

CENTER FOR EVERYDAY HOUSEHOLD WORK

1. Items and materials for teaching children how to cook, mend clothes, wash, iron.

2. For girls - for learning to embroider, sew on a children's sewing machine.

3. For boys - for learning to burn, model, work with a hammer, saw.

Rainbow program

GOALS

1. Ensure the protection and strengthening of the health of the child.
2. To promote comprehensive and timely psychological development.
3. To form an active and careful attitude towards the environment.
4. Attach to the main areas of culture.

Children's Development Centers

beauty shelf

The first week is a folk toy.

The second week is a book with illustrations.

The third week - works of arts and crafts.

Fourth week - reproductions with paintings.

1. Shelf.
2. Table chair.

MINI LIBRARY

book corner

Junior and middle preschool age

1. Works of small forms of Russian folk and folklore of the peoples of the world.
2. Works of poets and writers of Russia.
3. Literary tales.
4. Russian folk and fairy tales of the peoples of the world.
5. Fables.
6. Fables (with middle group).
7. Series of plot pictures.

Senior preschool age (optional)

Illustrated collections of fairy tales, baby books with good drawings and texts of two or three lines that precede the illustration or complete the page.

Any entertaining alphabet.

Sets of postcards to famous literary works in good performance, with a rather bright and large title of the fairy tale on the back of the postcard.

Sound library, slides, videos and slides

Works of folk and classical music.

STORY-ROLE PLAYING GAMES

1. Doctor: cap with a red cross, dressing gown, attributes.
2. Chauffeur, motorcyclist - seat belt, helmet, gloves, copies of various tools, gas station, steering wheel.
3. Cook - a cap and an apron, dishes, food.
4. Pilot - cap, cap, attributes, control panel with function buttons.
5. Driver - cap, tools, remote control.
6. Hairdresser - bathrobe, combs, scissors, basin, shampoos, perfumes, soap, towel.
7. Sailor, captain - peakless cap, collar, cap, binoculars, anchor on a cord, mast with a flag, lifebuoy, spyglass.
8. A box of wonderful things - caps, reels, reels, tubes, cubes, bars, cylinders, skittles, sticks, bells, switches, all kinds of corks, plywood plates, ropes, pieces of foam rubber, colored shreds.

In the older groups, play corners are created for boys and girls (for a boy - an open space, for girls - corners of solitude).

CORNER FREE

INDEPENDENT ACTIVITIES

Materials for art activity

1. Paints (gouache and watercolor).
2. Colored pencils, wax crayons.
3. Sanguine, pastel, color, gouache.
4. Ballpoint pens.
5. White and red clay.
6. Plasticine.
7. Special mastic.
8. From the middle group - individual palettes for mixing paints.
9. Stacks.
10. Caps from ballpoint pens.
11. easels.
12. Tablets.
13. Rolls with paper.
14. Blackboard.
15. Circle machines.

Labor Corner

1. Samples of crafts and toys.
2. Boxes with different types of materials.
3. Paper of different types and sizes.
4. Cotton wool, foam rubber, textiles, colored wire, natural material.
5. Corks, sticks, reels.
6. Glue.
7. Brush, scissors, from the older group - a hook, needle, ruler, compass.

Construction

1. Building kits and constructors with different ways of fixing parts.
2. Models of buildings and crafts.
3. Boxes of various sizes.
4. Sticks.
5. Sets for modeling (from the senior group).

INTELLECTUAL ACTIVITY CORNER

(FROM THE MIDDLE GROUP)

middle group

1. Didactic games.
2. Letter frieze.
3. Numerical frieze.
4. Collective decorative work in mathematics.

Senior group

cognitive development

1. Equipment:

Globe, world map,

TV,

Watch,

calendars,

mineral collections,

Telescope.

2. Visual aids:

Pictures with letters, banknotes, coins, road, mathematical signs.

Pictures with flags, emblems.

Alphabet, Morse code; musical alphabet, semaphore alphabet,

Images of calendars (history, clock, dinosaurs).

3. Shelf of smart books:

Books, pictures, illustrations on topics of interest to children.

Mathematical development

1. Measurement devices and tools.
2. Compass.
3. Scales, steelyard.
4. Hours and clocks.
5. Graduated measuring cups.
6. Thermometers for air, water.
7. A slide projector and a set of educational filmstrips.
8. Desktop-printed mathematical games.
9. Books on mathematics.
10. Magazines, comics.

Speech development

1. Letter frieze.
2. Pictures with animals, birds and their dwelling.
3. Pictures depicting two subjects.
4. Image of a person (body parts with numbers).
5. Pictures with things that were not with their owners.
6. Pictures where you need to find people, objects hidden by the artist.
7. Notebooks, tasks related to letters and reading.
8. ABCs, primers.
9. Cubes with letters.
10. Wall magnetic alphabet.
11. Board-printed games (lotto, constructors, lotto for reading).

Preparatory group (optional)

1. Beautiful model of the number series.
2. Types of scales.
3. Roulette, wooden meter.
4. Dictionaries, reference books.
5. Collections of humorous stories, anecdotes.
6. Printed notebooks with mathematical tasks.

Corner "We read ourselves"

1. Children's books.
2. Comics.
3. Books with developmental tasks.
4. Children's magazines.

PERSONAL COLLECTION

1. The second younger group: "Chest - box" for each child.
2. Middle group: children's collections, teacher's personal collection (postcards, calendars, shells, pieces of different fabrics).

PLANTS CORNER

AND FLOWER ARRANGEMENTS

Teachers independently choose objects of nature.

Program "From childhood to adolescence"

GOALS

1. To shape the health and develop children by preventing and correcting early deviations, increasing resistance to stress and providing conditions for the qualitative maturation of all functional systems of the body, taking into account biological and social risk factors.
2. To educate national identity, language and traditional values, to teach communication with adults and peers. To develop the personality of the child, his talents, abilities and curiosity.

Children's Development Centers

LIBRARY ZONE

Exhibition of fiction.

From the older group, children's magazines, children's pages of individual newspapers are introduced.

"Shelf of smart books" - books, pictures, illustrations on topics of interest to children.

THEATER ZONE

LOGO CORNER

1. Desk with drawers, large mirror.
2. Plot and subject pictures.
3. A set of pictures to automate sounds.
4. Cards with descriptions and photos, pictures of articulation exercises.
5. Various blowers.
6. Sound production equipment.
7. Materials for the development of fine motor skills of hands.
8. Books with speech exercises
9. Notebooks with tongue twisters and tongue twisters.
10. Notebook on sound culture.

ISOCORNER

Mini-exhibitions:

Products of masters of folk art,

Works of artists - illustrators.

Exhibition of children's works (1 time per quarter).

Art materials: a set of visual materials, pencil cases for children, marked brushes.

MATHEMATICAL CORNER

Mathematical game library - board-printed games,

Mathematical piggy bank.

INTELLIGENT CORNER

Albums - "Skillful Hands", "My Family", "All Works Are Good", "Our Glorious Deeds".

The panel is my group, the forest.

Collections - treasures of children, personal collections of teachers (fabrics, paper, buttons).

CORNER OF THE NAME

It is issued in free form.

MOOD CALENDAR

Decoration with removable details (in the form of 6 suns with Velcro fastened with bows in the form of sunflowers, a tree, a starry sky on each ray.

Children every day choose removable parts of the color that suits their mood at the moment.

Characteristics of the color scheme

Red - activity, excitement, assertiveness.

Blue - calmness, contentment.

Green - confidence, well-being.

Gray - passivity, indifference.

Black - emotional distress.

Brown - the need for help.

Violet - internal fluctuation, anxiety.

EXPERIMENTAL CORNER

Elements of the developing environment are not defined in the program.

Development Program

TARGET

Develop the mental and artistic abilities of children. The subject environment implies a harmonious ratio of three types of materials - used in the process of specially organized training, different, but similar (if red parts are used in the lesson, then blue ones outside the class), free, i.e. allowing the child to apply the acquired means and methods of cognition in other circumstances.

Children's Development Centers

CABINET

Second junior group

Materials on sensory

1. Turrets, pyramids one- and multi-colored.
2. Pyramids of 6 - 10 thick rings, of 12 thin rings.
3. Bowls-liners 10 pcs.
4. Nesting dolls 2 - 4 local.
5. Sets of small wooden and plastic toys.
6. Balls 3 - 4 sizes; Sand molds for playing with sand and water.

Program materials

1. subject pictures.
2. Sound clock.
3. Games "Children's World", "Shop", "Zoo", "In the Forest".

middle group

Added materials from the section "Mathematics", "Literacy", "Development of the idea of ​​​​oneself and the world around," Nature, materials are presented in the section "Sensorics", necessary for the development of ideas about the relationship of objects in size.

On the wall is placed a circular diagram of the change of seasons.

Senior group

Added material on mathematics and literacy.

1. Board, markers, chalk.
2. Didactic games with mathematical content, loto, dominoes, Board games, geometric mosaics.
3. Tangram games, geometric puzzles.

preschool group

1. Clock "Seasons and months".
2. Letter box.
3. Multi-colored chips - red, blue, green, black for sound forms, 2 - 3 sets.
4. Sheets of paper, colored markers.

WORKSHOP

Second junior group

Construction material should be classified by shape and size and stored in special cabinets in open boxes.

1. Construction material:

Table sets: cubes, bricks, whetstones, plates, cylinders, trihedral prisms of 2 - 3 sizes;

floor building material;

Small plastic building and waste material.

2. Sets of various small toys: dolls, animals, Christmas trees, mushrooms, cars of various sizes.

middle group

1. Natural material - bark, cones, leaves, feathers. colored paper, glue, plasticine, drawings, diagrams, stencils, pencils and colored pencils, paper.
2. Model of a doll room, doll furniture, flannelograph, geometric figures - substitutes for furniture.
3. Kindergarten layout.
4. Site plan.
5. Plans of separate premises of the kindergarten: group room, bedroom. Floor plan of the kindergarten.
6. Auxiliary material: dolls, cars, buses, various "secrets" for searches, "travels", games on the site.

Senior group

1. Auxiliary material: drawings of individual parts, buildings, columns, towers, structures, stencils.
2. Metal constructor with craft schemes.
3. Plastic builders, Lego.
4. Models of the kindergarten and the city.
5. Plan of the kindergarten site, street.
6. Maps of the city, region, republic, country.
7. Sets of postcards or reproductions with landmarks hometown, terrain, suburbs, other cities of Russia.

preparatory group

1. Detailed map of the area where the kindergarten is located.
2. Transport scheme of the city.
3. Combined map of the city and the nearest suburbs.
4. Compass, slate, chalk.

ART STUDIO

1. Special tables with tilting lids.
2. Paints, gouache, charcoal, pencils.
3. Brushes are thin and thick, bristle, squirrel or kolinsky.
4. Paper of various sizes.
5. Foam sponges.
6. Cloths for hands and hands.
7. Jars for paint and water.
8. Aprons.
9. Plasticine.
10. Free wall for children's work.

1. Additional material s - clay, small brushes, roll paper for free and joint activities(wallpaper, postal craft).
2. Additional materials - buttons, boxes for painting, wood chips, colored patches, beads, leaves, acorns, gold and silver foil, scraps of colored paper, costume elements, "magic chests", "magic wands".

THEATER

Second junior and middle groups

1. Table theater, small screen and sets of puppets (finger and plane figures).
2. Theater made by children and educators.
3. Material for the manufacture of characters and scenery.
4. Circles different colors, strips of different sizes.
5. Shelf with books, 6 - 8 books, 1 - 2 tables with pencils.

Senior and preparatory groups

The theater is equipped with children. They make masks, attributes, costume elements for characters, decorations.

CORNER FOR ROLE-PLAYING AND OTHER GAMES

Second junior and middle groups

1. Attributes for role-playing games, taking into account the age characteristics of children.
2. Sensory games - "Roll the ball", "Get in the gate", "Hide the mouse", lotto "Color", "Color and shape", geometric, planar mosaic, the game "Catch a fish".
3. Games from the section "Development of ideas about yourself and the world around you."
4. Attributes of various professions (doctor's bag, clothes of a cook, policeman, hairdresser's comb, library forms, theater tickets and programs).
5. Dolls girls and boys.
6. Toy discs and pets.

Senior and preparatory group

1. Additional material from the section "Mathematics"; cards with numbers - "days" and "numeric" cards with numbers - "money" and number cards.
2. Additional material from the section "Ecological performances", lotto, dominoes, electric quizzes, books with images of various animals and plants, filmstrips, slides.

CORNER OF NATURE

middle group

1. Animals - fish, snails, turtles, Guinea pigs, birds. Temporary inhabitants - squirrel, cat or dog.
2. Plants - violet, begonia, fuchsia, balsam, tradescantia).
3. Plants for the seasons - asters, chrysanthemums, golden balls, branches of coniferous and deciduous trees, primroses, peonies, gladioli, marigolds, daisies, bluebells, clover.
4. Local history materials - photographs, paintings, slides, filmstrips about the nature of the region, minerals, herbariums.
5. Objects for experimentation: bowls of water and sand, pebbles, metal and non-metal objects, magnet, windmills, salt, sugar, molds, microcosm, magnifying glass.
6. In the locker rooms there is inventory for caring for plants and animals, for games, experimentation on the site.
7. Magic chest with natural materials(cones, seeds, nuts, pebbles, shells).

Senior and pre-school groups

1. Indoor plants on which it is convenient to demonstrate the interaction of their parts (cacti, aloe, ficus, indoor grapes, climbing ivy).
2. Special stand on climatic zones - desert, arctic; ecosystems - forest, city.

MODERN DEVELOPMENT

SPACE IN DOE

The spiritual and material state of society depends on the foundations that are laid in the creation of children, so the preschool staff pays great attention to the organization and maintenance of the objective environment surrounding the child.

The model for constructing a living space created by the preschool educational institution team is aimed at ensuring the most comfortable state of the child and the yoke of development. This model takes into account the principles and requirements for the organization and content of the subject-developing environment, as well as the recommendations of the "Communities" program implemented in the preschool educational institution.

Model for constructing a living space in a preschool educational institution

Organizational conditions	Logistics conditions
Ensuring contact between adults and children depending on the distance of communication Accounting for a comfortable interaction distance: adult - child; the child is an adult. Creation of a common psychological space for communication with each child and the group as a whole.	Multi-level furniture, adjustable in height. Sets of furniture of a special technical design, allowing the teacher to observe the activities of children in all corners of the group. Non-traditional forms of tables (horseshoe, ribbon, trapezoid, etc.). Privacy corners with comfortable furniture, pillows, etc. A beautiful carpet is a place for a common gathering of children.
Ensuring the emergence and development of cognitive interests in the child, his volitional qualities, emotions, feelings. Creating a composition of the environment together with a designer, artist, educational psychologist, taking into account the children's subculture. Working with sketches, choosing colors, materials that create an atmosphere of comfort and joy. The choice of the location of activity centers in accordance with the recommendations of the program, the age characteristics of children, their interests. Appropriate sanitary hygiene requirements arrangement of furniture and equipment. The use of fountains in the design of preschool educational institutions. Determination of a place in the group for the design of their own exhibitions of reproductions, drawings, large-scale manuals, etc. Modeling the playing space of the group in accordance with the age characteristics and interests of children. Development of an algorithm for constructing a subject-developing environment in accordance with the theme (project) of the week.	Lighting design - two-level lighting (sconces, table lamps). Sound design - a music library with a recording of the splashing of water, the sound of the sea, birdsong, the rustle of leaves, etc. The presence in the single space of a group room of balconies of various modifications (a ship, a tower, a car, etc.), a multifunctional structure (with bridges, ladders, platforms, railings, etc., made of wood) stimulates the child to physical or creative activity. The presence of a place for recreation (podiums, gazebos, upholstered modular furniture, etc.). Equipping cognitive activity centers in accordance with the theme of the project of the week with didactic material, manuals, tools, diagrams, models, encyclopedias, maps, etc. Equipment of the laboratory scientific discoveries”, a book publishing house, an impromptu theater, a museum, a library, a game library, an art workshop, a culinary center. Equipping the playing environment with a certain set of functional game items (kitchen, laundry, hairdresser, shop, hospital, etc.), substitute items, waste material, etc., developing the imagination and creativity of children. Equipment for a dressing room, dressing room with a variety of clothing accessories, etc. A variety of sets of didactic educational games, constructors, sports equipment (trampolines, jumping balls, a dry pool, modern sports kits).
Ensuring stability and dynamism of the developing environment Create a project for a possible environment change. Giving the child the right to modify the environment, to create it again and again in accordance with taste and mood.	Group plan with movable components (like a flannelograph). Movable furniture (on wheels). soft modules. Transparent partitions, screen. Prefabricated houses of light construction. Plastic furniture, portable umbrellas.
Ensuring concurrent implementation various kinds activities Optimum use of functional premises. Connecting to the group room part of the bedroom, the reception room (to create privacy corners, conduct role-playing games, centers of literature). Providing the possibility of free orientation of the child in space (symbols, arrows).	The presence of a music, sports hall, exercise therapy hall, the Zhemchuzhina cafe, a family room, a classroom, a swimming pool, a sauna, which are organically included in the structure of a common internal communication and recreational space open for communication between children and adults. Creation for the implementation of informal communication "Safety Island", "Health Alley", galleries of children's art, holding personal exhibitions, working stands "My mood", "I am the most, the most ...", "Star of the week", "News from the family".
Ensuring individual comfort and emotional well-being The availability of everything that surrounds the child, ensuring its functional activity. Implementation of the traditions of preschool educational institutions. Implementation of optimal physical activity of children. Decoration of sanitary rooms. Landscaping of interiors. Accounting for sexual differentiation.	Setting up information boards for parents. Creation of a living room for children and parents (design, decoration close to home). Holding family holidays in the premises (family room, hall, cafe). European design, convenience of sanitary rooms, allowing the child to feel comfortable in intimate moments of life. Ecological room with an aquarium, terrarium, soft corner, educational material. The presence of a personal space with a shelf for personal items, toys, photographs, etc. The presence of mirrors in the premises of preschool educational institutions, play equipment for boys and girls. Video hall, audio equipment, karaoke, computer equipment.

For many years, the preschool educational institution has been working to develop the child's ability to organically enter the world of adult things, to master the elementary skills of safe handling of technical and household appliances (electric kettles, toasters, mixers, vegetable cutters, knives). Children form primary complex ideas about some technologies for preparing simple dishes, develop and acquire life and special skills in accessible types of labor. This approach can significantly enrich the work activity of children, arouse interest and desire to work for themselves and others, and contribute to the birth of their own initiative.

The interaction of preschool educational institutions with domestic manufacturers offering a wide range of didactic aids, educational games, sports equipment and furniture of European design, a variety of equipment, technology at the level of world standards, made it possible to diversify the subject-developing environment and improve the culture of life in preschool educational institutions. The high educational potential of the environment contributes to the formation of a holistic knowledge of the world, gives a new quality of life, ennobles the world of the child.

The main approaches to creating a developing environment in a preschool educational institution

In the structure of the environment that influences the formation of the child's personality, a natural social environment, it has many elements. The environment as a multicomponent phenomenon is the subject of study by philosophers, educators, philosophers, ecologists, psychologists, and other specialists.

L.N. wrote about the educational opportunities of the environment for the younger generation. Tolstoy, N.I. Pirogov, K.D. Ushinsky, S.T. Shatsky, L.K. Schleger, P.P. Blonsky. As A.S. Makarenko brings up the environment, "organized in the most beneficial way." An innovative phenomenon was the experience of the “School under blue sky» V.A. Sukhomlinsky, which used the educational potential natural environment(training in nature).

In the 80s. 20th century the interaction of the medium was actively studied (A.T. Kurakin, M.V. Novikov, V.Ya. Asvin). The term “educational environment” began to be used, a theoretical model of the content of education was developed (V.I. Slobodchikov 1997), the core of which is the educational environment. The model is a system of "man - educational environment - the world - subject forms - art - society). Described the main characteristics of the educational environment (N.B. Krylova, Yu.S. Manuilov, 2001).

The author of a dissertation research on the topic "Emotionally rich educational environment as a means of communication development senior preschoolers” (E.V. Rybak, 2001) considers the educational environment as a zone of interaction between educational systems, their elements, educational material and subjects of educational processes, as a special personal space of cognition and development. The paper theoretically substantiates the need to create a developing environment in preschool childhood. It is based on the conceptual provisions on the role of the sociocultural and educational environment in the upbringing of a person (T.S. Butorina, B.S. Vulfov, Yu.S. Manuylov, A.V. Mudrik, R.V. Avcharova), on the natural and cultural conformity nationality (G.N. Volkov, Z.I. Vasilyeva, T.D. Ushinsky); system-forming environmental factors in the management of neuropsychic development (A.V. Pyatkov); development of the emotional world of the individual (V.V. Lebedyansky); on the ideas of humanization of education (L.A. Venger, A.V. Zaporozhets).

Environment-oriented education (upbringing, training), considers E.V. Rybak assumes a scientific understanding of the system of terms: subject, cultural, spiritual and spiritual-material, natural, informational, external and internal, developing, socio-cultural, emotional, comfortable.

Regarding the sphere of preschool education, the term "developing environment" is most often used. L.V. Svirskaya the concept of "subject-developing environment" proposes to classify as spiritual, material, subject.

The course "Preschool Pedagogy" - one of the specialized disciplines for the training of future specialists in preschool education - provides for familiarization with various aspects of the terms "environment" and "developing environment". The environment is considered as an interdisciplinary concept, the most important for pedagogy, as a factor in the development of the child's personality in the narrow and broad sense of the word (micro-, meso- and mazofaktura). The sociocultural environment is revealed as a factor that restrains or, on the contrary, activates the process of child development (favorable, hothouse, hostile, aggressive, neutral environment. At the same time, the role of an adult in filtering the harmful effects of the environment on a small child who cannot do it on his own is emphasized (S.A. Kozlova , T.A. Kulikova).

The developing environment is understood not only as an objective environment. It must be built in a special way in order to most effectively influence the development of the child.

The creation of a developing environment in the recommendations "on the examination of educational programs" for the preschool education institution of the Russian Federation is considered as a necessary requirement for their implementation (R.B. Sterkina, 1995). IN last years Partial programs of specialization of the personality of the child appeared with the aim of creating a favorable environment for education and training, strengthening the spiritual ties of educators and educators, developing the self-awareness of preschoolers (“we are the basis of life safety, the ABC of morality, together, a wonderful city”).

Requirements for the development environment are an important component of the state standard for preschool education. The environment for the development of the child as a complex of material and technical, sanitary and hygienic, ergonomic, aesthetic, psychological pedagogical conditions, ensuring the vital activity of children and adults, is the subject of examination during the period of licensing and certification of preschool educational institutions. For this purpose, criteria for assessing the conditions of children's stay in kindergarten have been developed. A preschooler, even having elementary reading skills, cannot independently use the book as a source of knowledge. He receives social experience, new information about the world around him in the process of direct communication with adults. Therefore, it is very important that it be developmental.

The developing environment creates favorable conditions for teaching the child in independent activity, provides various types of his activity (mental, physical, play), becomes the basis for independent activity, a condition for a peculiar form of self-education.

Much attention was paid to the issues of equipping kindergartens with equipment and materials by E.I. Tiheeva, E.A. Flerina, A.V. Surovtsev. Research in the field of building a developing environment began shortly after the creation in 1960 of the Research Institute of Preschool Education of the Academy of Pedagogical Education of the USSR. In the 60s - 70s. 20th century requirements were developed and sketches for the design of the interior and the site of the kindergarten were created (E.V. Maksimov, L.V. Panteleeva). The importance of the organization of the aesthetic environment in the preschool educational institution is noted by Yu.A. Ekzhanova, V.I. Lyaskala, S.L. Novoselova, A.I. Savenkov, O.V. Heron. The important role of the aesthetic environment in the development of artistic and creative activity is emphasized by E.A. Flerina, N.A. Vetlugina, T.S. Komarov. The works of T.S. Komarova, V.I. Lyaskala, O.Yu. Philips.

Tracing the history of the development of the problem of building a developing environment S.L. Novoselova writes that by the mid-70s. 20th century systems of educational toys for infants, new principles for the formation of a developing environment, developing modular and play environments were developed, a new pedagogical classification of toys was proposed, designers were created that meet the tasks of the child’s intellectual development, educational toys and didactic aids aimed at forming the initial culture of thinking of children of early and preschool age (G.G. Lokutsievskaya, N.N. Poddyakov, N.A. Paramonova, S.L. Novoselova, N.T. Grinyavichenie, E.V. Zvorygina).

In the second half of the 80s. the concept and system of "computer-game complex" was developed. Following the school, a gradual computerization of preschool education began. There are specialists in teaching older preschoolers to work on a computer. Computer-game complexes through educational games and symbolic-modeling activities help prepare children for life in a modern, information-saturated society.

The creation of a developing environment in the preschool educational institution has become the most important direction in the reform of preschool education in Russia. The main approaches to its implementation are formulated in the concept of preschool education in 1989. A special place in it is occupied by the section devoted to the creation of a developing environment, which should provide a personality-oriented relationship between specialists and kindergarten students. In the early 90s. in preschool institutions in Russia, the process of updating the subject-developing environment is being activated. In 1991, the target program "Developing subject-play environment for children of preschool and primary school age" was approved.

Changes in the subject environment are considered by N.Ya. Mikhailenko, N.A. Korotkova, 1992; as one of the directions of humanization and improving the efficiency of the pedagogical process in preschool educational institutions and formulates a number of requirements for its organization:

1. Free, according to interests, the choice of toys and materials by children for the type of activity that attracts them and the implementation of their ideas;
2. The ability to play both in small subgroups and individually is not in a large group that constantly tires children, it makes sense to build the space of a group room in a niche-like manner, separating parts of the rooms with low racks, screens, etc.
3. The space of a group room for classes, devoid of official school paraphernalia.

In 1993, a creative team of specialists representing various professions (psychologists, teachers, designers, architects) developed the concept of building a developing environment in a preschool institution (V.A. Petrovsky, M.N. Klarina, L.A. Smygina, L.P. . Strelkov), in which the general concept of preschool education was further developed. With regard to the organization of the living conditions of children in kindergarten, the authors formulated the following principles for constructing a personality-oriented model of a developing subject environment:

1. Distances, positions during interaction;
2. Activity, independence, creativity;
3. Stability and dynamism;
4. Complexing and flexible zoning;
5. Emotionality, individual comfort, emotional well-being of an adult and a child;
6. A combination of familiar and extraordinary elements of aesthetic organization;
7. Openness and closeness;
8. The principle of accounting for sex and age records of children.

One of the authors of the program "Childhood" M.N. Polyakova understands a developing environment as a natural, comfortable, cozy environment, rationally organized, saturated with a variety of sensory stimuli and play materials. She offers her list of principles for building a developing environment in a kindergarten group: respect for the needs, needs of the child, taking into account the type, direction of children's activities and the anticipatory nature of the content of education; dynamism, aesthetics of the environment.

The characteristics of the developing environment, according to M.N. Polyakova must be:

1. Comfort and safety;
2. Ensuring a richness of sensory experiences;
3. Independent individual activity;
4. Opportunities for research and experimentation;
5. Guidelines for the design of variable design projects for a developing subject environment in kindergartens and educational complexes were proposed by S.L. Novoselova (1995).

The developing subject environment is defined as a system of material objects of the child's activity, functionally modeling the content of his spiritual and aesthetic development. The main elements of the object environment are architectural and landscape ecological objects, art studios, sports and playgrounds and their equipment, large-scale constructors commensurate with the growth of the child (modules, thematic sets of toys and manuals, a children's library, a design studio and a museum, a musical and theatrical environment, audiovisual and information means of education and training.

So, S.L. Novoselova offers the key conceptual provisions for the organization of the developing subject environment.

1. All components of the developing subject environment must be combined with each other in terms of scale, artistic solution; provide meaningful communication between adults and children.
2. The developing subject environment acquires specifics depending on the type of educational institution, content and upbringing, age, level of development of children and their activities.
3. The architectural and planning solution of preschool institutions should provide for the creation of conditions for the joint activities of children early age, take into account local ethno-psychological, cultural-historical and natural-climatic conditions.
4. The medium must be varied.
5. The initial requirement for the subject environment is a developing character. Its content and properties should create conditions for the creative activity of each child, serve the goals of actual physical and mental development and improvement, and provide a zone of proximal development.
6. The environment should be informative-rich, which is ensured by a variety of topics, enrichment of the functional properties of its elements, and the complexity of materials.
7. Playing, sports, domestic, ecological environments must be comfortable at the level of functional reliability and safety.

Equipped in this way, the subject environment, according to S.L. Novoselova, not only represents the objects of the means of the child's activity, but also acts as a carrier of the culture of the pedagogical process, ennobles the work of the teacher, provides him with opportunities for the manifestation of creativity, serves to maintain his personal and professional self-respect.

Various authors who study these problems of building a developing environment agree that the concept of creating a developing environment as a whole should be based on an activity-age system approach and be based on modern ideas about the objective nature of activity, its development and significance for the mental meaning of the child. This means that the developing subject environment must correspond to a certain age, the content of children's activities, the goals of education and training, and the principles of project culture.

Researchers note the frequent congestion of the subject-spatial environment, the irrational distribution of zones for various types of children's activities, and the formality of the situation.

In the manual “From preschool to school” (M., 2007), T. Doronova expresses the idea of ​​the archaic nature of “sanitary and epidemiological requirements for the arrangement, maintenance and organization of the operating mode of preschool educational institutions, SanPin 2.4.1.12.49 - 03. According to her In my opinion, this document blocks the way for practitioners to innovate in education, limits the possibilities of designing a subject-spatial environment by architects and designers, requires its rigid unification, and contradicts modern ideas about the appropriate forms and content of the educational process in a preschool educational institution.

As the main principles of designing the subject-spatial environment, T.N. Doronova calls its compliance with the form and content of the educational process.

This manual proposes an exemplary framework that meets these principles. For this, the space of the group room, the author believes, is enough to be divided into three zones:

- working - for productive, cognitive and research activities (objects for experimentation);

- calm - for reading fiction, gaming (board games) and cognitive research activities (books of a cognitive nature, thematic dictionaries, atlases);

- active - for story game and productive activities (large floor constructors)

The boundaries between zones should be mobile, easy to move, in the form of low screens, shelving, volumetric floor modules. This frame structure should be specified by practitioners “for their group”, taking into account the area of ​​the group room, available equipment, and the number of children.

Significant changes have taken place in the conditions of life of adults and children in modern preschool institutions. Positive changes include the desire to create a home environment through the use of modern building materials for interior decoration, upholstered furniture in the interior, which often does not meet the requirements of SanPin, a special room is allocated and equipped for various types of children's activities (art and theater studios, fairy tale rooms, needlework, constructive activities, relaxation of adults and children (living rooms, computer and choreographic classes, sports complexes, mini-stadiums), all available premises are thoughtfully used. , conditions are created for joint and individual activities of children.The following principles are observed: convenience; availability during placement; age; compliance with psychological and pedagogical aesthetic, hygienic requirements for toys, gaming and sports equipment In addition, traditionally in demand is the manufacture of attributes for interior decoration, homemade toys, crafts from natural and waste materials by the hands of adults and children, and the use of substitute items. At the same time, home-made toys and interior items are being replaced by sufficiently high-quality equipment and factory-made toys. Undoubtedly, the positive equipment of new educational programs with the necessary scientific methodological sets of materials, manuals, and equipment. Therefore, preschool educational institution is currently able to solve the problem of creating a subject-developing subject-spatial environment. The listed approaches in building a subject-developing environment determine one of the directions for the development of the sphere of preschool education. They can only be partially implemented. Their implementation will require innovative architectural design, new design, equipment, furniture, toys of a new generation.

In conclusion, it should be said that the defining moment in creating a developing environment is the pedagogical goal or idea that guides the preschool educational institution in its activities.

Innovative Components

subject-developing environment

COLLECTION ZONE

To introduce children to objects, to teach classification according to various characteristics and sensory skills. Collections should be placed in special cabinets at a level accessible to the child. Components taken into account:

- availability of objects;

- diversity;

- safety;

RELAXATION ZONE

corner with different indoor plants, aquariums, alpine slide, for children to relax and care for plants.

TOURIST AND LOCAL HISTORY CORNER

Includes cartographic materials - maps, diagrams, plans, drawings about nature; hiking equipment.

CORNER OF SPACE, PLANETARIUM

It is decorated with models of the Moon, the Sun, planets, a star map, games and manuals - a card file of constellations, "collect a constellation", "the sun and planets".

LAYOUTS

They are made by children and teachers - a model of the district, a model for a fairy tale, climatic and natural zones.

COGNITIVE PYRAMIDS

Pyramid "Transport" - water, air, road, rail and maps of the routes. During the game, the child travels, rearranging the figures of cars, trains, planes.

The musical-noise pyramid designates a musical corner in the group. Musical instruments are attached to it.

Pyramid "Nimble fingers" - toys made from old clothes, plastic containers, multi-colored lids are placed. Braids for weaving, laces, bows, threads.

Pyramid "Favorite Land" - a map of the region, animals and plants.

Pyramid "Seasons" - spring, summer, autumn, winter, objects of living and inanimate nature.

MINI MUSEUMS

There are separate sections of halls, groups. Mini-museums play a great cognitive and educational role. Created by a team of children, parents, educators. Equally important is the presentation of family exhibits collected together with parents. The exhibits are labeled with the names and surnames of the child. You can place mini-museums: "Wonder Tree", "City of Masters", "Fun Toys", "Best Friend", "Book World", "Our Motherland - Russia", "Costume Theatre", "Puppet Theatre".

The Miracle Tree mini-museum consists of two parts: on the one hand, exhibits about the life of a tree in nature - a three-dimensional model of a tree, animals associated with it, photographs of forest inhabitants and various trees; the opposite wall is decorated in the form of a wooden house, with windows through which the forest is visible, wooden products are placed - toys, household items, birch bark crafts, books about plants.

Mini-museum "City of Masters". The city is run by a shoemaker, a baker, a hairdresser, living in houses. The inhabitants of the city - little men from the dough - can ride a train, a horse, or just relax in their apartments.

The mini-museum "Best Friend" was created from exhibits related to the life of dogs - stone, wooden, glass, plastic, paper figures of dogs, large and small toys, children's decorations - games, postcards, photo albums, calendars, stamps, magazines, books, videos, plastic bags relevant drawings; photos of own dogs and stories about them; dogs made by children and their parents.

The mini-museum "World of Books" includes types of books: old editions, baby books, folding books, musical ones.

The mini fun toy museum includes all kinds of fun toys with ropes, buttons, etc.

Mini-museum "History of things". Antiques, household items and household utensils are selected - jars, towels, baskets, bast shoes, cast irons and samovars, tongs, yoke, balalaikas, gramophones, chests, clothes.

Mini-museum of nature - unusual objects of living and inanimate nature.

1. Natural objects - mushrooms, tree cuts, corals, abandoned nests of birds or wasps, feathers).
2. Geographical maps, atlases (maps for the location of museum exhibits).
3. Items made from natural materials.
4. Family collections of stamps, postcards, calendars, badges with a natural theme.
5. Items made from waste.
6. Items that show various environmental and resource-saving signs.

Description of the exhibit is carried out on separate sheets of paper, placed in file folders.

Exhibit description scheme

1. Drawing, photograph of the exhibit.
2. The name is scientific, everyday, folk.
3. Where collected - the place of collection, its features, country, environment.
4. Collected by: name of the donor.
5. Information about the exhibit - where it is found, what are the features, how it is used by a person.
6. Use in working with children - what to look for, in what types of activities it will be useful.
7. Additional literature - for children and teachers.

"Bottle Kingdom"

Doll from plastic bottles

Stages of making a doll.

1. Cut off the bottom of the bottles in the right proportions.
2. Roll a piece of linoleum into a tube, stick it into the necks of the bottles and connect the torso and head.
3. Cover the head of the future doll with a stocking in two layers, tightening it at the top of the doll's head and from below on the neck.
4. Make hair out of yarn and attach to the head, decorate the details of the face.
5. Cut a strip 1.5 cm wide from the bottle - the future frame of the hands. From the leather, cut out the details depicting the hands.
6. Sew clothes for the doll that match the intended image.

bottle thermometer

Take a plastic bottle with a volume of 400 - 500 ml and pour those tinted water. Then place a cocktail straw in it and secure it with plasticine - an analogue of a mercury column. At the back of the bottle, attach a cardboard with divisions from 1 to 10 printed on it. When the temperature rises, the water in the straw will rise, and when it drops, it will fall.

Non-standard physical culture equipment

hammock

Basic movements: throwing, catching.

Caterpillar

Two holes are made in plastic balls, one exactly opposite the other, and they are strung like beads on a cord. The cord is pulled 50 - 60 cm above the child's outstretched arms. Children move the balls with a gymnastic stick, stepping one after another. The correct posture is formed, the children try to stand on their toes and reach for the balls.

soft target

Basic movements: throwing at a moving target, jumping, tossing up, balance exercise.

Foam squares (20 \ 20 cm) are covered with fabric, a target is sewn in the center, a loop is made in one of the corners (for stringing on a rope). The rope on which the target is located is pulled across the entire gym. Children can perform throwing at a target in a frontal way (swing the rope - throwing at a moving target).

1. Hold the target with your knees, jump to the right, to the left, forward.
2. Place the targets at a distance of 40 - 60 cm from each other, perform jumps over the targets sideways, with an added step.
3. Ball in one hand, soft target in the other. Throw the ball up, catch it on a soft target.
4. Target on the head, arms to the sides. Move around the hall with turns, zigzags, back to front, try to keep the target on your head.

Cards with exercises

General developmental exercises.

Mats for foot correction

The material for the rugs can be different: synthetic materials, sewn on buttons, rows of metal bottle caps.

Today there is no doubt that preschool childhood is a unique period, a time of rapid growth and development of children. Professor of the University of Chicago B. Bloom built a curve that reflects the speed of child development and the degree of influence exerted on it by the conditions of a child's life at different ages. In particular, B. Bloom claims that 80% of a child's mental abilities are formed precisely in preschool childhood: of these, according to IQ-tests, 20% of the abilities the child acquires before 1 year, another 30% - up to 4 years and 30% - from 4 to 8 years. Of course, the percentage definition of abilities is very conditional, but the extremely rapid development of the preschooler and his special sensitivity to external influences is difficult to deny. The second pattern, noted by B. Bloom, concerns that very special sensitivity, the sensitivity of the age before school: if you believe the curve, it turns out that, than younger child, the greater the impact on it exogenous factors - external environmental conditions. The susceptibility to the formation of abilities, which is created in preschool childhood, can greatly enrich the development of the child, or, on the contrary, turn out to be a wasted and, alas, a short-lived gift. It is no secret that properly selected game material opens up additional opportunities for the mental growth of a preschooler. Thanks to the modernization program Russian education significant part Innovative equipment has become the subject-developing environment of preschool institutions: interactive whiteboards, tables, multimedia children's studios and tablets. A special learning space is already emerging around these “smart” and “beautiful” devices. And it is important for teachers, it is necessary to take into account the importance that work with media has in the system of general development of children. Having answered the question: how and what kind of interactive equipment should be used in order to best ensure the development of the child's abilities, preschool pedagogy will avoid spontaneous and not always expedient enrichment of the subject-developing environment. Today's children are exposed to the world of media very early. This is, so to speak, a natural process, a sign of our time. But the fact that pedagogy will try to find a way to effectively use a new teaching tool is seen as an unconditional achievement. modern system education. In fact, the inclusion of interactive equipment in the educational environment of the kindergarten is the beginning of a long practical journey, a detailed and thorough test of what modern technological tools can provide for the development of a child. We hope that general recommendations on the organization of activities and examples of training tasks obtained experimentally will become the "first signs", elements of building a methodology available to any competent teacher. So, in order for the introduction of interactive equipment to really enrich the playing space of a preschooler, contribute to the expansion and deepening of his activities, we must establish and comply with the following conditions for the use of interactive tools. The first is free communication between an adult and a child or a child and other children, when a “smart” object supports the human, personal interest of the participants in the game to each other.
This is very significant, since the undivided attention of the child, the enthusiasm for the digital attribute, most likely, is the reason for the unsuccessful use of technical means in everyday life. As evidenced by the observations of American colleagues (S. Dosani, P. Cross, 2008), preschoolers immersed in the interactive world not only are not smarter than their peers, but lag behind them. The speech development of a child who spends two to four hours a day in front of the TV is delayed by a year! - a very painful deviation from the norm. The second is an appeal to "children's" activities. Unlike school age, where educational activities flourish, and the transmission of a certain minimum of knowledge, skills and abilities is the core of curricula, preschool education shapes the child's abilities, creates the prerequisites for future successful work. The kid plays, draws, designs, listens to fairy tales, which means he learns to think, perceive the world, navigate in space and time, master speech.
It is good if the interactive equipment can enrich the situation of ability formation, that develop during early childhood. In other words, interactive equipment should be aimed at improving "children's" activities. Changing and becoming more complex each time, it will “pull up” the abilities of children. The third condition is the independence of the child. In activity, each preschooler himself discovers the abilities hidden in him, and training only suggests the way to this discovery. Naturally, one child "finds" more than another. But an indispensable aspect of developmental learning is independent work preschool children with one or another material.
This imposes certain requirements on the quality of interactive equipment. So, if the technical side of interaction with the object turns out to be excessively complex, the child will not be able to take on the task, and the development of abilities will thereby be suspended. The same applies to the situation when the executive, “working” part of the process relies on qualities that have not yet been formed at preschool age, for example, a developed eye or hand motor skills. It should be remembered that the easier it is for a child to master the methods and techniques of working with interactive equipment, the more opportunities he will have for independent knowledge and transformation of the surrounding reality. In the 20th century, the American professor O.H. Moore created a "talking" typewriter - a prototype of a modern "children's" computer. The child pressed a key, the machine sounded it, pronouncing the corresponding sound, and a large letter appeared on the luminous screen. So, working with this equipment turned out to be fundamentally accessible even to small children aged two to three years. Within a year and a half, preschoolers were actively typing their own compositions on a typewriter, that is, they switched from executive actions to the embodiment of a creative idea. The fourth condition is pedagogical support, organization of children's activities. Self-reliance is the key to a child's development. But it should not be assumed that the preschooler's acquaintance with the outside world is random. On the contrary, in the educational space it is difficult to imagine a moment when a child is forced to "touch" to look for ways to comprehend reality. Here, the teacher not only does not take the position of an outside observer, he supports and supervises children's activities, setting gradually more complex tasks for its participants. From the point of view of modern pedagogy, it is necessary that an adult, regardless of what external means is used to organize the game, has the opportunity to direct children's activities, expanding and enriching it, taking into account individual achievements and the rate of development of the child. And this means that interactive equipment cannot set a rigid framework for an invariable environment: the content side of working with technology should change as the preschooler masters a new stage of activity. The fifth condition is the support of children's creativity. Creativity is a natural state of childhood, which is not burdened by stereotypes, a natural gift of the period before school. Children's creativity must be protected and cherished simply because only in it, in free independent activity, abilities are laid that are of indispensable importance for the future life of a person. First of all, we are talking about operating with images in the search for solutions to various scientific and artistic problems. There is every reason to believe that the ability to see the world like a child, without blinders and barriers, is the basis of imagination - an integral part of any serious discovery.
American chemists W. Platt and R. Baker conducted a study, a survey among 232 scientists. Their conclusions quite accurately define the role of creativity in the process of discovery, the creation of something new. According to scientists, a unifying, clarifying idea occurs when a researcher who is deeply interested in solving a problem does not consciously work on it. In typical cases, this is going beyond the obvious conclusion, the conclusion that any other person would make, based on the available information. In fact, the emergence of a new idea is nothing more than a leap of the imagination or the result of thinking in creativity. What about the activities of people of art? She, like no other, is based on impressions, bright and vibrant colors. Ultimately, modern science, but what is there - human labor in many areas cannot develop without creativity. And creativity is born in the preschool childhood of the child. Through the support of children's initiative, learning without "training" and patterns, independent activity of the baby, a creative personality is brought up. And of course, few activities require more imagination from a child than artistic creation. We can safely say that the drawing, modeling, writing of a child is not an empty "violence of fantasy", but a necessary basis for future brilliant achievements.
It does not seem superfluous to recall the remarkable effect that creativity, included in the activities of a preschooler, gives: removing the barriers of uncertainty, it greatly increases the speed of mastering any educational program. The secret is that there are no memorization mechanisms in creativity. This emotional activity is addressed to the personality of the child, using both conscious and subconscious channels. And if you don’t get carried away and don’t turn interactive equipment from a means of developing abilities into an end in itself, it becomes obvious that in preschool childhood, the pedagogical value is not the fact that the child has mastered this or that technical means (Misha can type, but Kolya can’t) and not the result of the activity as such. (Misha types faster than Kolya), but an emotionally colored process, a creative action (young writers invented and printed a fairy tale). As a specialist and as a practitioner, we are sure that the principle of operation of the equipment should not teach the child something unusual, but, on the contrary, expand and deepen the aspects of development that are natural for preschool age. Then a sense of interest and attractive, accessible activities will open up additional opportunities for the mental development of children.
Independent results of the formation of intellectual abilities of preschoolers(and only in the first year of study, my pupils, children of senior preschool age with severe speech disorders, eight times became the winners of the All-Russian and twice - International quizzes, won the All-Russian and International Olympiads in cognitive and speech development) make real the very idea of ​​the positive impact of interactive media. Unfortunately, in the minds of the layman, largely due to the approach of Western public institutions, a negative image of digital technologies has taken root, in particular, their impact on the health and development of the child. If it turns out that deviations in mental and personal development, fixed by foreign colleagues (American Academy of Pediatrics; J.I. Clark; D. Burke, D. Lotus, etc.), say, a serious - more than a year - lag in mastering speech, lethargy, inertia, decrease creativity or, on the contrary, increased emotional arousal of children - the result of not including an interactive tool in the life of a preschooler, but a consequence of its incorrect use, the theory will certainly rethink all these facts that frighten us. It is very likely that through new facts, fixing the full development of the child, it will be possible to remove the unfair accusations addressed to the majority of interactive media. Then, from doubt and limitation of contacts with interactive equipment, from the spontaneous introduction of multimedia technologies into the educational process, preschool pedagogy will pass to the thoughtful use of the resources of the 21st century. The material was prepared by: teacher-speech therapist MBDOU CRR No. 5 "The World of Childhood" Afonina N.Yu.