Subject-developing environment in the early age group
Prepared by: educator
Smirnova Ekaterina Vladimirovna
corowina.ucoz.com
Welcome to our wonderful kindergarten! There are always a lot of things to do here for the development of children!
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Subject-game environment.
Subject-wise – gaming Wednesday- this is first of all Liberty choice child the place of play, its content, play material as a factor motivating, directing and developing play activity.
Subject-wise - gaming Wednesday - it is a living system that constantly changes as children grow.
Subject-wise - gaming Wednesday - in modern preschool institutions must meet certain requirements: this is, first of all, the child’s freedom to achieve the theme, plot of the game, certain toys, place and time of play.
Federal State Educational Standards requirements for developmental object-game environment.
3.3.4. The subject-game environment should be:
- rich,
- transformable,
- multifunctional,
- variable,
- accessible,
- safe.
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Our joy cannot be counted - at the game center everything is!
Nature Center
Experimental Research Center
Book Center and theater center
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MBDOU kindergarten "Malyshok" Project Topic: "Organization of a subject-development environment (SDE) in a group of preschool educational institutions in accordance with the Federal State Educational Standard"
Prepared by: teacher Belokur L.N.
Sl. Rodionovo-Nesvetaiskaya 2015
“A developing subject environment is a system of material objects of a child’s activity that functionally models the content of his spiritual and physical development. An enriched environment presupposes the unity of social and objective means of ensuring the child’s varied activities” (S.L. Novoselova).
Methodological theme of the project: “Organization of a subject-developmental environment (SDE) in a group of preschool educational institutions in accordance with the Federal State Educational Standard” Creative name of the project: “Creation of a subject-developmental environment in the 1st junior group of MBDOU d/s “Malyshok” Project motto: “For development The child’s personality is influenced not only by heredity and upbringing, but also the environment in which the child lives plays an important role.” Type of project: information and research, practice-information, oriented, cognitive-creative. Type of project: internal, group, interdisciplinary, long-term. By number of participants: collective Project participants: administration, teachers, parents, children. Subject of the project: Team work teachers with parents on organizing a subject-developing environment in the Product group project activities: design of a subject-developmental environment in the 1st junior group of a preschool educational institution Duration of the project: annual. Project support: logistics; educational and methodological equipment; information support Thematic field: integration educational areas in the 1st junior group of preschool educational institution Venue: Sl. Rodionovo-Nesvetaiskaya, MBDOU d/s “Malyshok”
Business card project
The environment - the development of a child in the structure of the Federal State Educational Standard - is a complex of material and technical, sanitary and hygienic, social, everyday, public, ergonomic, aesthetic, psychological, pedagogical, spiritual conditions that ensure the organization of the lives of children and adults in preschool educational institutions. The developing subject environment is a set of natural and social cultural subject means, the nearest and promising development child, his formation creativity providing variety of activities; has a relaxing effect on the child’s personality and provides various types of activity. The formation of a subject-developmental environment is a dynamic process that allows the teacher to show creativity, involving parents in the work, and organize the interaction of specialists in the formation of a developmental space in the group.
“What is a subject-development environment?”
Project implementation stages
1. Organizational and preparatory stage: Studying methodological literature on this topic. Formation of the problem, goal, and objectives of the project.
2. Organizational and preparatory stage: Studying methodological literature on this topic. Formation of the problem, goal, and objectives of the project.
3.Final stage: Summing up. Preparation of materials for the project. Creating a presentation.
Study the normative – legal framework principles for constructing a subject-developmental group environment in accordance with new requirements. Setting the goals of the project, defining tasks, drawing up a model of the subject-developmental environment of the group. Studying the features of a group room, identifying zoning features in accordance with the age of pupils and compiling a list of necessary equipment in play centers. To change traditional ways of organizing the subject-developmental environment, taking into account the peculiarities of the modern child’s perception of the world. To interest parents in organizing a subject-based development environment.
1. Organizational and preparatory stage
Children's activity cannot be complete on a purely verbal level, outside the objective environment, otherwise the child will lose the desire to learn new things, apathy and aggression will appear. Correct organization and skillful inclusion of the child in active interaction with the surrounding objective world is one of the conditions for the effectiveness of the organizational educational process of a preschool educational institution.
Relevance of the problem
selection of fiction and methodological literature, selection of visual material (presentations, illustrations, photographs, sketches), preparation of material for productive activity, didactic, role-playing games, exhibitions creative works children together with their parents creating conditions for open events(decoration of a group room) use interactive technologies(projector, digital camera, stereo, laptop) Internet materials.
Material and technical resources (necessary to complete the project):
Model regulations on a preschool educational institution" (order of the Ministry of Education and Science of the Russian Federation (Ministry of Education and Science of Russia) dated October 27, 2011 No. 2562; registered with the Ministry of Justice of the Russian Federation on January 18, 2012) "Sanitary and epidemiological requirements for the design, content and organization of the operating mode of preschool educational organizations"" SanPiN 2.4.1.3049-13 (Position of the Chief State Sanitary Doctor of the Russian Federation dated May 15, 2013 N 26 Registered with the Ministry of Justice of the Russian Federation on May 29, 2013 Registration N 28564 Order of the Ministry of Education and Science of the Russian Federation (Ministry of Education and Science of Russia) dated October 17, 2013 N 1155 “On approval of the federal state educational standard preschool education» Registered with the Ministry of Justice of the Russian Federation on November 14, 2013 Registration N 30384 Letter of the Ministry of Education and Science dated November 17, 2011 No. 03-877 on the implementation of the order of the Ministry of Education of Russia dated July 20, 2011 No. 2151 “Approximate list of play equipment for educational and methodological support of preschool educational institutions Letter of the Ministry of Education of Russia dated 05/17/1995 No. 61/19-12 “On psychological and pedagogical requirements for games and toys in modern conditions” Long-term work plan for organizing educational activities of the group
The regulatory framework governing the choice of equipment, educational, methodological and gaming materials for creating a subject-development environment:
Creation of a subject-developing environment taking into account the requirements of the Federal State Educational Standard for Educational Education and the “Childhood” program, in order to create favorable conditions for the development of children in accordance with their age and individual characteristics. To attract the attention of parents to the problem of creating a subject-developmental environment in preschool educational institutions
Objective of the project:
1. To study and put into practice new approaches to organizing a subject-based developmental environment that ensures the full development of preschool children. 2. Organize a developmental environment that promotes emotional and mental well-being in the timely and comprehensive development of each child, taking into account their needs, inclinations and interests. 3. Create conditions for ensuring various types of activities of preschoolers (play, motor, intellectual, independent, creative, artistic, theatrical), their integration and creative organization (creativity) in order to increase the efficiency of the educational process. 4. Organize unity of approaches to raising children in a preschool educational institution and family.
Project objectives:
Project implementation will ensure integrity pedagogical process and will create an environment that satisfies the needs of the current, immediate and future creative development every child. Will create a creative atmosphere in the work of teachers. Will promote free orientation in space and time. Parents' interest in creating a subject-development environment in the group will increase.
Planned result
Principles of organizing the PRS
The strategy and tactics for building a developmental environment in a group are determined by the characteristics of a personality-oriented model of education, aimed at promoting the development of a child as an individual.
The main components when creating a PRS in a group 1. Space 2. Time 3. Subject environment
Implemented in preschool educational institutions educational program; Requirements of regulatory documents; Material and architectural-spatial conditions; preferences, subculture and level of development of children; General principles for constructing a subject-spatial environment Reliance on a person-oriented model of interaction between the teacher and the child.
Conditions for creating a PRS in a group
Accumulation of experience in subject-cognitive and communicative activities. Development of cognitive interests and creative reflection of impressions in various types of productive activities. Participation of teachers, children and parents in the transformation of the subject-development environment.
Features of the organization of a subject-development environment in a group
Informativeness Variability Multifunctionality Pedagogical expediency Transformability Integration of educational areas Taking into account gender role specificity Taking into account the ZPD (zone of proximal development).
Principles of organizing the PRS
The function of preserving a single educational space in conditions of content and organizational variability of preschool education The function of humanization of preschool education, focusing on the priority of universal human values, the life and health of the child, the free development of his personality in modern society and the state. The function of protecting the child from incompetent pedagogical influences in the conditions of the Variability Function of preschool education. The function of increasing the efficiency and quality of preschool education. Criteria-evaluation function
Functional requirements
Compliance with pedagogical value, Compliance with the implementation of educational areas, Gender, Compliance with the developmental function, Qualitative characteristics of games and toys, Consideration of the main form of work with children, Productive activity, Cognitive and research orientation, Stimulation of motor activity Regionalism Optimality, Certification, Integrity,
Psychological and pedagogical requirements for PRS
Technology of student-centered education Game technologies Developmental learning Project-based teaching methods Research methods Problem-based learning Information and communication technologies Modeling technology Health-saving technologies
Use of technology in the creation of PRS
: Children should be protected in every possible way from the negative influence of toys that: provoke the child to aggressive actions and cause cruelty, provoke game plots associated with immorality and violence, cause an unhealthy interest in sexual problems that are beyond the competence of childhood. Anthropometric factors ensuring compliance of height and age characteristics with the parameters of the subject development environment. Furniture must be in accordance with the requirements of SANPiN, Federal State Educational Standards for Education. The subject development environment should contribute to the implementation of educational areas in the educational process, including: 1) joint partnership activities of adults and children; 2) free independent activity of the children themselves in the conditions of a subject-based developmental educational environment created by teachers, which ensures that each child chooses activities according to his interests and allows him to interact with peers or act individually.
Factors to consider when organizing a PRS:
Features of the organization of a subject-development environment in a group Accumulation of experience in subject-cognitive and communicative activities. Development of cognitive interests and creative reflection of impressions in various types of productive activities. Participation of teachers, children and parents in the transformation of the subject-development environment.
2. Implementation (Main) stage
Center for Nature and Experimentation
Design Center
Role-playing games center
Book Center
Theater and Physical Activity Center
Center visual arts
Retreat Center
Center "Traffic Rules and Safety"
Center for Sensory and Mathematical Development
“There is no aspect of upbringing that is not influenced by the situation, there is no ability that is not directly dependent on the concrete world immediately surrounding the child... Among it, the child will live, develop, his spiritual growth will be improved from himself, from nature ..." E.I. Tikheyeva
A small child is by nature an explorer. In the third year of life, the child’s exploration of the surrounding world continues. Objective activity becomes the leading one and determines the main changes in the child's life. In the process of learning the immediate environment, the child's attention is attracted by a wide variety of objects of the surrounding world. The task of an adult is to help the child understand the interesting world of knowledge, to create conditions for the development of the child. One of these conditions may be the subject-developing environment around the child. I bring to your attention a photo gallery of a subject-developing environment in the 1st junior group.
THE MOTOR ACTIVITY CENTER includes equipment for developing children's skills, for protecting and strengthening the health of preschool children, and for their physical development. This zone concentrates equipment for developing walking, running, jumping, crawling, throwing, and rolling skills. Also in this area there are attributes and aids for organizing outdoor games. For a child with high physical activity, getting to know the world around him is easier and more interesting.
THE CENTER OF STORY-ROLE PLAY is a universal way of life for a child. In role-playing games, the child tries to reproduce the actions of adults that he observes in his Everyday life. Play is one of the important means of understanding the world around us. Play is an important condition for the social development of children. The game promotes the physical development of children, stimulating their physical activity. For the timely development of play in a group, it is necessary to create conditions: equip the play area with children's furniture, introduce various role-playing attributes into the play area, including copy attributes and substitutes, which will help the child use the accumulated experience in the world of play.
CENTER FOR SENSORY DEVELOPMENT. Harmonization of body movements, fine motor skills hands contribute to the formation of correct pronunciation, helps to get rid of the monotony of speech, normalize its pace, and reduces psychological stress. The development of the processes of perception and sensation in children significantly enriches thinking. The process of familiarizing a child with sensory standards occurs gradually in accordance with the laws of early childhood. An important condition facilitating sensory development is a specially organized developmental environment that includes: pyramids, various color range, various shapes and various textures, lacing, various inserts, didactic games, etc.
CENTER FOR DIDACTICAL GAMES Didactic games in younger age should, along with other games, provide a cheerful, joyful mood, promote the life of children in a group of peers - teach children to play nearby. Didactic games direct children's attention to surrounding objects, teach them to notice, see, and analyze. During didactic games, children learn to hear a word, correctly relate it to actions and objects, and also develop children’s active vocabulary. Many didactic games at a younger age, they are accompanied by movements, which contributes to the development of coordination. In a developing environment, it is advisable to place didactic games for the development of speech, familiarization with the outside world, and for the development of sensory representations.
RESEARCH ZONE is organized in a group in order to form cognitive emotions and develop curiosity. In the 1st junior group, experimentation is carried out mainly in games, classes, which contain both research and game components and make a gradual transition from games - fun to educational - cognitive activity- they are invaluable for the development of such a wonderful quality as observation.
A CORNER OF PRIVACY in a group is organized for a number of reasons. Firstly, a child needs his own personal space, where he can be alone with his thoughts, relax and explore the world around him with renewed vigor. Photo albums with photographs of the child's family members can be placed in the Privacy Corner, and there can also be books in the Privacy Corner, the content of which will be determined by the age of the children.
MUSICAL AND THEATER CENTER; - must be equipped in a group in order to create conditions for the accumulation of musical impressions by children, the development of musical thinking, memory, speech. The equipment of the musical corner contributes to the manifestation of children's abilities in different types musical activity. Next to the musical corner, you can place a theatrical activity zone in which you can place various types of theaters and add attributes for independent theatrical activities of children.
AREA OF FINE ACTIVITIES in early age is one of the centers of the child’s emotional well-being in the group, the development of his artistic abilities and interests. In visual activities, it is necessary to place various visual materials, various means of representation, in order to form in children an idea of their expressive capabilities. In addition, it is necessary to place materials and equipment for appliqué and sculpting in the visual arts area.
Center "Traffic Rules and Safety"
Ecology Center
3. Final stage
*Monitoring the effectiveness of the project, the degree of achievement of the set goal *Systematization of materials from the work of the MBDOU on the topic of the project. *Final review competition for the best organization of a subject-development environment in a preschool educational institution. *Methodological materials “Designing a developmental environment taking into account the new requirements of the Federal State Educational Standard for Education in order to create favorable conditions for the development of children in accordance with their age and individual characteristics.
Comparative analysis of monitoring of the ORS group
Conclusion (Conclusion)
A properly organized subject developmental environment, aimed at the personality-oriented development of the child, stimulates communication, curiosity, and promotes the development of qualities such as initiative, independence, and creativity. The subject environment, organized taking into account the individualization of the child’s life space, is characterized by dynamism. Children feel competent, responsible and try to make the most of their abilities and skills. It is also important that the work to update the subject environment unites all participants in the educational process: teachers, children and parents. Such a subject-based developmental environment does not remain constant; it is always open to changes and additions in accordance with the changing interests of children
During the implementation of the project, key competencies are formed
Information
Technological
Social-communicative
- Ability to plan the stages of your activities. - The ability to bring the work started to the end. - Ability to establish causal relationships.
- Ability to receive necessary information in communication. - Ability to participate in team activities. - Ability to respect others. - Ability to interact on the child-adult system
Further development of the project in the perspective of the group's work
Participation of parents in the organization of the PRS of the "Solnyshko" group
Participation of pupils in the organization of the PRS
Recommendation for organizing PRS 1. The environment should perform educational, developmental, nurturing, stimulating, organized, and communicative functions. But the most important thing is that it should work to develop the child’s independence and initiative, based on a person-oriented model of interaction between students and adults. 2. Flexible and variable use of space is necessary. The environment should serve to meet the needs and interests of the child. 3. Shape in design kindergarten focused on the safety and age of children. 4.Organizing subject environment in a group room it is necessary to take into account the patterns mental development, indicators of their health, psychophysiological and communication characteristics, the level of general and speech development, as well as indicators of the emotional-need sphere. 5. The space of a group room should be multifunctional. Decorative elements should be easily replaceable 6. The color palette should be represented by warm, pastel colors. 7.When creating a developmental space in a group room, it is necessary to take into account the leading role of play activities. 8. The subject-development environment of the group should change depending on age features children, period of study, educational program
Code for embedding a presentation video player on your website:
Presentation on the topic:
"Subject-developmental environment in kindergarten"
The presentation shows separate areas where children can spend their time.
Slide captions:
slide 1
Subject-based development environment, middle group.
The presentation was made by: teacher Provina Zh. A.
Slide 2
Book Center , the content of which corresponds to the age characteristics of children of a given age, implemented in a preschool institution by an educational program. It contains books with works of art by children's writers and fairy tales. The main principle of selection is a minimum of text, a maximum of illustrations.
Slide 3
"Demonstration center"
The center presents subject and subject pictures on lexical topics: furniture, tools, clothing, toys, household appliances, professions, etc.
Slide 4
Creativity Center the most well-lit place in the group is assigned. Early age is most favorable for the development of visual and creative activities. Here, in their free time, children draw, sculpt, and do appliqué work. Therefore, in the creativity corner there are sets of pencils, stencils, drawing paper, coloring books, gouache and brushes, water jars, scissors, colored paper, plasticine.
Slide 5
INmusic center children develop their aesthetic taste, exercise musical abilities, which bring children many joyful moments.
There are musical instruments here: tambourines, rattles, bells, rattles, whistles, musical hammers, pianos, etc., which bring children many joyful moments and develop phonemic hearing and a sense of rhythm.
Slide 6
theater center , in which children play not only role-playing games, but also director's games and dramatization games.
We introduce our students to various types of theater so that each child can choose the theater that is closest and most convenient to him. Therefore, different types of theaters are concentrated here: pictures (plot and subject), table theater, finger theater and puppets. Meeting characters from fairy tales helps children relax, relieve tension, and create a joyful atmosphere.
While playing theater, children are united by an interesting idea and demonstrate unexpected facets of their character. Children happily participate in productions and happily act as directors and spectators.
Slide 7
Game center for girls “Kitchen”, where there are kitchen utensils, tableware, teaware, and household appliances. They bring joy and pleasure to children and form an understanding of the world around them.
Slide 8
Game center "Living Room" where the crib, sofa, strollers, dolls, toys for dolls, construction sets for making tables and chairs are located.
Slide 9
Game center "Beauty Salon". The center is equipped with various equipment: mirror, combs, bottles, shampoos, balms, creams, hairpins, hair dryer, cape, curlers, curling irons, mannequin.
Slide 10
Game center "Shop". This center is equipped with a variety of materials: a display case, a counter, models of vegetables and fruits, tea jars, fish products, dairy products, baskets, and a trolley.
Slide 11
Game center "Hospital".
The center has gowns, caps, pencil and paper for prescriptions, a phonendoscope, tonometer, thermometer, cotton wool, bandage, tweezers, scissors, sponge, syringe, ointments, tablets, powders, etc.
Slide 12
Game center for boys. This center contains everything necessary for the development of boys: cars and trucks, work tools, soldiers.
Slide 13
Design Center.
Constructive activity has a positive impact on the development of children’s play activity, since by constructing buildings from different building materials, they create something new, select the right material for their structure, plan their actions, and expand their knowledge about the shape, size, color and arrangement of objects in space, coordinate their actions with the actions of their comrades.
In the center there are different types of construction sets, Legos, wooden cubes, large soft cubes.
Slide 14
Center for educational games. The center is aimed at developing speech, sensory perception, fine motor skills, and imagination. There are printed board games, various types of puzzles, lotto, inserts of various shapes, lacing toys of various types, and different types of mosaics.
Slide 15
Health Center – a fun place to be in a group. It is very popular among children because it fulfills children's need for physical activity. Here children can do physical exercise. In the center there are pins, balls of different sizes, a set of plastic balls, and hoops.
Slide 16
Experimentation Center.
Designed for educational and research activities of children. It contains sets for experimenting with water, sand, natural materials, objects made of various materials “sinking or not sinking,” sugar, salt, etc. There is also visual material: illustrations of animals, birds, fish, insects, plants; series of pictures “parts of the day”, “seasons”.
Slide 17
Center "Road Rules".
Designed to prevent children's road traffic injuries - a problem for our entire society, to teach children how to behave correctly on the roads, and to develop children's skills for safe behavior on the roads.
It presents attributes for role-playing games with a road theme, visual and illustrative material (illustrations: transport, traffic lights, road signs; plot pictures with problematic road situations); methodological guide for teaching children traffic rules (road layout); designers; children's fiction, drawings.
Slide 18
Thank you for your attention!
The environment provides every child with equal opportunities to acquire certain personality traits. It is difficult to overestimate the importance of the environment, but not every environment can be developmental. Today, equipment often does not comply with GOST. There is no culture of color and shape, so the impression is of a fair, unsystematic filling of groups with random objects that do not create a subject-developing environment.
We believe that the problem of a subject-development environment is relevant today. In our group we try to develop and enrich it.
Purpose of the presentation: show the role of the subject-development environment on the development of children; exchange of experience in creating a developmental environment.
Place of application: on pedagogical councils, on RMO, as a visual aid for students.
The subject-development environment acts as a condition for the full development of the child. From an early age, the central nervous system develops intensively. The developing brain learns to reflect the world around it, which unfolds before the child’s eyes. In other words, for the brain to develop, it must reflect a bright, impression-rich world that evokes an emotional response, activating vision, hearing, tactile sensitivity, and speech. The developmental environment promotes self-confidence, provides the opportunity to test and use one’s abilities, and stimulates the expression of independence, initiative and creativity.
In kindergarten, a child gains experience in emotional and practical interaction with adults and peers in the most significant areas of life for his development. The possibilities for organizing and enriching such experience are expanded provided that a subject-specific developmental environment is created in the group.
By subject-developmental environment we mean a natural, comfortable environment, rationally organized, rich in a variety of objects and play materials. The interior and toys should be comfortable for everyday use. The playing space is dynamic and changes depending on the interests of the children and the creative ideas of the teachers.
The subject component of the environment is described in detail in the works of S.L. Novoselova. She substantiates the concept of a developing subject environment as a system of material objects of a child’s activity, functionally modeling the content of his development, spiritual and physical, and has developed requirements for a developing subject environment, which are defined as follows:
By interacting with the environment, the child not only learns the properties, qualities, purpose of certain objects, but also masters the language of social communication, one of the forms of which is establishing contacts with peers during play activities. This is how the process of developing basic communication skills begins, in which the leading role is given to the teacher. He is a role model; through him, universal moral norms and rules are passed on.
What is the main thing for creating a subject-development environment? It should comfortably combine modern design, i.e. aesthetics and age-appropriate functionality. Comfort gives rise to peace, joy, interest, and a feeling of pleasure. Therefore, the organization of the developmental environment should be carried out on the basis of: the age composition of children, the psychological characteristics of the group; the individual characteristics of children. The object environment should not create only external beauty. This is an open, changing, living system, enriched by novelty. It is developing and developing, as well as enriching. The subject-development environment carries with it enormous opportunities to influence the child - it educates and develops him.
Pelmeneva Albina
Presentation “Subject developmental environment in preschool educational institutions according to the Federal State Educational Standard”
I invite you to view my new presentations on subject-developmental environment and methodological equipment for the favorite group “The Scarlet Flower”. Where is good natural, a comfortable and cozy environment for children, with various playing materials, in which it is possible to simultaneously involve all children in the group in active cognitive and creative activities. We all know that subject-development environment is one of the main components of successful work. So we tried to ensure that our children develop and enjoy every day spent in kindergarten. The subject-development environment is organized as follows: so that every child has the opportunity to freely do what they love and actively realize their gaming plans, because in the game friendly relationships between children are strengthened even better. All available game centers in the group allow creating conditions for children’s creative activity, development of imagination and deeper formation of gaming skills. Shape and design items focused on the safety and age of children. Under any circumstances objective world environment surrounding the child must be updated, adapting to new formations of a certain age. Thus, saturated subject-developmental educational the environment is the main means formation of the child’s personality and is the source of his knowledge and social experience. But the most important thing is that it should work to develop the child’s independence and initiative.
Publications on the topic:
Presentation “Subject-Developmental Environment of Preschool Educational Institutions” The developing environment is a necessary factor for the development of a child. The richer and more intense the developing environment, the more interesting and educational it is.
Subject-based developmental environment for the physical development of preschool children, taking into account the Federal State Educational Standard up to - presentation In April 2017, in preparation for the pedagogical council on physical education, I conducted subject-spatial monitoring.
Subject development environment in a group of preschool educational institutions during the implementation of the Federal State Educational Standard Preschool age is considered as a fundamental period of purposeful development of basic personality qualities. In this regard, Federal.
Subject development environment of the preparatory group for the Federal State Educational Standard. Presentation of thematic corners Presentation on the topic “subject-developmental environment of the group according to the Federal State Educational Standard” of the DS “Rucheyok” of the preparatory group “Golden Fish” This project is for today.
Presentation “Developing subject-spatial environment for the senior group of preschool educational institutions” Dear Colleagues! I offer you my presentation on the developmental environment of the senior group. At the beginning of the presentation, photos of the group from different ones are offered.
Presentation “Subject-spatial developmental environment in a group in accordance with the Federal State Educational Standard” Presentation "Subject-spatial developmental environment in a group in accordance with the Federal State Educational Standard." When creating a development environment in the group, I took into account.
