Organization of a developing subject-spatial environment in the middle group in accordance with the Federal State Educational Standard

Definition of the concept: goals and objectives

The term subject-developmental environment denotes a methodically well-organized system of material objects involved in the child’s activities and stimulating the comprehensive development of his personality. In other words, these are conditions that contribute to the full psychophysiological development of the baby. The goals of organizing a subject-development environment are:

• assistance in determining the child’s personal interests (at 4–5 years old, children already quite consciously give preference to one or another type of activity, for example, productive - drawing, or playful - role-playing fun);
• development of the ability to seek and find ways to interact with the teacher and other children (if in younger groups children played more and more with themselves, then in middle preschool age there is a “surge” in the desire to interact with others, as well as a tendency to creatively reflect received impressions, for example, drawings, modeling);
• developing the skill of evaluating one’s own and other people’s actions and feelings (for example, in children aged 4–5 years, if quarrels occur based on grievances over toys, then both sides can reasonably explain the essence of the conflict, which was not observed in early preschool age, when any misunderstanding was resolved either by tears or fights, and more often by both).

Children aged 4–5 years increasingly prefer to play in large groups rather than individually, as was the case before.

The objectives of designing the space surrounding children are:

• the presence in the subject-development environment of a sufficient number of toys for role-playing games related to the experience that the children already have (games for the store, family, circus, etc.), as well as waste material (boxes, cotton wool, rags fabrics, sticks, etc.) for the implementation of planned plots;
• providing a sufficient number of objects and materials, the cognition of which is carried out through different senses - kaleidoscopes, noise boxes, books, etc. (this will make it easier for children in the middle group to answer the questions that concern them at the age of 4-5: “what is this”, “why” and "For what");
• inclusion of counting games in the subject-development environment, comparison of objects according to differentiated characteristics (color, shape, purpose), assembling a whole from parts (puzzles, puzzles);
• introduction to work of the means necessary for conducting experiments (fun with sand, clay, paints, light, etc.);
• expanding the range of books, workbooks (with tasks to prepare the hand for writing), reference literature, as well as, if possible, technical teaching aids (filmoscope, multimedia projector, computer).

A large sandbox will be a real find in the winter season

This is interesting. In a subject-development environment for the middle group, about 20% of games are intended for children of senior preschool age, so that children who are ahead of their peers in development can move on and not stop there.

Kindergarten "Kalinka", Volgodonsk

The subject-development environment is an integral part of the developmental environment of preschool childhood; it involves the development of a wide range of children's interests and forms of activity.

From the middle group onwards, the subject-developmental environment is organized by the teacher together with the children.

When creating a developmental environment in the group, we tried to use space flexibly and variably, and abandoned rigidly defined zones and corners. All components of the developmental environment are combined with each other in content, artistic design, and ensure meaningful communication between adults and children.

Creativity Center.

The goal of the creativity center is to form the creative potential of children, develop interest in art activities, form aesthetic perception, imagination, artistic and creative abilities, independence, and activity. In this center, children usually spend a lot of time drawing, creating crafts from plasticine, cutting out paper, etc. In this area there are paints, pencils, markers, crayons, brushes, napkins, printing stencils, scissors, colored paper, cardboard etc. There are coloring books, as well as a variety of materials for non-traditional drawing.

Children's drawings and crafts are exhibited at the “Our Creativity” stand.

A corner of nature is located directly next to the window. Goal: enriching children’s understanding of the diversity of the natural world, instilling love and respect for nature, introducing children to caring for plants, and forming the principles of an ecological culture. Here we create conditions for observing indoor plants and teach children how to properly care for them. Plant care equipment is also stored here: aprons, sticks for loosening the soil, a sprayer, measuring cups for watering, napkins. Nearby is an experimentation center where we conduct simple experiments, develop children’s thinking, curiosity, and cognitive activity. The object content of the experimentation center in this corner is not glass, safe for children.

The center of plot-role-playing games in the middle group has a number of features, just like the period of development of children of the 5th year of life, when the game is already being restructured and its development moves from directorial and figurative to plot-role-playing. In the group we use story-based plastic mobile modules; they are selected taking into account the age and individual characteristics of children.

The modules are functional and easily transformed, which allows you to vary the space of the zone. (the “Take and change” principle). From the second half of the year, attributes for games are not displayed, but are stored in special containers. Each container is labeled with a picture. Children choose their own attributes. )

To provide a wealth of sensory impressions a center for sensorimotor development , which is also intended for the development of fine motor skills and tactile sensations.

The Patriotic Corner (from the second half of the year) contributes to the formation of patriotic feelings. In middle age, moral habits and skills begin to form, the experience of moral and patriotic values ​​is enriched, the task is to select from the mass of impressions received by the child those that are most accessible to him: this is the image of himself, family and immediate environment, kindergarten, beautiful places of his hometown, familiar objects - shop, hospital, street.

We paid special attention to the production of attributes for theatrical activities. In the “Playing Theater” corner there are various types of theaters: tabletop, finger, flannelgraph theater, glove, flat; props for performing skits, fairy tales and performances; a set of dolls, a screen for a puppet theater.

Nearby there is a bright, cheerful corner “Dress Up” , where you can dress up as your favorite fairy-tale characters, which develops children’s creativity. The fabulous chest contains elegant things, wide-brimmed hats, skirts, scarves, and trousers.

The subject-development environment in our group allows us to organize both joint and independent activities of children aimed at the child’s self-development under the supervision and support of a teacher. In this case, the environment performs educational, developmental, nurturing, stimulating, organizational, and communicative functions. But most importantly, it works to develop children’s independence and initiative. The organization of the developmental environment in our middle group is structured in such a way as to make it possible to most effectively develop the individuality of each child, taking into account his inclinations, interests, and level of activity.

Principles of organizing subject-development space

The selection of means used for the comprehensive psychophysical development of each child in the group must meet certain principles.

Saturation

The means of training and education are selected, firstly, in accordance with the program under which the preschool educational institution operates. For example, if a preschool institution uses a healthy lifestyle program and practices hardening, then in the play area for the middle group there should be rubber toys, bowls for playing with water, baby dolls and small towels so that the children can imitate the procedure of dousing with water.

Secondly, materials for the subject-development environment should be age-appropriate for the students. For example, for the middle group, experimental activities are new, so children should have at their disposal a nature calendar, in which kids choose symbols of the current weather (sun, clouds, rain, snow, etc.) and/or sketch them and stick them on double-sided tape , insert the appropriate symbol into the desired pocket.

More information about organizing and conducting experiments in the middle group can be found in our article - Experimental activities in the middle group of kindergarten.

Even in a small area you can place all the necessary materials by organizing them in suitable containers and places

Transformability and multifunctionality

In other words, depending on the task of education at a particular stage and the frequently changing interests of children, the means of the subject-development environment can be rearranged and replaced. For example, dolls from the play space can be used in educational settings to continue teaching children how to dress and undress independently. In addition, as already noted, in the group space there should be objects that do not have a strictly defined purpose, waste material that can be used in different types of activities.

Variability

This requirement presupposes zoning of the environment, that is, the presence of space for games (calm and active), research, and creativity. At the same time, the corners are grouped according to the level of activity of the activity. For example, gaming, theatrical on one side, and experimental, bookish on the other.

Availability

All children, including children with disabilities within the framework of an inclusive education program, should be provided with equal access to all materials. So, for example, the aquarium should be at such a level that children 4–5 years old can not only watch the fish, but also give them food.

It is very convenient when furniture for children is organized under the centers

Safety

Elements of the subject-development space must be safe to use (no sharp or small parts, no glass toys, etc.). In addition, the materials must be in good condition.

Requirements for the organization of a subject-development environment in the light of FGT

The subject-spatial environment, taking into account the requirements of FGT, gives each child the opportunity to engage in an activity that interests him and satisfy the need for communication.

To develop cognitive interest, educational games, objects for experimentation and experiments are used - magnets, magnifying glasses, scales. The tasks of the educational field are solved by the “Study Corner”, filled with objects and aids that promote the development of speech, reading, and mathematics.

The subject content of the developmental space takes into account the gender differences of children. Materials, toys and games that develop masculinity in boys and femininity in girls are presented. There is always a mumming corner, using items from which children try on different roles.

It is recommended to supplement the object content with a box of waste material: rags, multi-colored plastic lids, ribbons, for example. Children can make the missing elements as they play. When organizing the environment for children, it is taken into account that the leading activity of preschool age is play.

The subject environment is dynamic and changes depending on the age and desires of the students. It is an open system that takes into account new needs. The developing space activates the child’s independence, here he gains knowledge and social experience.

Contents of the environment

Since the surrounding space is designed to accompany any activity of children, it includes the necessary amount of materials and equipment to provide all the main activities of a particular age group:

• cognitive-research;
• game;
• productive.

Therefore, the content of the subject-development space is divided on average into 12 zones, corners or centers.

This is interesting. The saturation of centers implies certain financial costs, so the description below gives an average option.

Not all benefits need to be purchased; many can be made together with parents and children with their own hands.

The educational center

The most multifunctional space, consisting of light tables and chairs, with the help of which you can change the number of children in a particular activity: in fours, in pairs (it is in the middle group that the method of working in twos is actively introduced). The guys use the training center as:

• bases for engaging in productive activities (drawing, sculpting, cutting, gluing);
• laboratories (for experimental activities, for example, distributing cards with images of animals into wild and domestic ones);
• places for independent work (putting together puzzles, playing with construction sets, drawing, etc.).

Tables in the group must be transformable

Material Storage Center

In space, this place is usually limited to a cabinet with drawers containing containers with:

• sand;
• pebbles;
• shells;
• flour;
• cereals;
• beans.

Role play center

The basis of this space is children's furniture for role-playing games, reflecting the usual adult life (kitchen, ironing board, dollhouse, garage with tools).

And also in the zone there should be dolls and all the necessary attributes of a doll’s “life”: sets of clothes, strollers, toy carts for shopping in a supermarket, dishes. In addition, it is worth acquiring attributes for dressing up the children themselves: aprons, scarves for working in a toy kitchen, for example.

The center for role-playing games should also have attributes for the children themselves, not just for dolls

Creativity Center

For this zone, a cabinet or shelf is determined, as well as a wall for an exhibition of children’s works and an art gallery with reproductions of paintings by famous artists (for the middle group, the subjects of Shishkin’s paintings “Morning in a Pine Forest”, landscapes, Levitan’s “Golden Autumn”, Polenov’s “Russian Village” are interesting "). Children's works: drawings and applications are placed on the wall using decorative cords. In addition, in the creative zone you need to place a roll of white wallpaper so that children can do collective work on it (for example, making an entire drawing from handprints), a board for creating chalk drawings and small easels for individual work.

The creativity corner must include an exhibition of the children’s own work

Experimental Ecological Center

This area is located on the racks. Indoor plants are placed on single-color pots, and on the shelves there is everything necessary for caring for flowers (watering cans, rakes), food for fish. The eco-center also houses an aquarium and a nature observation calendar.

There should be a lot of indoor plants in a corner of nature

Sports Center

The area that promotes the physical development of children is located in a niche of the wall, and also assumes the presence of a hanger with hooks for hoops, jump ropes, ring throws, a bag of balls of different sizes (including massage balls), skittles, hung targets and rolled ribbed mats.

Putting sports equipment in its place is a good way to discipline kids

Theater Center

In the middle group with a tendency to dress up and imitate the actions of adults, this zone is of key importance. Its equipment should be as complete as possible and include:

• large and small screens;
• flannelograph;
• rack or hanger with suits;
• masks;
• finger theater;
• bibabo dolls;
• decorations for acting out fairy tales (you need to try to find universal options, for example, a tree for staging “At Lukomorye there is an oak tree...” will also be suitable for the forest setting in the fairy tale “Little Red Riding Hood”);
• dolls and toys;
• theatrical makeup, wigs, mirror (optional attributes).

The theater corner must have at least a minimum set of decorations, and if each group makes this a mandatory requirement, then it will be possible to exchange suitable surroundings

Mathematics Center

With the help of this zone, children learn to put a whole together from parts, perform simple operations with numbers, and solve logical problems. The materials are located on a shelf or cabinet. In the corner you can find:

• puzzles;
• sets of numbers and mathematical symbols;
• a set of geometric shapes flat made of cardboard or three-dimensional made of plastic (triangle, rectangle, square, oval, rhombus, cube);
• counting sticks;
• children's computer (optional item).

In the mathematics corner there should be manuals with numbers, geometric shapes, puzzles

Book Center

Its location is easy to predict - a bookcase. On the shelves are books according to the program: fairy tales, short stories, collections of tongue twisters and tongue twisters. The latter is especially true for children 4–5 years old, who may already have pronounced speech defects that require correction. And also in the center of the book there is reference literature (on the history of the native land, geography). True, regarding the latter there is one strict condition: for example, among children in the middle group who read only a few, the books must contain color and large illustrations.

In addition, the book area can be supplemented with an open display case with books, a table and chairs, at which children could look at printed publications.

Literature according to the program and children’s interests can be systematized within the framework of the museum of their favorite book

Music Center

Open shelves in a closet are a suitable place to place sounding objects (for example, noise boxes filled with different materials - sand, cereals, pebbles - children guess the contents by the sound it makes). In violation of the principle of accessibility, but in compliance with safety requirements, it is better to place discs and audio cassettes higher than the height of children.

Even toy instruments give kids an idea of ​​the principles of sound production

Retreat Center

This area, apart from a soft chair in the corner and a translucent curtain that is attached to the walls, does not require any other equipment. But it needs to be located a little away from the other centers, so that no noise interferes with the baby’s relaxation and leafing through the book he likes.

This is interesting. Some methodologists are very skeptical about the organization of a privacy zone in the primary and secondary groups, arguing that in primary and secondary preschool age not all children understand the purpose of this center. And teachers most often use a chair or chair as a place to serve punishment for violators of discipline. True, as for the latter, this approach to the use of space does not depend on the age of the children and can be observed with equal success in older groups, where pupils already have a more defined temperament, which means that some of them really need privacy after noisy games.

The more original the privacy corner is, the less likely it is to be used for other purposes.

Center for Patriotic Education

According to the Federal State Educational Standard, this zone is organized in the middle group from the second half of the year. Mandatory design elements must be:

• poster with the image of the state emblem;
• photograph of the president;
• books with stories and poems about the homeland.

The center for patriotic education can be supplemented with textbooks (for example, “My Motherland is Russia: a textbook for kids” by V.A. Stepanov), projects about the history of the pupils’ families (done together with parents), as well as a set of photographs of views and attractions of their native land.

The patriotic education corner can be combined with pictures of beautiful local landscapes from the ecology center

Techniques that play up the subject-development environment

Anything that can be seen and touched is ideal for a group of visual techniques. In middle preschool age, children still rely on a visual-figurative type of perception, that is, any information must be accompanied by something material.

Visual techniques

The most productive ways to interact with preschoolers and primary schoolchildren. But if for the latter the dominant visual-figurative type of perception is determined by individual personality characteristics, then for preschool children this way of understanding the world is age-related, that is, for many of them temporary.

Observation

Based on the principle of transformability and multifunctionality, almost any zone can be used for observations, namely for experimental activities within the framework of this type of visualization.

The process of observation simply fascinates children, especially if this type of visualization is accompanied by an entertaining story

This is interesting. 99% of experiments involve tables and chairs in the training center.

Table: use of different centers for conducting experiments

This is interesting. In the middle group, children begin to get acquainted with long-term experiments, while the children in the younger groups had only short-term experiments.

Demonstration

As part of the theme or for any other purpose, an adult introduces children to the materials in the center through a demonstration. So, for example, when studying the topic “A. Milne’s fairy tale “Winnie the Pooh and all-all-all”” on speech development, the teacher shows all the heroes of the fairy tale, taking them from the play and theater center. At the same time, it is possible that the kids had not previously encountered a kangaroo toy, that is, it was not available.

Moreover, since personal example is the strongest way to convey information to a child, before distributing props for roles in the production, the teacher himself puts on (or applies to himself) costumes and masks - as if introducing the children to the characters.

Even such a familiar type of theatrical activity as finger theater needs to remind children how it works.

Verbal techniques (conversation, riddles, poems)

The word accompanies every step of the teacher and children. That is, it doesn’t matter whether we are showing or considering something, we need to comment on every step. So, visualization without verbal techniques is difficult and ineffective.

Such an ordinary, familiar form of work as a conversation will become much more interesting if it is conducted on behalf of a toy from a play center or on behalf of an artist who painted a picture from a creative zone. And animals are simply indispensable “tellers” of riddles and “listeners” of poems learned by heart.

Fairy tales and stories

Volumetric narratives are accompanied by a demonstration of pictures or toys with characters from the text. Some passages (or even entire works) may be illustrated by productions using theater center props. So, for example, when studying the topic “Vegetable Garden”, vegetable heroes in the form of a finger theater can come to visit the lesson.

The more adults talk to children, the more noticeably the children’s vocabulary is enriched.

Gaming techniques

It’s not for nothing that the whole center is dedicated to fun. Moreover, both the active and the quiet will find everything they need.

Table: examples of outdoor games in the game center

Table: examples of didactic games in the game center

Subject development environment in the middle group

By creating a subject-based development environment, we tried to make it informationally rich, which is ensured by a variety of topics, a variety of didactic and information material. All components of the developmental environment are combined with each other in content, artistic design, and ensure meaningful communication between adults and children. In our group, teachers and parents have created a variety of developmental environments. What makes them useful for the all-round development of children. For several years now, my partner and I have been creating comfort in our group. We think through every corner and decorate it so that the children feel cozy and comfortable. I really want the children to go to our kindergarten with pleasure. The group is very bright, and the guys are cheerful. The group is called "Fairy Tale".

1. Literary corner, music corner and theatrical activity corner. Children are delighted with our music and theater center. There are musical instruments here that bring many joyful moments to children, as well as various musical educational games. In addition, they develop phonemic awareness and a sense of rhythm. We try to introduce children to various types of theater, so that each child can choose the theater that is closest and most convenient to him. Here we have a table theater, a puppet theater. Meeting a doll helps children relax, relieve tension, and create a joyful atmosphere. The theater activity corner is equipped with a screen for a puppet theater and theatrical toys.

Equipment for the music corner, theater area and literary corner in the middle group Musical instruments: Small tambourines Rattles Bells Rattles Drums Whistles Wooden spoons Homemade noisemakers with different fillings (cereals, buttons, husks) Attributes: “Musical suitcase”: Flags, handkerchiefs, cubes, hats, toys, costume elements, noses, ears. Theater area: Table screen Flannelgraph "Theater table for display" Masks, half masks Types of theaters: Theater "Bibabo" Finger theater Glove theater Theater on a spoon Theater on a mug (on cups) Rubber toy theater Soft toy theater Literary corner Russian folklore Folklore of the peoples of the world Works poets and writers of Russia Fairy tales. Works of poets and writers from different countries For learning by heart

Theatrical game "Mama's Children"

Purpose: to teach children to retell the content of a familiar fairy tale; learn to show a fairy tale on a flannelgraph; continue to develop interest in theatrical activities; develop pantomime skills, imagination; cultivate moral qualities (empathy, sensitive attitude towards others); induce a positive emotional mood in children in sketches and games; develop a caring attitude towards animals. Materials and equipment: toys: cat, kittens; flannelograph and pictures for the fairy tale “Cat and Kittens”; Preliminary work: reading the fairy tale “Cat and Kittens”; games for intonation expressiveness of speech; learning the song “Cat” (music by A. Alexandrov)

Progress of the game

The teacher brings a soft toy cat and invites the children to sing a song for it. “The cat is very sad - her kittens have disappeared. Let's pet her and calm her down. (Children petting the cat). Children, don’t you know a fairy tale in which a cat lost her kittens and then rescued them from trouble?” (Children and the teacher recall the fairy tale “Cat and Kittens.” When telling the story, they use a flannelgraph and plot pictures from the fairy tale. During the story, the teacher stops and asks the children in a voice how the cat called her kittens in the yard; how the dog Rex growled angrily; how the kittens meowed pitifully on the tree; how happy they were when their mother saved them). Teacher: “And now the kids have become as affectionate as kittens” (The teacher conducts “Kittens” sketches with the children). "The kittens are waking up." Calm music sounds. Children sit on the rug, eyes closed, hands and paws folded (the kittens are sleeping). Then they stretch slowly, rub their eyes and stretch again. "The kittens are frolicking." Moving music sounds. Kittens jump in circles; they stop, open their “claws”, and scratch in the air with their paws. "Kittens are hunting for a mouse." Disturbing music sounds. The kittens sneak carefully and slowly, on their tiptoes; then they run quietly; stop; “smell” the mouse and sneak further in dashes. “And now, my dear kittens, I propose to play the fun game “How the cats danced.” Educator: This is how the cats had fun, (the children run in all directions, releasing their “claws”) They forgot about the danger, They had fun by the river, They scattered their shoes. Children-“cats”: Meow, meow, pur-pur-mur, (stop, scratch in the air, spin around) Made the chickens laugh, chickens. Educator: The cats were jumping, frolicking, (the children are jumping) Immediately they found themselves in the river, (they squat down in a jump) The Murki screamed: Children: Oh, the skin is wet! Meow, meow, mur-mur-mur, (they sing plaintively, sticking out their claws) They made the chickens laugh. Educator: All the clothes have dried out, (they run in all directions) The cats are having fun again. They are having fun by the river, their shoes are scattered. Children: Meow, meow, mur-mur-mur, (stop, “scratch” in the air, spin around) They made the chickens laugh, the chickens. Teacher: “What funny and friendly kittens you are! Even the cat became happier after your games! How you made her happy! But what are these sounds? (Meowing is heard). Oh, these are real kittens who have found their mother cat and are running to her. (The teacher brings in the kittens (soft toys). And it’s time for us to go for a walk. Therefore, my dear kittens, turn into kids!”

2. Hairdressing and dressing up corner

The chic hairdresser has all the necessary tools, mascara, lipstick, and blush, but there is no Chanel! Here they will make your hair shorter, longer, if the doll wants, they will even shake off the dust from your ears! If we try really hard, we can cut and curl it in such a way that the prince won’t be able to tell the difference between the princess and the messy one! Cinderella with her hair will be a success at the ball! Let's cut her hair so cleverly, she will be the most beautiful in the hall!

A mumming corner with a mirror is a necessary attribute of the group. The guys look in the mirror and, with the help of an adult, dress up in scarves, capes, skirts, and costumes of different characters. We fill the mummers' corner throughout the school year, gradually introducing new attributes: beads, hats, ribbons, attributes, costume elements for role-playing games.

Summary of the game in the middle group. "Salon"

Program objectives: 1 To consolidate children’s knowledge about the work of a hairdresser, about the rules of behavior in a hairdresser; 2 Create a game environment; 3 Form friendly relationships in the game; 4 Arouse interest and respect for the hairdressing profession.

Materials: combs, hairpins, elastic bands, table, chair, mirror, scissors.

Progress of the game.

Children, how many of you have been to the hairdresser? What did you see there? What are people doing there? Who's in charge there? Come on, we'll go to the hairdresser now. This is a “Barbershop.” It’s light and interesting: Mirrors, perfume and chairs, The hall is large, But you can see, even Better than your trellis. Now I will be the hairdresser, and you will be the clients. (the first client comes in) -What do you want? -Hairstyle. -Which one? (the child answers, the teacher does her hair, the next client comes in, etc.) And now Nastya will be the hairdresser. Here is the first client. -What do you want? Doll Masha says that she needs a beautiful hairstyle because she is going to a birthday party. (the hairdresser combs his hair, does his hair) Next client. Vova asks him to cut his hair (the barber cuts it) Vova says thank you. Now Karina will be the hairdresser. The first visitor comes in (one of the children. The hairdresser is combing his hair.) The game continues. Children, it's time for us to go back. Did you enjoy the hair salon? What exactly did you like? Now you know what they do at the hairdresser and why adults and children go there.

3. Traffic regulations corner

In modern socio-cultural conditions, the traffic rules corner is becoming an integral part of the subject-developmental environment of the kindergarten. Games in the traffic rules corner can arise both on the initiative of an adult and on the initiative of the children themselves, the main thing is that they contribute to the formation of clear ideas among preschoolers that traffic rules were invented for a reason, but help preserve the life and health of people and therefore they must be followed. This corner will help children gain basic knowledge of road traffic.

Summary of the game “Our friend is a traffic light”

Objectives: - to consolidate children’s knowledge about the Rules of the Road (the actions of pedestrians at traffic signals, where and when they can cross the street, rules of behavior on the street); — systematize children’s knowledge about various types of transport; — cultivate a culture of behavior on the street. Materials and equipment: an exhibition of traffic posters, a ball, a model of a traffic light, strips of white paper simulating a pedestrian crossing, poems from O. Tarutin’s book “Why do we need a traffic light.”

Progress of entertainment

Q. Guys, I suggest you get on the “bus”, we are now going on an interesting journey - to the country of traffic rules. Stop, car, stop, engine, Brake quickly, driver! Why did we stop? D. We stopped at a traffic light. Q. What light came on? D. The light turned red. Q. What does a red traffic light mean? Children's answers. Q. What can happen to those who do not know the Rules of the Road? Children's answers. Q. Now let's move on and find out what awaits us ahead! The song “Cheerful Friends” is playing. The guys continue their “journey”. Suddenly a whistle sounds and a traffic police inspector approaches the bus. M. Driver, you broke the rules (points to the red traffic light). I will be able to allow traffic only when you correct your mistake and tell me what you can do at another traffic light. The child driver corrects his mistake, and the children help him if he finds it difficult. M. Who regulates traffic if there is no traffic light? Children's answers. the inspector allows movement. Having arrived at the stop, the children get off the “bus”. Two children (traffic violations) are playing with a ball in the roadway. The ball jumps out and rolls under the car. Q. Where should children play? Why? Children's answers. B. Listen to the rules in verse: Don’t play on the pavement, don’t ride, If you want to stay healthy. Q. Now let’s go to the posters and look at them. What guys, are traffic rules violated here? Children's answers. Q. I suggest playing the game “Musical Traffic Light”. Children are divided into two teams - “Pedestrians” and “Drivers”. To the marching melody, “pedestrians” cross the road, “drivers” stand. To the tune of a cheerful, fast melody, “pedestrians” stand, and “drivers” begin to move. V. Our journey is over, I propose to “return” from the country of traffic rules to kindergarten. Q. Children, where have we been today? Who did you meet? What did you like most? What do both pedestrians and drivers need to know? Children's answers.

4. Corner for visual arts

The art corner is equipped with the necessary materials for children’s productive and creative activities (sheets of paper and albums, brushes, paints, pencils, felt-tip pens, multi-colored crayons, plasticine, boards for drawing with crayons, stands for working with plasticine, water jars, etc.). The corner is harmoniously complemented by reproductions of Vasnetsov’s paintings, which change depending on the time of year.

"What could it be?"

Goal: Develop imagination. Material: Gouache. Palettes. Assignment: The teacher invites the children to draw sweet, round, fragrant, fresh, fragrant, salty, green, etc. The game can be repeated several times, using new material each time.

5. Nature corner

Nature corner - introduces children to accessible natural phenomena, recognizes pets and their babies in pictures and toys, learns to distinguish vegetables and fruits by appearance. Children learn to summarize the results of their observations of natural objects by keeping a weather calendar. If at a younger age it shows only the basic weather phenomena, rain, snow, sun, wind, then at an older age it becomes more complex. In addition to the nature centers in the group, where children observe and care for plants, there is an experimentation center for conducting basic experiments.

Game in the middle group “Inhabitants of our corner of nature”

Program content. Determine the types of plants and animals that exist in the corner of nature. To form the idea that plants and animals are living beings. They have needs in certain conditions: for plants it is warmth, light, water, nutritious soil; for animals - their food, water, a place where they build a nest, eat, and rest. If the conditions meet the needs, then plants and animals remain alive, feel good, grow and reproduce. For the inhabitants of a corner of nature, living conditions are created by people (teacher, children): they take care of them, look after them. In turn, it is good for people’s health to be in a room where there are a lot of green, flowering plants, a beautiful aquarium, and singing birds.

Progress of the lesson

The teacher invites the children to think about the question of who lives in the group, for whom the kindergarten premises are home. After the guys’ answers, he reports that, in addition to children and adults, other living beings live in the group. Offers to examine the group and name them. Everyone walks around the room, names the plants that stand on the windows, cabinets, and other places, names the animals that inhabit this corner of nature. Then a competition game is held. Children are divided into two teams, which take turns answering questions. For each correct answer, the team receives a chip. The team with the most chips wins. The first question: “Why is the inhabitant of our corner... (a specific animal is called) a living creature? By what signs can he be considered alive?” Children answer strictly in turn: one answer from each team. The teacher monitors the order, evaluates the correctness of answers, does not allow repetitions, and rewards with chips. Children can name the following signs: structural features of the animal (has eyes, tail, etc.), specific behavior (moves, eats, flies, bites, etc.), need for certain conditions (needs food, water, etc. ), the ability to procreate (lays eggs, takes care of the young, etc.). Second question: “Why are the indoor plants that we have in our premises also living beings? By what signs can they be considered alive?” Children take turns answering. Signs of structure (have roots, flowers, green leaves, etc.), reproduction, and need for certain conditions (need to be watered, loosened, etc.) can be named. The teacher monitors the answers and rewards the teams with chips. Third question: “How do plants differ from animals?” and the fourth question: “How are plants similar to animals?” – are discussed in the same way as the previous ones. Everyone together counts the chips of each team, sums up the results, and determines the winning team, which makes a victory lap to the general clapping of hands. In the final part of the lesson, the teacher discusses with the children the organization of duty in the natural area, emphasizing that working in a corner of nature means creating good conditions for animals and plants, whose life depends entirely on people. The teacher, clarifying the specifics of labor actions, explains that cleaning should begin and end with observation. First you need to see how your feathered or green friend feels, whether he is healthy, what he lacks, what is enough for him, then determine what needs to be done for him. At the end of cleaning, you should not rush to leave the corner; you need to see how the parrot (or other animal) will behave when its cage is tidy, clean, and has fresh food and water. The teacher emphasizes that creating good conditions for little brothers means creating comfort, coziness for yourself: in a group with beautiful, flowering plants, a cheerfully chirping bird, it is pleasant to play and do any business. In the following days and weeks, the teacher teaches children work skills individually while they are on duty in a corner of nature.

Author: Svetlana Nikolaevna Lunyakina, teacher, State Budgetary Educational Institution Secondary School No. 1466 named after. Nadezhda Rusheva DO “Kolibri”, Moscow, Russia

The article is published in the author's edition

How to set up development centers in a group

Starting from the middle group, the teacher designs the subject-development environment together with the children, that is, consults on the location of the centers and options for their combination. Thus, making the kids understand their importance, that is, relying on the most important motivation of a 4-5 year old child: to be like adults in everything.

Centers may not have rigidly fixed corners, but can be organized more flexibly. To do this, you need to find the optimal combination of center components in terms of content and aesthetic design.

Photo gallery: an example of organizing a subject-development environment without strict boundaries

From an early age, children repeat the rule that they can pick up the next board game when the previous one is returned to its place.

A book corner can indeed be placed in a corner, only the furniture must be suitable for this

The corner of patriotic education is highlighted in the second half of the year

A box of natural materials can be stored in a corner of nature rather than in the center of materials

Soft construction toys can be used as equipment for sports activities, so they can be stored in the sports area

Toy furniture for the gaming center is a mandatory element of the package

In the creativity center there are usually no tables and chairs for children; the furniture is used from the study area

A museum can be organized in a corner of solitude, for example, with models of different types of transport

Unfortunately, not all kindergartens have enough space to separate one area from another. But, on the other hand, limited space forces the teacher to come up with interesting combinations of development centers. For example, part of the game with experimental-ecological.

Photo gallery: combination of separate and combined centers within one subject-development space

To stimulate children's interest in reading, there should be a lot of books in the group

Combining corners is not an easy task and requires some methodological experience.

The music center can harmoniously combine with the theater

Photo gallery: design of centers in large spaces

The creativity center is one of the few that can be located closer to the privacy zone

Another original way to combine zones is to combine them, like the neighboring cities, Bukvograd and Igroteka

An interesting solution to organize a book area in the form of a real library

There is never too much ambience of puppet life in the middle group

Video: an example of organizing a subject-developmental environment in a middle group

Video: video tour of development centers in the middle group

The subject-development environment in the middle group plays the same important role in the learning, development and upbringing of children as it does for children of junior or senior preschool age. At the same time, for children 4–5 years old, the ability to model everyday situations and the behavior of adults is of particular importance. Based on this, the richness of the subject-developmental environment becomes the main principle of its creation. Materials can be added and varied, but a certain average configuration must be observed.

Federal State Educational Standards requirements for a subject-development environment

According to the Federal State Educational Standard, the requirements for the organization of a subject-development environment vary depending on the age of the children.

For the younger group

The younger group consists of pupils aged 3-4 years. At this age, children learn to be independent, curious and active. Children prefer group, collective games, prefer communication with each other, rather than with the teacher.

The development of children of this age often varies greatly. Some children develop faster and remember information. Others need time to think. Children continue to develop self-care skills.

When organizing a subject-developmental environment for the younger group, the following requirements are met:

• objects in the development space are sized so that children can comfortably play and manipulate them. Children hold them freely in their hands;
• all areas are well lit;
• the teacher has the opportunity to see all children anywhere in the room or area;
• books, toys, manuals are periodically supplemented and updated;
• active search conditions have been created for each child;
• children's motor activity is fully satisfied.

For the middle group

Children of the middle group of 4-5 years old have more developed self-care skills compared to the younger ones. In games and communication with each other, common interests are taken into account. Role-playing games appear, students understand that they are playing a role. The design is dominated by complex buildings of 6-7 elements. Children of this age are very inquisitive and want to know about everything they see around them.

When organizing a spatial development environment in the middle group, it is recommended to allocate 40-50% of the space for the active zone. The subject content is dominated not by single toys, but by sets of games, for example, “Shop”, “Hospital”, and sets of dishes.

Sets of military equipment, types of transport, and construction equipment are collected for boys. In children aged 4-5 years, the desire to design increases; the environment is equipped with construction sets of different sizes.

An active search for something new and curiosity are satisfied by changing materials in zones and changing the arrangement of objects. By placing objects at the boundaries of zones, you can easily use them for different types of activities in different games.

For the educational sector it is recommended:

• the presence of a corner of nature with seasonal changes;
• mathematics corner;
• materials and equipment for experiments - sand, water, magnets;
• local history material – illustrations, postcards, albums.

Teachers monitor the accessibility of subjects for all children, the aesthetics of the group design and the systematic updating of subject content.

For the older group

Children 6-7 years old are the senior preschool group. Pupils come to understand that they are the oldest children in the kindergarten. Teachers are recommended to actively involve children in creating a developmental space. At this age, children’s consciousness goes beyond personal experience; they learn about countries, animals, plants through books, programs, and Internet resources.

In the group, it is recommended to design a study area with a blackboard and desks, reminiscent of a school setting. This will help the child adapt to school faster in the future.

Older preschoolers prefer role-playing games. The size of the toys is small, the games are board games. Didactic games with rules - “Loto”, “Travel Games”, “Dominoes” should be presented in variety.

The library is supplemented by encyclopedias, stories about children, and animals. In addition to paper, pencils, and paints, the creativity corner is supplemented with clay and plaster. The local history corner is expanding, complemented by the coat of arms and flag of the country.

Much attention is paid to the availability and use of items that contribute to the development of reading in children:

• tables with letters;
• board games with numbers and letters;
• books with large print.