Organization of the subject-spatial environment
in the second junior group.
The developing subject-spatial environment of the second junior group is organized taking into account the Federal State Educational Standard for Educational Education, taking into account the opportunities for children to play and study in separate subgroups, individually, as well as taking into account the integration of educational areas. The subject-spatial environment is aimed at developing the child’s independence and initiative, but provides for the leading role of play activities.
The subject-development environment begins from the reception area, where we meet our kids. There are individual lockers, bright colored benches, and an “algorithm” for the dressing process. Bright pictures are glued to the cabinets and the names of the children are written. In the reception area, various information corners for parents have found their place: “Aibolit’s Advice”, “For You, Parents”, “Our Teremok Group”, “Quotes from Great People”, “Congratulations”, as well as an exhibition board for crafts and drawings guys "Talented Fingers". The stands provide recommendations for parents on organizing children's leisure time, materials for games and home activities. Mini-library of methodological literature for parents, books for children to read at home, kindergarten and group operating hours, announcements.
When creating a subject development environment for the 2nd junior group, gender specifics are taken into account. The environment is provided with both general and specific material for girls and boys. In the group room there are educational and didactic games, books selected taking into account gender differences, attractive in content for girls, and similarly for boys. Girls prefer to spend time in the centers of role-playing games, dressing-up corners, “kitchen”, “hair salon”; boys are in the center of technical toys, in the center of construction games, on carpets with cars, in motor activity centers.
In order for each child to be able to find something to do and do to their liking, the group has created conditions for different types of activities (play, productive, communicative, creative and cognitive-research, etc.).
Game center.
Playground equipment creates an optimally rich, holistic, multifunctional environment with ample space for play.
The game center for role-playing games helps to form the foundations of a culture of communication in children through solving problem situations and consolidates knowledge about the surrounding reality and life in society. Selected game material allows you to combine different plots and create new game images. All toys and play material are placed in such a way that children can play freely and put everything away in its place. For this purpose there are racks, cabinets, drawers. Our play center contains toys that introduce children to the everyday objects around them. Our developmental environment suits the interests of boys and girls. For girls, the kitchen is of greater interest, where you can prepare a delicious lunch; a mini-hair salon, where you can try to give your doll or friend a fashionable hairstyle, as well as a “Medical office”, where they take their dolls for treatment. How boys want to grow up quickly and get behind the wheel!.. Therefore, our corner with big cars and steering wheels is primarily of interest to boys.
It is equipped with the necessary attributes for road role-playing games and activities to consolidate knowledge of traffic rules.
In the center are:
dolls, baby dolls
soft sofa for children, armchairs, table
bed linen set
underwear for dolls by season
baby strollers for dolls
rack for toys “Houses”
plastic toys (animals, beasts)
pyramids: large, medium, small
children's phone
children's plastic irons
ironing board
toys - plastisol (domestic and wild animals, etc.)
cars - models
transport (plane, boat, motorcycle, helicopter, bus, etc.)
"Aibolit" set
set for boys "Tools"
binoculars
kitchen with elements of upholstered play furniture
teaware, tableware, kitchenware
children's kitchen table
plastisol (rubber fruits, vegetables, berries, products)
children's kitchen tray, cutting board
mummers corner
gaming mirror
children's plastic hangers
set "Young hairdresser"
aprons, robes, scarves, ribbons.
hairdressing accessories - substitutes.
Design Center.
The contents of the construction center allow you to organize constructive activities with a group of children, a subgroup and individually, to develop construction on the carpet or on the table. Also here, on spacious shelves, there are cars - dump trucks, trucks, cars (children can easily roll soft toys in them, or simply transport construction sets). To maintain children's constant interest in gaming material, we place it in various places in the group room next to the toys.The free space on the floor makes it possible to build buildings. There are also figures of animals, which provides an opportunity for greater development of imagination and creative thinking.
In the center are located:
1.Large construction designer.
2. Average building designer.
3. A set of small building material with basic parts.
4.Lego-type construction sets.
5. Small toys for playing with buildings (figurines of people and animals, etc.).
6. Medium and large toy vehicles. Trucks, cars, a fire truck, an ambulance, a steam locomotive and trailers, a boat, an airplane.
7. “Fortress” constructor
Motor activity center.
Taking into account the need for movement in children is an important task when organizing a subject-development environment. One of the most favorite corners in the group is the Physical Activity Center. It fits succinctly and harmoniously into the space of the group room. It is popular among children because it fulfills their needs for physical activity.
Here are:
skittles, ring throws
rattles
ball baskets
height measuring tape “We have grown up”
massage mats, health paths, clubfoot path
tunnel
balls (small, large, medium, soft)
flags, handkerchiefs, rattles, ribbons, ribbons on rings
jump ropes
hoops
winders
dumbbells for children
Darts game
basketball net.
didactic material, card indexes, as well as manuals necessary for morning exercises and awakening exercises.
Sand and Water Center
We recently acquired the Sand and Water Center. The Sand and Water Center helps the teacher organize amateur play - experimenting with various objects and natural materials. By organizing games with sand and water, we introduce children to the properties of various objects and materials, reinforce basic ideas about the shape, size, properties of objects and materials, and develop the child’s fine motor skills. A child’s games with sand and water not only captivate children, but also provide an opportunity to better learn about the inanimate world around them. Exercises on the surface of water and sand associated with tactile-kinesthetic sensitivity relieve emotional stress.
Theater Center
The Theater Center is the most important object of the subject-development environment, since it is theatrical activities that help to quickly adapt, unite the group, and unite children with an interesting idea, a new activity for them. Education takes place not on behalf of an adult, as yet unknown person, but from dolls. An adult can correct or make a remark, addressing not the child, but the doll, and such an influence from the teacher will be much softer and more correct.
In the center are located:
1. small screen for tabletop and puppet theaters
2. large screen
3. theaters: puppet theater, tabletop theater, flannel theatre, shadow theater, wooden theater (based on fairy tales), bi-ba-bo.
4. Costumes, masks, attributes for acting out fairy tales.
5. A set of masks of fairy-tale animals.
Music Center
At the center of the music are:
Sounding instruments:
rattles; diamonds; pipe; drum; xylophone; wooden spoons; knockers; guitar; tape recorder.
Plastic containers with different fillings: peas, acorns, pebbles.
There are musical instruments here that bring children many joyful moments, and, in addition, develop phonemic hearing and a sense of rhythm in the baby. There is also a piano, tape recorder, audio CDs with fairy tales and music. We try to introduce children to various types of theater. Here we have a flannelgraph, a table theater, a finger theater and a shadow theater.
Meeting a doll helps children relax, relieve tension, and create a joyful atmosphere.
Center for Art Activities
Early age is most favorable for the development of visual activity. The brightest place in the group is reserved for the center. The child can pull out the table and sit near the window to draw. Drawing for a child, along with play activities, is of great importance because visual activity is an integral part of the process of learning about the world around us. Here, in their free time, students draw, sculpt, and do appliqué work. In the center are:
art table
colored pencils
wax crayons
gouache
felt-tip pens
tassels
coloring pages
plasticine
boards for working with plasticine
stencils
drawing paper
There are also plot pictures, books according to the program, children’s favorite books; albums for viewing: “Professions”, “Wild Animals”, “Seasons”; sets of subject and subject pictures.
Book Center.
Thematic selection of children's fiction:
hardcover books.
books - babies
books for adults to read to children: Nursery rhymes, jokes
poems for children by A. Barto; M. I. Marshak and other authors
short Russian folk tales
illustrated magazines about fairy-tale characters and animals.
reading book with illustrations “Polite words”
book for reading from 2 to 4 years.
Cognition Center.
On a large colored shelf "Locomotive" is locatedmath corner with handouts, geometric figures, as well as entertaining and educational mathematical material, logical and mathematical games;Witha corner of sensorimotor development, which is designed to develop fine motor skills and tactile sensations. Here children learn to tie shoelaces, string large beads, assemble mosaics, etc.
didactic games in mathematics:
1. Large mosaic, volumetric inserts of 5-10 elements, prefabricated toys, pyramids (of 6-10 elements), lacing, games with modeling and substitution elements, lotto, paired lotto pictures, color, shape, quantity, size, part and whole, time of day and other board and printed games.
2.Wooden figures with strings for stringing.
3. Carpet fabric, typesetting fabric, magnetic board.
4. A set of geometric figures, objects of various geometric shapes, counting material with Velcro, a didactic cube “A house for each figure.”
5.Various small figures and material for counting.
6. Logical and mathematical games: “Columbus Egg”, “Tangram”, “Denesha” Blocks
7. Matryoshka dolls, insert boards, insert frames, a set of counting sticks.
8. A set of volumetric bodies for series by size from 3-5 elements (cylinders, bars, etc.).
9. Cut pictures with subject pictures (4-6 parts).
10. Puzzles are soft,maxi
Speech development corner represented by plot and subject pictures, card files of speech games, classification games, didactic games, books.
materials on the development of speech and cognitive activity:
1. Sets of pictures for grouping, up to 4-6 in each group: pets, wild animals, animals with young, birds, fish, trees, flowers, vegetables, fruits, food, clothing, dishes, furniture, transport, household items .
2. Sets of subject pictures for sequential grouping according to various characteristics (purpose, etc.).
3. A series of 3-4 pictures to establish the sequence of events (fairy tales, social situations).
4. Series of 4 pictures: parts of the day (activities of people in the immediate environment).
5. Series of 4 pictures: seasons (nature and seasonal activities of people).
6. Large-format plot pictures (with various themes, close to the child, fairy tales, social everyday life).
7.Toys and exercise equipment for training proper physiological breathing.
In the traffic rules corner there are variousmaterials on traffic rules and life safety:
1.Layout showing the road, pedestrian crossings.
2. Various types of transport.
3. Models of houses, trees, traffic lights, road signs.
4.Small toys (figurines of people, animals).
5. Board and didactic games on traffic rules and life safety: “Dangerous situations”
6. Demonstration pictures;
Center for Nature and Experimentation.
IN center conditions have been created to enrich children's ideas about the diversity of the natural world, fostering a love for nature and a careful attitude towards it. As well as introducing children to caring for plants, forming the beginnings of an ecological culture. It also combines a center for experimentation with natural materials, bulk materials, containers of different capacities, a nature calendar, and indoor plants. Books and booklets about the seasons (poems, illustrations) are also presented here.In the center are indoor plants with large leathery leaves and a typical erect stem - Ficus. Plants are presented in 2 types so that children can learn to find identical plants. Ficus is a good air purifier, evergreen begonia fights diseases of the upper respiratory tract, balsam, coleus, hybrid fuchsia.
In the centerThere are ecology games:
lotto, collect a flower, parts of a tree, feed the animals, find your mother;
musical posters “wild, domestic animals”, cut-out pictures, block inserts.
Nature calendar , which depicts a painting depicting the seasons; story pictures and photographs depicting children's activities at different times of the year; cards with birds, plot pictures “Seasons”. Before going out for a walk, we dress the didactic doll according to the season and place it with a nature calendar.
Aquarium with large fish.
To develop children's interest in research activities, ideas about the surrounding nature and for the purpose of developing their intelligence, it was createdexperimentation corner.
In the process of conducting simple experiments, children turn into inquisitive explorers. Together with the children, we determine the properties of water. Children love to play with water - it gives them positive emotions.
In the corner there are watering cans, sticks for loosening the soil, a sprayer, rags, and aprons. Natural materials: sand, water, clay, pebbles, shells, pieces of wood, various fruits, seeds, cereals. Containers of various capacities, spoons, spatulas, funnels, sieve, rubber and plastic toys for playing with water. Mirror for playing with a sun bunny. Magnifying glasses, “magic” glasses – colored “glasses” (made of plastic). demonstration material of different types: iron, wood, plastic, glass; demonstration material “Types of fabrics”.
PRIVACY CORNER
If a child is tired of noise and wants to be in silence, he can go to a corner of solitude and relaxation. To do this, the sofa is fenced off from everyone else with a screen. Nearby there is a table on which there is a mobile phone (for children), so that the child can call mom and dad - all this has a beneficial effect on the emotional state of children.
Thus, the variety and richness of sensory impressions makes it possible to freely approach each center in the group and contributes to the emotional and intellectual development of students. Our developmental environment evokes in children a feeling of joy, an emotionally positive attitude, enriches them with new knowledge and impressions, and encourages active creative activity.
In our group we try to createa comfortable subject-spatial environment that corresponds to the age, gender, and individual characteristics of children.
One of the most important conditions for the successful upbringing and education of children is the developmental environment (subject-spatial) in the group and in the kindergarten area. In order to find out what the subject-spatial environment should be like in the 2nd junior group, what toys, teaching material, zones (corners) you need, you can refer to the following documents:
- SanPiN 2.1.3.2630-10, where you will find sanitary requirements for the placement of equipment.
- Federal State Educational Standards for Preschool Education, requirements for protecting the lives of pupils, principles of constructing the PRS, comprehensive equipment of the educational process, accounting for health and safety.
- The program your preschool operates under.
Subject-spatial environment in the 2nd junior group, taking into account the Federal State Educational Standard
Board game “Patch the Mat”
The “Patch the Rug” game is very easy to make. Glue white geometric shapes onto sheets of colored paper and pass them through a laminator (at one time we simply covered the cardboard with tape), use a hole punch to make holes and make a fringe, and separately cut out geometric shapes of the same color.
Children enjoy patching rugs.
A carpet printer is an indispensable thing for the second youngest group. In addition to the theater, you can place any benefit on it. In our case, these are geometric shapes and multi-colored droplets (you can work individually).
And here is a modern version of the game “Collect a flower”. If you take the flower apart, you can assemble a caterpillar, tumbler, etc. from knitted circles.
Touch panel “Underwater world”
We also equipped the “Underwater World” panel in the sensory zone, using which you can develop fine motor skills in different ways. The panel is attached to the back wall of the shelf, which separates the study area from the play area. For the background we used a regular shower curtain with a marine pattern, but you could find oilcloth, self-adhesive film, or just paint and varnish.
To create the underwater world, we used different materials: we made fish from sandpaper, dishwashing sponges, knitted fish and starfish with beads look great. The seaweed is made from pieces of felt, to which ribbons are sewn for tying, and the pebbles are made from simple cotton pads. Lots of tactile sensations, right?
An interesting underwater inhabitant is the octopus. To make it you only need different ribbons and cardboard. Try making a great tutorial for kids.
In the math corner, kids are greeted with a cube, a cone and a cylinder. By the way, there should also be manuals like “Many, one, none”, handouts, various nesting dolls, insert cubes, etc.
In the active speech zone you will find breathing exercises, cards on lexical topics, a mini-library and games that expand children's horizons, for example “Who eats what?”
The natural area has everything you need to experiment, care for plants and observe nature.
The model “Grandma’s Compound” allows you to expand children’s knowledge about the characteristics and benefits of pets
Our kindergarten uses a multicultural education program in its work, according to which in the 2nd junior group we introduce children to folk toys. Therefore, we put together a mini museum of wooden toys and designed it like this:
I hope you already have an idea! Great!
A properly organized subject-development environment helps to ensure the harmonious development of the child, create an emotionally positive atmosphere in the group, organize and conduct games and activities, and thus accustom children to independent games with gradually more complex content. The objective world must ensure the fulfillment of the child’s need for active and diverse activities.
In our group, equipment is placed in special development corners, which allows children to unite in small groups based on common interests or act individually. The selection of game material is selected taking into account the program material that children learn during games and classes. The game material is systematically updated and complicated, depending on the goals set.
Sensory development corner
The success of mental, physical, aesthetic education, mastery of any practical activity largely depends on the level of sensory development of children. Therefore, the importance of the sensory corner cannot be overestimated. We pay great attention to the formation of elementary mathematical concepts in children, therefore in our corner there are many games that develop a child’s logical thinking in a fun and entertaining way. Our sensory corner includes: nesting dolls with inserts, inserts of different shapes, lacing toys of different types, different types of mosaics, pyramids, prefabricated toys, Dienesh Blocks. Cuisenaire sticks, a set of geometric figures, objects of various geometric shapes, a set of volumetric bodies for seriation by size of 3-5 elements, paired pictures and other printed board games, split (folding) cubes with subject pictures (4-6 parts). The variety of material allows each child to choose a game according to their interests. Through play, children acquire new knowledge and skills with less stress, and they develop sensory standards. They remember the material easier. We constantly use didactic games in direct educational activities, during which the child not only masters sensory standards, but also learns to compare, analyze, correlate objects, and draw simple conclusions. We plan children's independent activities in the sensory development corner taking into account the topic that is relevant for a given day or week.
Didactic game with Dienesh Blocks “The Third Wheel”
Target: Learn to identify an object that is different from others, learn to classify and generalize objects according to 1-2 properties.
Game material : Dienesha blocks
Progress of the game: Place 2 thick yellow squares and one thin yellow square on the table. We ask the question “Which figure is the odd one out?” Why?". Next we complicate it. We lay out two large blue circles and one small red one. Let's ask a question. Further in different variations with complication.
Experimentation Corner
Experimentation is a special type of activity of children, during which their own activity most clearly manifests itself, aimed at obtaining new knowledge, obtaining products of their own creativity, which supports children's initiative and is one of the conditions for the transition of children to a higher level of social-cognitive activity. When preparing for classes in FCCM, FEMP, we pay great attention to preliminary work related to the accumulation of sensory experience. Working with children in our experimentation corner is precisely aimed at creating conditions for sensory development while familiarizing them with the phenomena and objects of the surrounding world. Equipment for our corner: dry sand, mass with the effect of wet sand in different colors, material for drawing with wet sand, molds, hourglasses, water and sand centers, water containers, watering cans, rubber, plastic and paper toys for playing with water, forms for making colored ice, material for playing with soap bubbles, a mirror, fabrics, paper and foil of different colors, a mirror, magnifying glasses, a collection of shells, natural materials, beans, peas, a card index of didactic games and experiments. In the process of experimentation, children's vocabulary develops through words denoting sensory features, properties, phenomena or objects of nature (color, shape, size); crumples, breaks; high - low - far; soft - hard - warm, etc.). We also use games in the experimentation corner for the development of motor skills (“Find a toy”, “Help Cinderella”), and in recreational activities (“Boats”, “A Feather is Flying”, color therapy, sand therapy).
Didactic game “Let’s put things in order”
Target: Exercise in determining the properties of objects and qualities of materials.
Game material: wooden toys, books, doll clothes.
Progress of the game: The teacher reports that while the children were at home, Kuzya the brownie visited the group. The brownie loves to play, but does not like to clean up after himself. We need to help him put the items into boxes: items made of fabric - in a red box, items made of wood - in a blue box, items made of paper - in a yellow box. The one who puts the items into boxes the fastest wins.
Fine Arts Corner
Early age is most favorable for the development of visual arts, so in the center there are felt-tip pens, crayons, pencil sets, stencils, plasticine, drawing paper, coloring books, gouache and brushes. In order to organize independent artistic activity, children must develop artistic experience, which children acquire in classes. The program for the second younger group is designed to teach children how to convey first simpler and then more complex forms. The ability to convey different forms in modeling and drawings allows one to independently search for a way to depict objects that interest children and convey entire events. Children aged 3-4 years should distinguish and name primary colors, as well as some shades of colors. We get acquainted with color throughout the year in drawing, modeling and appliqué classes in combination with a visual task. You can develop color perception, learn to distinguish and name colors, and consolidate knowledge about colors not only in drawing and appliqué classes, but also in didactic games and in everyday life.
Game "Mood Flowers"
Target: expanding children's understanding of different colors and developing the ability to distinguish between them; education of an aesthetic attitude towards color; development of creative imagination and fantasy; correction of psycho-emotional state
Game material: velvet paper in dark, rich colors, size A5; beads made of pleasant-to-touch materials in rich colors and shades (at least 7 colors)
Progress of the game:
Option 1. You need to lay out beaded flowers on a sheet of velvet paper, naming the colors out loud; indicate the mood of the flower (sad, cheerful, angry, kind, etc.) The laid out flower can be saved, and the next day you can offer to change anything in the color scheme or leave everything as is. If a child uses the same colors all the time, then the number of beads of favorite colors is limited, replacing them with other unused colors.
Option 2. Children are united into subgroups of 2-3 people (there are many options for combining children into groups, depending on the situation, the mood and behavior of the children). You need to lay out a seven-flowered flower on a sheet of velvet paper. At the end of the work, the children take turns naming the color of the petals. “Cool” colors can be offered to active, active children. Closed, sedentary – “warm”.
Musical and theater corner
Musical and theatrical activities occupy an important place in the holistic education of a child. This type of activity is accessible to everyone, has a beneficial effect on the child’s creative development and allows the child to discover the opportunity to “play” and learn at the same time. Our musical and theater corner presents various types of theater (plane, puppet, finger, tabletop, fairy tale attributes, animal masks and caps, fairy-tale characters). The musical component of the corner is represented by musical toys and instruments for creative music-making, noise instruments, voiced toys, a collection of disks with musical works of various subjects (children's songs, folk and classical music, animal voices, sounds of nature, musical fairy tales, etc.), a card index musical and didactic games. Since young children have involuntary attention, the entire learning process must be organized in such a way that it influences the feelings and interests of children. Therefore, elements of theatricalization are used by us during classes on FEMP, FCCM and provide an opportunity to teach and reinforce the material covered in a playful way. As a rule, the materials for games in the corner are familiar fairy tales, folk songs, nursery rhymes, and children's songs. While playing in the musical and theatrical corner, our children learn to imitate the movements of fairy-tale characters, learn to perceive music of various genres, act out short scenes, understand speech addressed to them, compose sentences and master the dialogue culture of communication, master the plasticity of movements to music. We combine games in the musical and theatrical corner with articulation and finger gymnastics, where children learn to reproduce sound images, master correct speech breathing, and reproduce the rhythms of a poem.
Musical and didactic game “Guess”
Target: Develop an ear for music, learn to recognize familiar melodies, and create a joyful mood.
Game material: House with windows. Illustrations on the theme of playing songs (Christmas tree, bear, cat, locomotive, bunny) are inserted into the windows. Musical accompaniment: “Grey Kitty” by V. Vitlin, “Steam Locomotive” by Z. Kompaneets, Russian folk melody “Zainka”, “Christmas Tree” by M. Krasev, “Bear” by V. Rebikov
Progress of the game: Dunno came to visit and brought songs with him. We need to help him recognize the song, label it with a picture and put the picture in the window.
Physical Activity Corner
Our main task when organizing a physical activity corner was to create conditions for physical exercise in a group, stimulate children’s desire to engage in physical activity, and cultivate a conscious attitude towards their health. In our corner there are massage mats, footprints, a ribbed board, balls, gymnastic sticks, ribbons, attributes for conducting breathing exercises, hoops, ropes, throwing balls, sandbags, ring throws, skittles, darts, attributes for outdoor games, a card index outdoor games, didactic games on sports topics, and there are also manuals necessary for morning exercises and awakening exercises. We use substantive filling of the corner during morning exercises, awakening exercises, during outdoor games in a group and on the street, in individual work and in children’s free activities.
Outdoor game “To the flag!”
Target: exercise children in running, quickly forming on a signal, teach them to walk one after another.
Progress of the game: Children stand facing the teacher. He picks up the flag and invites you to come closer and look at it. Then he says, “The flag is lowered - the children run away,” and the flag is lowered. Children run in different directions. After 10-15 seconds, the teacher raises the flag and continues, “The flag is rising - the children are gathering!” Everyone runs up to the teacher. The game is repeated several times and ends with walking. One of the children with a flag walks ahead.
When creating a developmental environment for the group, we tried to take into account the characteristics of the children attending our group, their level of development, interests, inclinations, abilities, gender composition, personal characteristics, etc.
Subject-spatial development environment in preschool educational institutions.
Junior group of kindergarten "Solnyshko"
The organization of the subject-development environment in the preschool educational institution is built in accordance with the principles of the program“From birth to school”, edited by M.A. Vasilyeva, N.E. Veraksa and T.S. Komarova and “Concepts for building a developmental environment” by V.A. Petrovsky, corresponding to the personality-oriented model of interaction with preschoolers.
The group space is organized in the form of well-demarcated zones, equipped with a large number of developmental materials. All items and materials are available to children.
Such organization of space allows preschoolers to choose interesting activities for themselves, alternate them throughout the day, and gives the teacher the opportunity to effectively organize the educational process, taking into account the individual characteristics of children.
When creating a subject-development environment, you must remember:
The environment must 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.
Flexible and variable use of space is necessary. The environment should serve to meet the needs and interests of the child.
The shape and design of the items is focused on the safety and age of children.
It is necessary to provide space in the group for children's experimental activities.
Decorative elements should be easily replaceable.
The kindergarten is a second home for employees and children. And you always want to decorate your home, make it cozy, original, warm, and different from others.
In accordance with the principles discussed, the following subject-development environment was created in the junior group of the preschool educational institution “Solnyshko”:
1. Center for theatrical activities;
2. Center for “Dressing” and role-playing games;
3. Center for physical development;
4. Center of the book;
5. Game center
6. Center for educational games;
7. Center of water and sand;
8. Center “Creative Workshop” (for the exhibition of children's drawings, children's creativity);
9. Hanging modules
10. Information blocks.
The equipment of the corners changes in accordance with the thematic planning of the educational process.
Center for theatrical activities.
The Theater Activity Center is one of the active sectors in our group.
The purpose of the theater corner:
Development of creative abilities in children;
Development of imagination, ability to improvise;
Development of memory, attention, expression of basic emotions;
Instill a sustainable interest in literature, theater, music;
All costumes and attributes are arranged so that it is convenient for children to take them and use them, and they will unite in subgroups based on common interests.
In the corner there are props for various types of theater: finger theater, tabletop, flat, masks for acting out scenes.
Dressing center.
In our group there is a corner that all children, without exception, love. Everyone chooses their own image, according to their sympathies and feelings living in their soul here and now. This provides psycho-emotional release and lifts your spirits. Children learn to combine things, fabrics, sizes. They study the purpose of things and their seasonality. They choose their own image.
Center for Physical Development.
To successfully solve the problems of physical education in preschool institutions, it is necessary to have physical education equipment, which should also be in the group room, in a specially designated place “physical education corner”. The selection of equipment and maintenance of the physical education corner is determined by the program objectives of both physical and comprehensive education of children. The teacher’s task is to teach children independent physical activity in limited space and the correct use of physical education equipment.
In our kindergarten group, the motor activity center is designed as part of a large play area. There are rolling toys for kids; balls of different sizes; balls - hedgehogs; bags filled with peas for hands; massage mats; massage mittens; skittles; dumbbells; ringbross; hoops; jump ropes; ropes, cords; dry pool; Children are constantly in active motion and use the toys offered at their own discretion. In the sports corner there are devices for organized children's activities: for sports games and exercises. That's why our center has masks for games. Basically, these are the characters that are most often found in their games: cat, hare, fox, bear, wolf. Items for carrying out exercises - for all children in the group: cubes, soft balls, plumes; breathing simulators - houses. Be sure to have a tambourine to perform exercises in the suggested rhythm.
Book Center.
The most accessible and effective way to develop children is reading. For many parents, this is also a very cheap way to keep their child busy. The educational potential of a children's book is limitless. Thinking, speech, memory, attention, imagination - all this is formed through communication with a book. For this reason, we decided to create a book museum. Our museum displays modern books, books from the childhood of our grandparents, and books created with our own hands. Moms, dads, grandmothers and even grandfathers responded to our proposal to create a book with their families. The topics chosen were varied: “My favorite pets”, “Polite words”, “Seasons”, “Our favorite kindergarten”, “My favorite grandparents” and many others. We actively use all the books presented, since fiction serves as an effective means of mental, moral, and aesthetic development of children.
Game center.
The play area contains a variety of games for children, taking into account age and gender education.
Center for educational games.
The center for educational games is aimed at developing speech, sensory perception, fine motor skills, and imagination.
Center of water and sand.
The “Water and Sand Center” in our group helps organize children’s cognitive and research activities. We are talking about playing and experimenting with various objects and natural materials. By organizing games with water and sand, we not only introduce children to the properties of various objects and materials, but also help them consolidate ideas about the shape, size, color of objects, develop fine motor skills, and lay the foundation for learning to design (molding from sand).
Suspended modules.
Small children do not know how to get bored; they need to constantly do something: look at something, touch something, observe something - for them this is the same action as running, jumping, playing. Therefore, the presence of hanging figures, butterflies, birds, stars in the room creates an atmosphere in which something is constantly changing and moving. A color cascade is very useful from an aesthetic and psychological point of view. There are many such cascades in our group room.
Creativity Center.
Creativity in the broad sense of the word is an activity aimed at obtaining something new and unique. In the design of the reception room there is always a place for children’s work and creativity. The exhibition is very colorfully decorated, where we display children's drawings and applications. In the creativity center, something is constantly changing depending on the lexical topics and techniques being mastered.
Sections: Working with preschoolers
A properly organized developmental environment allows every child to find something they like, to believe in their strengths and abilities, to learn to interact with teachers and peers, to understand and evaluate their feelings and actions, and this is precisely what lies at the heart of developmental education. The free activity of children helps them search independently, engage in the research process, and not receive ready-made knowledge from a teacher, this allows them to develop qualities such as curiosity, initiative, independence, and the ability for creative self-expression.
SPEECH DEVELOPMENT CORNER
Objectives: Teaching techniques, using game material for the development of speech, cognitive and creative abilities of children.
Didactic visual materials; subject and subject pictures, etc.; book corners with age-appropriate literature; “Wonderful bag” with various items.
SPORTS CORNER
Objectives: Create conditions for physical exercise in a group, stimulating children’s desire to engage in physical activity. To instill in children a conscious attitude towards their health. Strengthening the muscles of the lower and upper extremities, preventing flat feet; Prevention of colds; Strengthening the muscles of the spinal column, preventing scoliosis.
Equipment and materials that should be in the corner: Smooth and ribbed board; - rugs, massage paths, with footprints (to prevent flat feet); gymnastic stick; balls; basket for throwing swords; hoops; jump rope; skittles; arc; cubes; bench; gymnastic mat; the cord is long and short; gymnastic ladder; bags with weight (150-200 g); ribbons, flags.
ART CORNER
Objectives: To develop interest, attention, curiosity, and emotional response of children to individual aesthetic properties and qualities of objects in the surrounding reality.
Equipment and materials that should be in the corner: easel or music stand; sets of colored pencils; sets of felt-tip pens; ballpoint pens; gouache; watercolor; colored wax crayons, etc.; brushes - thin and thick, bristly, squirrel-like; jars for washing brush bristles from paint; drawing paper of various sizes; napkins made of fabric that absorbs water well to dry the brush; foam sponges; hand wipes; plasticine, clay; boards for modeling; large oilcloths for covering tables; hanging rollers with paper rolls; school crayons for drawing on a blackboard and asphalt or linoleum.
CONSTRUCTION CORNER
Objectives: to develop ideas about the basic properties of volumetric geometric, mainly large, forms(stability, instability, strength), in acquiring the skills to recreate familiar objects on a horizontal plane (paths, ladders, chairs, etc.), developing skills in co-creation with adults, independent creativity, developing fine motor skills of fingers, hands, in acquiring the ability to build furniture, slides, houses. Learn to understand the variability, variability of design, the possibility of construction not only horizontally, but also vertically. Be able to analyze an object, see the main parts of the part, the components of the structure, the ability to create them from various forms.
Equipment and materials that should be in the corner: Materials for construction: plastic construction sets with various methods of fastening parts (it is advisable to use 2-3 new ones during the year); construction kits with parts of different shapes and sizes; soft modules; boxes large and small; drawers; waste material: logs, cylinders, cubes, blocks with drilled holes; small toy characters (kittens, dogs, etc.), cars, for playing with. Materials for manual labor: various types of paper (colored, corrugated, napkins, cardboard, postcards, etc.); cotton wool, foam rubber, textile materials (fabric, ropes, laces, ribbons, etc.); wire in a colored sheath; natural materials; tools: scissors with blunt ends; brush; glue.
THEATER
Objectives: Formation of listening skills; Development of children's creativity based on literary works.
Equipment and materials that should be in the corner: Tabletop theater, small screen and sets of puppets (finger, flat, etc.); theater made by the teacher (cones with nozzle heads, masks, decorations); dramatization theater - ready-made costumes, masks for acting out fairy tales, homemade costumes; There may be books (or there may be a book corner nearby).
BOOK CORNER
Objectives: Formation of listening skills, ability to handle a book; Formation and expansion of ideas about the environment.
Equipment and materials, which should be in the corner: A bookcase, a table and two chairs, a soft sofa, a screen separating the corner from the outdoor play areas; Books according to the program, children's favorite books, baby books, toy books; Albums for viewing: “Professions”, “Seasons”, “Kindergarten”, etc.
NATURE CORNER
Objectives: environmental education and education of children
Equipment and materials that should be in the corner: In the group there are 2-3 indoor plants, those selected by the teacher, preferably similar to a tree or grass; unpretentious, blooming single-color flowers (primrose, begonia, geranium); with wide, dense leaves (ficus); contrasting (tradescantia); Active monitoring of wildlife objects in natural conditions is carried out. An adult organizes actions with various objects: wet and dry sand, and considers different states of water. etc.
ROLE-PLAYING CORNER
Tasks: Formation of role actions; Stimulation of role-playing games; Formation of communication skills in the game; Development of imitation and creativity.
Equipment and materials that should be in the corner: doll furniture for the room and kitchen; ironing board; attributes for playing “House”, “Shop”, “Barbershop”, “Hospital”, sailors, drivers, etc.; dolls are large (35-40 cm), medium (25-35 cm); dolls girls and boys; toy wild and domestic animals; sets of kitchen and tea utensils; a set of vegetables and fruits; large and medium-sized cars; trucks and cars; telephone, steering wheel, scales, bags, buckets, iron, hammer, etc.; doll strollers; toys-fun with the effect depending on the action (roly-poly, pecking chickens, fighting sheep, jumping frogs, etc.); clothing for dressing up.
DIDACTIC GAMES CORNER
Objectives: Development of thinking and finger motor skills. Mastering the operations of inserting, overlaying, connecting parts into a whole; Development of visual perception and attention. Formation of examination skills; Familiarity with geometric figures and shapes of objects; Learning to group objects by color, size, shape; Identification of the relationship between groups of objects by quantity and number (many, few, one) ; Developing the ability to use speech to determine the meaning of one’s actions; Forming the ability to group objects and compose pictures sequentially; Enriching children's active vocabulary; Formation of the ability to describe and name objects in pictures.
Equipment and materials that should be in the corner:
Materials on sensory and mathematics
1. Large mosaics, volumetric inserts of 5-10 elements, prefabricated toys, pyramids (of 6-10 elements), lacing, games with modeling and substitution elements, lotto, paired pictures and other printed board games.
2. Non-traditional material: closed containers with slots for filling with various small and large items, large buttons or abacus seeds for stringing.
3. Carpet, typesetting, magnetic board.
4. A set of geometric figures, objects of various geometric shapes, counting material with Velcro.
5. Various small figures and non-traditional materials (cones, acorns, pebbles) for counting.
6. Dienesh blocks.
7. Cuisenaire sticks.
8. Matryoshka dolls (of 5-7 elements), insert boards, insert frames, a set of colored sticks (5-7 of each color).
9. A set of volumetric bodies for seriation by size from 3-5 elements (cylinders, bars, etc.).
10. Cut (folding) cubes with subject pictures (4-6 parts).
11. Sectional subject pictures, divided into 2-4 parts (vertically and horizontally).
Materials on the development of speech and cognitive activity.
1. Sets of pictures for grouping, up to 4-6 in each group: pets, wild animals, animals with babies, birds, fish, trees, flowers, vegetables, fruits, food, clothes, dishes, furniture, transport, household items.
2. Sets of subject pictures for sequential grouping according to various criteria (purpose, etc.).
3. A series of 3-4 pictures to establish the sequence of events (fairy tales, social situations).
4. Series of 4 pictures: parts of the day (activities of people in the immediate environment).
5. Series of 4 pictures: seasons (nature and seasonal activities of people).
6. Large format plot pictures (with various themes close to the child - fairy tales, social everyday life).
7. Toys and exercise equipment for training proper physiological breathing.
MUSIC CORNER
Objectives: Development of auditory perception and attention; Formation of performing skills.
Equipment and materials that should be in the corner: A set of noise boxes; sounding toys, contrasting in timbre and nature of sound production (bells, drums, rubber beepers, rattles, etc.); musical educational games.
AESTHETIC CORNER
Objectives: To teach a child to see, feel and understand the beauty of the world around him, art and create it in his life.
Aesthetic education of children is carried out by familiarizing children with the aesthetics of everyday life, with the beauty in work, in nature, social phenomena, and the means of art.
TRAFFIC CORNER
Objectives: Familiarization with traffic lights, with the rules of behavior in accordance with traffic light signals.
Equipment and materials that should be in the corner: “Traffic light”(stick a traffic light); A canvas depicting roads, pedestrian crossings (can be made of leatherette so that it can be folded and put away); Medium transport; Models of houses, trees, traffic lights, road signs; Small toys (figurines of people, animals).
PRIVACY CORNER
This is a place where a child can sit, think, dream, remember pleasant feelings, communicate with loved ones and family, look at something, listen to something pleasant and useful, play with some objects, toys, collaborate with an adult or peer .
LOST FOUND CORNER
Tasks: Teach children to find something unusual and interesting in the world around them, to be able to explain why this or that object is interesting and unusual. Teach children to improve, modify an object, to know its purpose. Help children master the various ways available to them to understand the world around them (comparison, elementary analysis, generalization, etc.), develop cognitive activity, curiosity, creative thinking, imagination, fantasy.
LOCKER ROOM AND BOOTH MATERIAL IN LOCKER ROOM
Objectives: Formation of self-service skills, the ability to dress and undress, fasten and unbutton buttons; Formation of communication skills, the ability to greet each other, say goodbye to each other; Involving parents in the process of educational work, creating a community of teachers and parents.
Equipment and materials that should be in the corner: Lockers with a identifier of individual belonging (bright pictures and photographs of children), benches, an “algorithm” for the dressing process; Stands for adults: a constantly updated exhibition of children's works; constantly updated photo exhibition; information about treatment and preventive procedures carried out in a group, kindergarten; recommendations to parents on organizing children's leisure time, materials for games, etc.; Mini-library of methodological literature for parents, books for children to read at home. Information stands .
Documents regulating the choice of equipment, educational and gaming materials
- Concept of the content of lifelong education (preschool and primary level), approved. Federal Coordination Council for General Education of the Ministry of Education of the Russian Federation dated June 17, 2003;
- Sanitary and epidemiological rules and regulations "Sanitary and epidemiological requirements for the structure, content and organization of work in preschool organizations. SanPiN 2.4.1.2660-10", approved. Resolution of the Chief State Sanitary Doctor of Russia dated July 22, 2010 No. 91;
- Letter of the Ministry of Education of Russia dated March 15, 2004 No. 03-51-46in/14-03 “On the direction of the Approximate requirements for the maintenance of the developmental environment of preschool children raised in a family”;
- Letter of the Ministry of Education of Russia dated May 17, 1995 No. 61/19-12 “On psychological and pedagogical requirements for games and toys in modern conditions” (together with the Procedure for conducting psychological and pedagogical examination of children's games and toys, Methodological guidelines for psychological and pedagogical examination of games and toys, Methodological guidelines for employees of preschool educational institutions "On the psychological and pedagogical value of games and toys");
- The concept of building a developmental environment in a preschool institution (authors V.A. Petrovsky, L.M. Klarina, L.A. Smyvina, L.P. Strelkova, 1993);
- The concept of preschool education (authors V.V. Davydov, V.A. Petrovsky, 1989).
- FGT requirements for the preschool environment (draft).
