Organization of a developing subject-spatial environment of a preschool educational institution in connection with the introduction of the Federal State Educational Standard.

“There is no aspect of upbringing, understood as a whole, that is not influenced by the situation, there is no ability that is not directly dependent on the concrete world immediately surrounding the child...

Anyone who manages to create such an environment will make his work easier to the highest degree.

Among her, the child will live and develop his own self-sufficient life, his spiritual growth will be accomplished from himself, from nature...” E. I. Tikheyeva.

The issue of organizing a subject-developmental environment in preschool education today is particularly relevant. This is due to the introduction of the new Federal State Educational Standard (FSES) to the structure of the basic general education program of preschool education, including requirements for the organization and updating of the subject-development environment of a preschool institution. It is important to correctly approach the issue of creating a subject-developing environment. A developmental subject-spatial environment should be understood as a natural, comfortable environment, rationally organized in space and time, saturated with a variety of objects and gaming materials.

1. Requirements for a developing subject-spatial environment in accordance with the Federal State Educational Standard.

A developing subject-spatial environment ensures maximum realization of the educational potential of the group space.

A developing subject-spatial environment should provide the opportunity for communication in joint activities of children and adults, physical activity of children, as well as opportunities for solitude.

The developing subject-spatial environment should provide:

implementation of various educational programs;

• in the case of organizing inclusive education - the necessary conditions for it;
• taking into account the national, cultural and climatic conditions in which educational activities are carried out; taking into account the age characteristics of children.

A developing subject-spatial environment must be content-rich, transformable, multifunctional, variable, accessible and safe.

1. The richness of the environment must correspond to the age capabilities of the children and the content of the Program.

The educational space must be equipped with teaching and educational means (including technical ones), relevant materials, including consumable gaming, sports, health equipment, inventory (in accordance with the specifics of the Program).

The organization of the educational space and the variety of materials, equipment and supplies (in the building and on the site) should ensure:

• playful, educational, research and creative activity of all pupils, experimenting with materials available to children (including sand and water);
• motor activity, including the development of gross and fine motor skills, participation in outdoor games and competitions;
• emotional well-being of children in interaction with the subject-spatial environment;

1. The transformability of space implies the possibility

changes in the subject-spatial environment depending on the educational situation, including the changing interests and capabilities of children;

3. Multifunctionality of materials implies:

• the possibility of varied use of various components of the object environment, for example, children's furniture, mats, soft modules, screens, etc.;
• the presence in the Organization or Group of multifunctional (not having a strictly fixed method of use) objects, including natural materials, suitable for use in various types of children's activities (including as substitute objects in children's play).

1. Environmental variability suggests:

• the presence in the Organization or Group of various spaces (for play, construction, privacy, etc.), as well as a variety of materials, games, toys and equipment that ensure free choice for children;
• periodic change of play material, the emergence of new objects that stimulate the play, motor, cognitive and research activity of children.

1. Availability of the environment assumes:

• accessibility for pupils, including children with disabilities and children with disabilities, of all premises where educational activities are carried out;
• free access for children, including children with disabilities, to games, toys, materials, and aids that provide all basic types of children’s activities;
• serviceability and safety of materials and equipment.

1. The safety of the subject-spatial environment presupposes the compliance of all its elements with the requirements for ensuring the reliability and safety of their use.

The organization independently determines the teaching aids, including technical, relevant materials (including consumables), gaming, sports, recreational equipment, inventory necessary for the implementation of the Program.

2. Functions of the educational environment of a preschool educational institution

The basic patterns of upbringing and training of preschool children make it possible to formulate the functions of the educational environment of a preschool educational institution in accordance with the preschool educational institution program.

• The function of stimulating children's activity is based on the goal of offering the child a variety of material for his active participation in various types of activities.
• Information function.

The necessary level of information content of the environment at different stages of the development of the child’s personality is ensured by the variety of topics, the enrichment of the functional properties of its elements, the completeness and diversity of its elements.

• Function of maintaining psychological health.

The environment is the most important factor for a child, influencing his emotional state.

The content of materials and equipment, their placement, and the layout of the premises should evoke positive emotions and make it possible to find a convenient place for both collective (“free space”) and individual (“solitude corner”, etc.) activities.

• The educational function of the environment does not require special decoding. The environment itself is the very center where bonds of cooperation, positive relationships, organized behavior, and caring attitude are born.
• The developmental function of the environment is the leading one. Only then can an environment claim the high title of developmental when it contains material that is feasible for every child, when it provides steps for the very advancement that we are talking about, meaning development. The developmental function of the subject environment requires for its implementation a combination of traditional and new, unusual components, which ensures the continuity of the development of activity from its simple forms to more complex ones.

3. The subject-developmental environment of a preschool educational institution as a condition for the successful socialization of a preschool child.

3.1 The influence of the subject-development environment on the development of the child’s personality.

A properly organized subject-developmental environment in a preschool institution (in a group) provides each child with equal opportunities to acquire certain personality traits and opportunities for his comprehensive development. But not every environment can be developmental.

The space organized for children in an educational institution can be both a powerful stimulus for their development and an obstacle that prevents the manifestation of individual creative abilities.

Targets for completing preschool education are clearly outlined in the educational standard. A child must have initiative and independence in various types of children's activities, the ability to choose an occupation, partners, to generate and implement various plans, be confident in his abilities and open to the outside world. Therefore, the subject-spatial environment that stimulates the child’s communicative, playful, cognitive, physical and other types of activity should be organized depending on the age specifics of his development.

The objective world of childhood is not only a play environment, but also an environment for the development of all specific children’s activities (A.V. Zaporozhets), none of which can fully develop outside the objective organization. A modern kindergarten is a place where a child gains experience of broad emotional and practical interaction with adults and peers in the most significant areas of life for his development. The developmental environment of an educational institution is the source of the development of the child’s subjective experience. Each of its components contributes to the child’s development of experience in mastering the means and methods of cognition and interaction with the outside world, the experience of the emergence of motives for new types of activities, and the experience of communicating with adults and peers.

The enriched development of a child’s personality is characterized by the manifestation of direct childish inquisitiveness, curiosity, and individual capabilities; the child’s ability to cognize what he saw, heard (the material and social world) and respond emotionally to various phenomena and events in life; the desire of the individual to creatively display the accumulated experience of perception and cognition in games, communication, drawings, and crafts.

A child’s activity in an enriched developmental environment is stimulated by freedom of choice of activity. The child plays based on his interests and capabilities, the desire for self-affirmation; engages not at the will of an adult, but of his own free will, under the influence of gaming materials that have attracted his attention.

Such an environment contributes to the establishment and affirmation of a sense of self-confidence, and it is this that determines the characteristics of personal development at the stage of preschool childhood.

Developmental education is aimed, first of all, at the development of the child’s personality and is carried out through solving problems based on the transformation of information, which allows the child to show maximum independence and activity; assumes the prospect of a child’s self-development based on cognitive and creative activity.

3.2.Developmental environment as a means of socialization of preschool children

A developmental environment is a system of conditions that ensures the full development of a child’s personality. It includes a number of basic sets necessary for the full physical, cognitive, social, and aesthetic development of younger preschoolers.

The subject environment is created taking into account the age capabilities of children, emerging sexual inclinations and interests and is designed in such a way that the child can find an exciting activity or activity during the day.

Man is a social being, his progress depends not only on biological, but also on social laws. Therefore, it is formed only in the presence of social living conditions.

In the process of interacting with other people, the child gains certain social experience, which becomes an integral part of his personality.

Socialization is the process by which a child learns the behaviors, skills, motives, values, beliefs, and norms of his or her culture.

Most often, the process of socialization is understood as a process of adaptation and accommodation.

Kindergarten is one of the main institutions of socialization, where the teacher organizes the conditions for the successful socialization of the child, covering the development of his behavioral, emotional-sensual, cognitive, existential, moral and interpersonal aspects of his life.

The subject-development environment should not create only external beauty. This is an open, changing, living system, enriched by novelty. The subject-development environment carries with it enormous opportunities to influence the child; it educates and develops him.

In preschool age, the main type of children's activity is play; it is in play that the child trains the social manifestations of his future adult life. He learns to interact with peers, feel them, measure and demonstrate his capabilities, determine his position in relation to the world around him and people. Activities in an enriched environment allow the child to show inquisitiveness, curiosity, explore the world around him without coercion, and strive for a creative reflection of what he has learned.

In a developing environment, the child realizes his right to freedom of choice of activities. He acts based on his interests and capabilities, strives for self-affirmation, engages not at the will of an adult, but at his own request.

This approach to organizing children's activities already contains a mechanism for self-development and self-realization of the growing personality.

For normal mental development, a child must always be in constant and continuous interaction with the social environment.

In role-playing games, children learn social roles, methods of interaction, rules of behavior in society, acquire various socially significant qualities, and also in the process of playing together with peers, the child develops the most important communicative qualities necessary for him in the field of communication and interpersonal interaction.

The subject-spatial world of a kindergarten includes a variety of objects and objects of social reality. Such an environment is necessary for children, first of all, because it performs an informative function in relation to them - each object carries certain information about the world around them and becomes a means of transmitting social experience. The subject-based play environment in a preschool institution meets certain requirements: first of all, this is the freedom of the child to achieve the theme, the plot of the game, certain toys, the place and time of the game.

Ensuring the psychological comfort of the child in an educational institution in order to maintain physical and mental health. In preschool childhood, this condition is an important component of quality education as a whole.

The construction of a subject-development environment by adults should make it possible to organize both joint and independent activities of children aimed at their self-development under the supervision and support of an adult. In this case, the environment performs educational, developmental, nurturing, stimulating, organizational, and communicative functions. But most importantly, it works to develop the child’s independence and initiative.

Enrichment and meaningful integration of the centers of activity of the subject-spatial environment, which has a versatile activation potential, promotes the active inclusion of the child in the educational process, is one of the significant psychophysiological mechanisms for transferring games into educational activities in order to form intellectual, personal, physical qualities, cognitive, social motivation of the child to development, self-realization.

Kindergarten teachers are obliged to create conditions for the emergence and development of play, for the development of communication between children in play, to promote the development of different types of play in children, to create conditions for the development of creative play activity of children, to develop in children, in accordance with their individual capabilities, the ability to self-expression, encourage improvisation through facial expressions, pantomime, expressive movements and intonations, teach children to distinguish between moods, experiences, emotional states of characters and people, conveying them through various gaming means, give children the right to choose gaming means.

— The developing subject-spatial environment is systemic, meets the goals of education and training and the requirements of project culture;

— initiates the child’s activity: its objects, means, goals and methods of achieving them are set by the subject environment;

- takes into account the specifics of the age stages of a child’s development, both leading activities (communication, objective activities, games, and others that arise early and develop towards older preschool age.

In other words, it solves the problem of creating a zone of proximal development through the organization of the subject environment; allows children to interact with each other and with adults;

- along with conservative components, it has frequently changing components that encourage children to learn through practical experimentation with these components, as well as to endow conservative components with new meanings. This gives rise to new ideas, methods, images, which enriches both the children’s activity itself (game, construction, and the development of children in it;

- provides the child with the opportunity to live in a different-scale space, commensurate with the actions of his hands (the “eye-hand” scale), his height and the objective world of adults;

— the developing function of the subject environment combines traditional and new components, which ensures the continuity of the development of activity from its simple forms to more complex and meaningful ones.

The principle of position distance in the interaction between an adult and a child. The group room is conventionally divided into three zones: quiet (study, book corner); medium intensity (theatrical, musical, construction zone); high traffic area (sports corner).

The principle of activity provides the opportunity for joint participation of an adult and a child in creating an environment that can change and be easily transformed. Integration and flexible zoning. The diversity of the subject-based developmental environment is structured according to the types of children's activities, provides children with a choice based on their interests and allows them to engage in interaction with peers or act independently.

Such an organization of space will create an opportunity to realize the right of children to freely choose the type of activity.

It is important that the subject environment has the character of an open, non-closed system, capable of adjustment and development. In other words, the environment is not only developing, but also developing. Under any circumstances, the objective world surrounding the child must be replenished and updated, adapting to new formations of a certain age.

CONCLUSION:

Activities in an enriched environment allow the child to show inquisitiveness, curiosity, explore the world around him without coercion, and strive for a creative representation of what he knows. In a developing environment, the child realizes his right to freedom of choice of activities. He acts based on his interests and capabilities. This approach to organizing children's activities already contains a mechanism for self-development and self-realization of the growing personality.

Thus, when creating a subject-developmental environment, as a condition for the successful socialization of a preschool child, it is necessary to take into account the psychological foundations of constructive interaction between participants in the educational process, the design and ergonomics of the modern preschool environment and the psychological characteristics of the age group at which this environment is aimed.

Literature

1. Federal State Educational Standard for Preschool Education (Order No. 1155 of October 17, 2013)
2. From birth to school. Approximate general educational program for preschool education / ed. N.E. Veraksy, T.S. Komarova, M.A. Vasilyeva. – 2nd ed. M.: Mozaika-Sintez, 2014
3. Glushkova G. Subject-based developmental environment - a means of socialization of a preschooler / l “Preschool education No. 5.2013
4. Kavtaradze D.N. Learning and play. Introduction to active learning methods.— M.: Flinta, 1998. 3.
5. Tskvitaria T.A. Subject-spatial environment - publishing house "TC Sfera" - 2014

Consultation for teachers of preschool educational institutions “Individualization of the developing subject-spatial environment of preschool educational institutions”

Consultation for preschool teachers

“Individualization of the developing subject-spatial environment in preschool educational institutions”

Senior teacher

MADO "Kindergarten No. 26"

Noskova Anastasia Gennadievna

I would like to start with these words: “The child is the sun around which the entire pedagogical process revolves; his strength must be revealed, his interests satisfied, his abilities developed.”

All children, as you know, are different, and each preschooler has the right to his own path of development.

Therefore, in a preschool educational organization, conditions must be created for the education and training of the children’s team as a whole, and each student must be given the opportunity to show individuality and creativity.

It seems incredible that just recently the teacher was obliged to teach all children exactly the same way, according to the only permitted program.

Nobody really cared that there were different:

• Children (each has their own interests and hobbies)
• Teachers (one is good at math and awareness classes, while the other is better at visual arts)
• Developmental subject-spatial environment.

Modern preschool organizations have the opportunity to independently choose general education programs in which to educate children.

For several decades, the only training and education program in kindergarten and the entire preschool education system were focused on transferring knowledge, skills and abilities to children (the now well-known ZUNs).

ZUNs are a fairly clear guideline and certainly have a certain developmental effect. It would seem that it’s bad if a child can read, count, clean up after himself, water flowers, draw a person, etc., that the child has some knowledge, skills and abilities.

• It wasn't really important:

• Was the child interested?
• Has the child achieved real understanding?
• Does he perform tasks under pressure from an adult or does it consciously?

• I didn't particularly care that:

• A child who can read will never pick up a book of his own accord.
• Classes in which he was forced to draw something took away his taste for drawing, perhaps for the rest of his life.
• The child is already accustomed to following orders and is almost unable to take initiative and take responsibility.
• New programs for preschoolers have abandoned the ZUN as what should be achieved as a result of education.
• The goal of education in them is no longer the child’s knowledge or skills.

So what?

• The purpose of education is the development of the child according to the principle of individualization.
• It is personal interest and actual cognitive activity that are most important in the development of a child.
• And since we are talking about the goal of development, it becomes clear that it is different for each child, since different children have different initial levels of development and, in addition, different abilities and inclinations, i.e. develop somewhat differently and in different directions.
• Each child has its own characteristics of the nervous system and psychophysical development. The individual characteristics of a child influence his acquisition of skills and abilities and his attitude towards others.
• Observation of a child in everyday life, analysis of his behavior and activities, conversations with parents allow the teacher to plan tasks, methods, and content of the child’s individual development.
• Particularly close attention is needed for children who do not regularly attend kindergarten due to illness or other reasons, children who are “weak”, have low performance in class, are shy, slow, inhibited and pedagogically neglected.

One of the principles of preschool education implemented in the Standard is the construction of educational activities based on individual

characteristics of each child, in which the child himself becomes active in choosing the content of his education, becomes the subject of education.
Let's call this fundamental provision of the Federal State Educational Standard for Preschool Education the principle of individualization
of preschool education.
What do you understand by the concept of individualization?
Contents of the term “ individualization”

” is ambiguous and, despite its frequent use, quite vague.
As a rule, when studying the process of individualization of personality development,

of individuality
comes to the fore .
Quite often this concept is used as a synonym for the concept of “ individual approach
”.

What is individualization of education?

Individualization of education
is the construction of the educational process based on the individual characteristics of each child, in which the child himself becomes active in choosing the content of his education and becomes the subject of education.
What is the principle of individualization based on?

• Based on the premise that no two children learn and develop in exactly the same way - each child acquires and expresses their own knowledge, attitudes, skills, personality traits, etc.
• The child is no longer an “empty basket” that an adult “fills with “information.”
• What does individualization mean?
• Joint interaction between a child and an adult on the development of the child’s key competencies.
• What is individualization based on?
• On supporting children in the development of their potential, in stimulating the desire of children to independently set goals and achieve them in the process of learning.
• What should teachers' attention be directed to?
• The attention of teachers is aimed at ensuring the active participation of the child in the educational process.

The main task of ensuring the individual development trajectory of the child is the creation of the RPPS.

A developing subject-spatial environment should:

• Ensure respect for the individuality of each child.
• Develop:

• self confidence
• initiative
• Creative skills
• independence and responsibility
• ability to accept and implement change
• ability to think critically
• ability to make choices
• ability to pose and solve problems

• Promote manifestation:

• creativity
• fantasy
• ingenuity

• Promote the desire to care about people, society, country, environment.
• The group environment should be child-centered and promote individualized learning.
• It is advisable to divide the group room into activity centers, each of which contains a sufficient amount of materials for exploration and play.
• Equipment, materials and group layout support the development of each child:
• For example:
• “Art Center” (one child paints with oil paints, and the other only paints the finished drawing).
• "Board Game Center" (one puts together a 24-piece picture, while the other prefers a more complex puzzle.)
• The activities presented in the centers should be appropriate to the developmental levels of each child in the group.
• Children themselves carry out individualization when they choose a specific activity center or choose a type of activity.

When designing and creating an environment aimed at ensuring the child’s individual trajectory, the teacher constantly takes into account the characteristics of his development and determines his role in it in relation to each pupil. A child who is strong in intellectual development does not need to explain tasks, actions, or results of activities. In this case, the teacher chooses the role of consultant, then observer. For a child who needs repeated explanations, joint performance of an action, a demonstration, a story, the teacher acts as an active assistant, an accomplice as long as the child needs it. This way of interaction between a teacher and a child orients each of them towards success, the joy of achievement, and therefore towards moving forward, since it is success and the joy of achievement that create confidence in their abilities and force them to return to what they have achieved many times, i.e. to improve.

Let's consider some proposals for individualizing the subject-spatial environment, which can be implemented in groups. We have already based the design of each group on the name of the group; there may also be business cards with photographs of children and teachers.

You can add a “Hello, I’m here!” stand to the locker room. By posting his photo in the morning, the child begins to feel like a member of this group of children and adults.

Each group can have a stand or corner with photographs of children and their birthday. It can be supplemented with a horoscope, the name of the season, month, date (for the purpose of cognitive development). Children's birthday wishes, recorded in their words by the teacher, can be posted there. The birthday atmosphere can be created with a colorful birthday chair, personalized birthday tableware, or a wonderful gift bag.

The “Star of the Day” section is posted in the most visible place with a photograph of a preschooler. Each child in the group must take this place in turn. The value of such a component is that it is aimed at the formation of a positive “self-concept”, the development of self-awareness and self-esteem.

You can track the emotional state of each child during the day thanks to the “My Mood” section or screen. Chips or magnets and smiley faces are placed in specially organized corners for each preschooler. Children thus learn to determine not only their own mood, but also that of other children. Thus, in younger groups, a child can distinguish between two mood states: bad and good, and in older groups - much more.

Based on the fact that the group should belong to children, should help them to better understand and reveal their capabilities and the capabilities of their peers, it is advisable to create a “Panorama of Good Deeds”, which notes the achievements of children during the month and stimulates the preschooler’s desire to join the interests and activities of their peers. For educators and parents, this “Panorama of Good Deeds” is a method of monitoring the development of a child, his achievements (the child learned to tie shoelaces, zip a jacket, draw a house)

You can design a “Business chores” box, which will be filled with badges with the inscription of the role that the child plays today: “chief builder”, “garage director”, “ecologist”, “wardrobe”, “accountant”, “peacemaker” and other assignments This kind of activity allows children to take a direct part in the daily work of the group and provides the opportunity to feel their importance and uniqueness.

Materials in a group may also appear periodically, such as collections. Collecting is an activity accessible to children, taking into account their individual interests and satisfying the need for “collecting treasures.” This corner can be called “Treasure Island” or “Glade of Jewels”. In the process of collecting, the child learns to systematize and study the collected objects. A teacher, presenting to children someone’s collection and talking about it, arouses interest among peers in creating their own.

In addition to creating collections, children can take turns, together with their parents or educators, to design their own mini-museums on a topic of interest. This way of organizing the subject-spatial environment also contributes to the overall development of preschool children, reveals creative abilities, and emphasizes individuality.

The familiarity of the entire children's team and parents with the products of children's activities can be reflected in the permanent “Creativity Wall,” which should be at the children’s level.

And for creative works (paintings, embroidery, works done in non-traditional techniques) parents, relatives of the child, together with the child himself, can create personal exhibitions. The design of such exhibitions develops and instills in the child a sense of pride in his family.

In early childhood groups, pupils may have their own “amulet” or “sleep angel”. It is possible to design a wall “Our Successes”, on which the achievements of children in city, regional competitions and exhibitions or awards received in clubs or sections are displayed. A modern way of informing parents about the achievements and successes of a child - short messages about news and events that happened during the day in kindergarten can be called “SMS mail”. For individual lessons with a child, you can make a “Preschooler’s Sock” in which cards with a photo of the child and an individual task will be inserted.

Each group is individual and unique. The teacher fills it out, focusing on the individual characteristics of each child and the team as a whole.

My group was dominated by boys, so I tried to create an environment that took this into account. Accordingly, we had more cars, designers, a car repair shop was created - a garage with tools, a car shop. In every corner, I tried to take into account the gender characteristics of my students. In the art corner there are coloring books for boys and girls; in the hairdresser - men's shampoos, hair clippers, albums with men's hairstyles and, accordingly, the same for girls, and so on in every corner.

A subject-spatial environment individualized in this way stimulates communication, curiosity, and promotes the development of social skills in children, such as initiative, independence, and creativity. Children feel competent, responsible, and try to make the most of their opportunities.

The ideas proposed during the consultation should be embodied in the design of all group premises.

RPPS development plan in the senior group “Solnyshko” 2020-2021. methodological development (senior group)

RPPS development plan for the 2020-2021 academic year.

The issue of creating a developing subject-spatial environment in a preschool educational institution has always been relevant. However, in connection with the adoption of the Federal State Educational Standards (FSES) for the preschool education program, new priorities in preschool education and new guidelines in creating a subject environment have emerged. Integration of educational areas, abolition of classes as the main form of work with children, priority of play, focus on integrative qualities require new approaches to the formation of the subject-development environment of preschool educational institutions.

After analyzing the environment of our group, we came to the conclusion that our subject-development environment is not sufficiently equipped for children 5-6 years old.

Having identified shortcomings in building a developmental environment in the group, we set a goal: to create a RPPS in a preschool educational institution in a group that facilitates the implementation of OOP, followed by its formation and bringing it to compliance with the requirements of the Federal State Educational Standard, through the implementation of the basic principles of the Federal State Educational Standard.

• In the school year, we plan to supplement the group with gaming material for cognitive and research activities (natural material, didactic games of an environmental nature, didactic visual and handout material for the mathematical development of children, didactic games for the development of logic, thinking, etc.).
• For gaming activities - manuals for role-playing games that would allow children to independently organize a variety of games.
• The life safety corner will be replenished with new manuals on traffic rules and safety at home.
• For communicative activities and the development of speech activity in the group, the speech corner should be supplemented with didactic games for the development of grammatical and coherent speech, tasks for the development of sound pronunciation and material for the development of speech breathing, visual and demonstrative material (pictures for composing sentences and developing coherent speech).
• In the fine arts corner, add visual material on modeling and drawing with step-by-step instructions for children to work independently throughout the day.

The developing subject-spatial environment for the theatrical and musical development of preschool children in the group should be supplemented with new types of musical instruments, musical and didactic games, various types of theater, and costumes.

The organized RPPS group corresponds to age characteristics and is: content-rich, transformable, multifunctional, accessible, variable, safe.

We tried to create the necessary conditions for the development of children: a pleasant, calm, aesthetic environment in the group, supplemented with new playgrounds, a corner “Folk Crafts”), equipped with a variety of toys, including those made with our own hands.

When organizing the RPPS based on a person-oriented approach to each child, we relied on the following principles of construction:

• The principle of “distance, position in interaction”;
• The principle of "activity";
• The principle of “stability-dynamism”;
• The principle of “integration and flexible zoning”;
• The principle of “emotional environment”, individual comfort and emotional well-being of each child and adult;
• The principle of “aesthetic organization of the environment”, a combination of familiar and extraordinary elements;
• The principle of “openness - closedness”;
• The principle of “taking into account gender and age differences”.

We have organized our stay in kindergarten in such a way that everyone has the opportunity to participate in games, motor exercises, draw, sculpt, and examine the properties and qualities of objects. We place the equipment around the perimeter of the group, leaving more space free for movement.

Thus, acting as an intermediary between the child and the surrounding subject environment, we are not outside observers, but active participants, active partners, organizing the subject environment in such a way that it facilitates easy adaptation of children and increases the efficiency of the educational process.

Indicators of quality created in a group developing a subject-spatial environment and the degree of its influence on children:

— Involvement of all children in active independent activities.

Each child chooses an activity of interest in the activity centers, which is ensured by the variety of subject content, the availability of materials, and the convenience of their placement.

— Low noise level in the group (the so-called “working noise”), while the calm voice of the teacher does not dominate the voices of the children, but, nevertheless, is clearly audible to everyone.

- Low conflict between children: they rarely quarrel over games, play space or materials, as they are passionate about interesting activities.

— Expressed productivity of children’s independent activities: many drawings, crafts, stories, experiments, play improvisations and other products are created by children throughout the day.

— Positive emotional attitude of children, their cheerfulness, openness, desire to attend kindergarten.

Summing up our work on the implementation of the educational technology of RPPS, we would like to note its effectiveness in the implementation of educational tasks in various areas.