"Modeling of educational subject spatial environment DOU
3. Principle of transformability the medium that is associated with polyfunctionality is the possibility of changes that allow, in terms of the situation, to the fore or another function of space (in contrast to monofunctional zoning, harshly fixing the function for a certain space). The developing subject-spatial environment of each group varies depending on the age characteristics of children, training period, educational program.
4. Changeability -the medium involves the presence of various spaces (for playing, privacy, design, etc.), the presence of materials, equipment, equipment, games, toys for the development of children's activities.
Under any circumstances, the subject peace surrounding the child must be replenished and updated, because The emergence of new items stimulates research, cognitive, gaming, motor activity of children.
As guidelines for the selection of materials and equipment, the general patterns of the development of the child on each age stage are acting. Items, toys, benefits must reflect the level of modern world, carry information and stimulate the search.
5. Accessibility.The developing subject-spatial environment is organized so that each child has the opportunity to freely engage in favorite business. To do this, in Dow, the accessibility of all rooms where is carried out educational activities, as well as free access of pupils to games, toys, materials, benefits providing all major types of children's activities.
6. Security. Wednesday surrounding children in the Dow, ensures the safety of their lives, contributes to health promotion, i.e. Complies with reliability and security requirements. Form and design are also safety oriented. All materials and equipment have quality certificate, meet hygienic requirements.
To achieve the goal, we formulated the following tasks:
1. Study of modern approaches to the problems of the artistic and aesthetic development of preschoolers.
2. Creating conditions that contribute to, implementing the artistic and aesthetic development of pupils, their creative potential.
3. The use of modern technologies on the artistic and aesthetic development of children.
To implement the tasks of the tasks in the Dow there is a music room for matinee, concerts, festive events. The locker rooms in group rooms and corridors are effectively used: they contain exhibitions of children's drawings and their parents, crafts from natural material. The objective-developing environment created in kindergarten contributes to cognitive development, the development of interest in the world of art, skills in visual, musical, theatrical activity, creativity.
The artistic and aesthetic development of preschoolers is carried out directly in educational areas: "Cognitive development », "Socio-communicative development » , « Speech development", "Physical development".
The organization of the educational process is implementedcut:
classes for fine activities,
classes for musical education
theatrical activity,
circle work
individual work,
exhibitions of children's work
visiting theaters
holidays, concerts, performances.
· Programs of artistic and aesthetic education and guidelines;
· Plans to organize cultural and leisure activities of children in all groups;
· Card file of classes, scenarios of leisure and holidays;
· Didactic music games cards;
· Phonoteka in this area.
In each age group, conditions for artistic and speech and musical activity are created: there are theatrical, game corners, art corners.
The music office has theatrical props; (costumes for performances, wiggles, masks performed by employees, various types of puppet theaters; there are audio and video equipment in groups and musical hall .
As a result of the work done, children acquire
:
skills and skills to transmit impressions of objects and phenomena using expressive images;
they have improved perception, the touch experience has enriched;
acquired the ability to notice, understand the image of familiar items, phenomena and transmit them in the picture;
show activity in the perception of beautiful in surrounding reality and art;
respond not only to the content of the image, but also on the art form;
use a variety of means and techniques in the transfer of artistic images.
Each specialist, acting in its direction, works for a common goal, fulfilling state standards for pre-school education, helps the educator to solve the tasks of comprehensive development.
To implement the full development and education of the child of the preschooler, it is necessary to coordinate the efforts of the preschool institution and the family in which he is brought up.
The involvement of the family into the educational process organized by the preschool institution.
When working in this direction, various techniques and forms are used: open days; The organization of exhibitions - contests, crafts for which are manufactured jointly by parents and children; Try them to participate in holidays, theatrical performances, to the manufacture of costumes. All this helps to make them with their allies and like-minded people in the raising of children.
The subject-developing environment of our DOU serves the interests and needs of the child, enriches the development of specific types of activities, provides the zone of the nearest development of the child, encourages to make a conscious choice, put forward and implements its own initiatives, adopts independent decisions, develops creative abilities, and also forms personal qualities of preschoolers and Their life experience.
The priority of a new educational policy is to ensure the quality of education. One of the main quality indicators of pre-school education is the developing subject-spatial environment created in accordance with GEF. Therefore, it is necessary to systematically analyze the state of the RPPS in order to give it in accordance with GEF, as well as in accordance with hygienic, pedagogical and aesthetic requirements.
The world of childhood has its own language, its ideas, its way of expression seen. Colding its own world, the child forms its image, his identity, lifestyle, unique, individual and different from the adult.
Literature.
Radina O.P. "Music masterpieces"
Kalinina R. "Touch the child's soul"
Artemova L.V. "Theatrical games of preschoolers"
O.A. Solomennikova, ed. Komarova "The joy of creativity"
Nishcheva N.V. Subjectual developing environment in children's
Petrovsky V.A. Building an educational environment in preschool
Modeling the subject-spatial developing medium in accordance with GEF to in the senior group
Author: Efimova Anastasia Borisovna, EducatorPlace of work: GBOU SOSH No. 4 P.G.T. Beznchuk JV "Kindergarten" Popolak "
Simulation of the subject-spatial developing medium in accordance with GEF to in the senior group.
I. Input part
"Children should live in the world of beauty, games, fairy tales, music, drawing, fancy, creativity. This world must surround the child ... "V. Sukhomlinsky
The developing environment contributes to the establishment, approval of a sense of self-confidence, gives the preschooler to experience and use its abilities, stimulate the manifestation of independence, initiative, creativity.
The objective environment provides different types of child activity - a preschooler and becomes the basis for its independent activity. At the same time, the dominant activity in the preschool institution is gaming activities. Games are preparing children from school; Lay the foundation of the personal qualities necessary to each person. The subject - the developing environment contributes to the development of the creative imagination of children when creating a gaming plan; Formation of culture of relationships. Its content affects the theme of games, choosing and using roles.
The relevance of the final work
The developing subject-spatial environment is part of the educational environment represented by specially organized space (premises, plot, etc., materials, equipment and equipment for the development of children of preschool age in accordance with the peculiarities of each age stage, protection and strengthening their health, accounting for features and correction of shortcomings of their development.
The issue of modeling the developmental subject-spatial medium to the DOW today is especially relevant. This is due to the introduction of the Federal State Educational Standard (GEF) to the structure of the main educational program of pre-school education.
In accordance with the GEF, the program should be based on the principle of integration educational regions and in accordance with the age capabilities and features of pupils. Solution of software educational tasks is provided for not only in joint activity Adults and children, but also in independent activities of children, as well as during regime moments.
Modeling the developing subject-spatial environment of any age group in DOU, it is necessary to take into account the psychological foundations of the constructive interaction of participants in the educational process, design and ergonomics of the modern environment of preschool institution and psychological peculiarities The age group on which this environment is aimed.
2. Purpose and objective IR
The goal of the project: modeling the subject-spatial developing environment that promotes harmonious development and self-development of children with subsequent formation and bringing conformity to close according to the requirements of GEF to.
Tasks:
Study and introduce into practice new approaches to the organization of the educational and objective and gaming environment that ensure the full development of preschoolers in the framework of the DMO educational program, taking into account the requirements of the GEF to;
to simulate a developing environment that promotes the emotional well-being of children, taking into account their needs and interests;
Create conditions to ensure different types of activities of preschoolers (game, motor, intellectual, cognitive, independent, creative, artistic, theatrical), taking into account gender features of pupils;
facilitate the cooperation of children and adults to create a comfortable developing subject-spatial environment;
Promotion of preschoolers to active subject-to-converter activities in the interior.
3. Expected results
Teachers studied new approaches in the organization of a developing subject and spatial environment ensuring the full development of preschoolers; The developing subject-spatial environment is modeled according to the requirements of GEF, which contributes to the full development of children, taking into account their age needs and interests; The developing subject-spatial environment is created taking into account gender features of pupils; Parents facilitate the creation of a comfortable developing subject-spatial environment in DOU.
II. Main part
The activity and development of the child depends on us, adults - from how the subject and spatial organization of their life is arranged, from which toys and didactic benefits, it consists, what are their developing potential and even on how they are located. All that surrounds the child forms his psyche, is the source of his knowledge and social experience. Therefore, we, adults, we take responsibility to create conditions that contribute to the complete implementation of the development of children, their capabilities, abilities for all psychophysiological parameters, i.e., the organization of the subject-spatial developing medium. We, teachers, sought to create in the group the conditions for the joint activities of children and adult, for independent activities of pupils, given the features of the development of each child.
The developing spatial environment should be:
1. Content-saturated
2. Polyfunctional
3. Transformable
4. Variative
5. Available
6. Safe
The saturation of the environment involves:
1. A variety of materials, equipment, inventory in a group
2. Must match age features and program content
When modeling the subject-spatial developing medium for children in the group, several options for its construction were used:
1. The zoning of space is carried out by mobile means - arrangement of furniture and equipment.
2. Use of bedroom premises.
3. One of the main factors determining the possibility of implementing the principle of activity is the creation of a gaming environment that provides the child with the opportunity to move.
The objective-spatial developing environment is organized taking into account the requirements of GEF, where all five educational areas are clearly traced:
1. Socio-communicative development
2. Cognitive development
3. Speech development
4. Artistic and aesthetic development
5. Physical development.
When modeling the subject-spatial developing medium, the following principles were taken into account:
1. The principle of distance, position in the interaction;
2. The principle of activity, independence, creativity;
3. The principle of stability, dynamism;
4. The principle of complexation and flexible zoning;
5. The principle of emotional medium, individual comfort and emotional well-being of each child and an adult;
6. The principle of combining familiar and extraordinary elements in aesthetic environmental organization;
7. The principle of openness - closedness;
8. The principle of accounting of the sex and age differences of children.
Activity centers are organized on the basis of the integration of content and activities in the following directions.
Direction: Artistic - aesthetic development.
In the center " Skillful handles"For the development of children, various pictures are selected, drawings with the image of crafts, options for designing products, schemes with a picture of work sequence for manufacture different crafts etc. It gives children new ideas for their productive activities, as well as implies mastering the ability to work on the sample. In this center there is material and equipment for artistic and creative activities: drawing, modeling and appliqués (paper, cardboard, stencils, paints, brushes, gloves, pencils, napkins, scissors, coloring, clay, plasticine, didactic games, etc. ). Most of the listed materials are placed in a specially reserved cabinet. If desired, the child can find and use it necessary for the embodiment of his creative ideas, ideas, fantasies. This center has free access.
Direction: Speech development.
The center of "Knikkin House" includes a book corner. The content of the bookcard corresponds to the age characteristics of children of this age implemented in the preschool institution of the educational program. It is books with artworks of children's writers, fairy tales and other literary forms on the subject of the week. The main principle of the selection of book publishing products is a minimum of text - maximum illustrations. A photograph of the writer is placed in the book corner, with the work of which children at the moment and his literary works are acquainted.
In the center of "Grammele" there are various didactic speech development games, a series of paintings and illustrations for establishing a sequence of events, sets of paired patterns on correlation, cutting plot pictures, etc. The speech developing environment is, special manner Organized environment, most effectively affecting development of different side Speech every child.
Direction: Cognitive development.
Centers are modeled and presented with accounting individual features children, their sensual experience, informational baggage, i.e. Theoretical and conceptual awareness of the child. Selected visual didactic material gives children an idea of \u200b\u200ba holistic picture of the world, about close relationships and interaction of all objects.
Center "Young Ecolog" includes environmental activities. This center contains various types of houseplants on which it is convenient to demonstrate the modifications of the parts of the plant, the tools for the care of these plants: aprons and wrappers, wands for loosening, metal children's rakes and blades, a pulverizer, canopes, and others. For all plants, passports are decorated With symbols. In the cold period of the year, we accommodate a room mini-garden here. In addition to room plants, in this center there are various didactic games of the ecological orientation, a series of pictures of type "Seasons", "Animal and Floor World", a collection of natural material, vessels of vegetables and fruits, insects, etc. An important component of the corner of nature is the calendar Nature and weather. Layouts are decorated (desert, north pole, tropics, prehistoric life layouts (dinosaurs) and landscape layout). All components of the layout are mobile, i.e. in storage mode it is a panel and a box with materials. Children at their request fill the content of layout with different plant elements and small architectural forms. Work with layouts contributes to the development of creative thinking and development of landscape design deposacles.
Our small "accuracy" will turn into inquisitive tests, carry out simple experiments, identify the properties of various natural materials.
The "Magic Laboratory" center of experimental activities is presented with collections (stones, seeds, cereals, fabrics, various types of paper, etc.). It contains the material, for the implementation of experienced activities: magnifiers, compasses, measuring cups, watering cans, clocks, etc. In the process of experimental plant growing activities, diaries of observations are underway in which the tutor fixes the conclusions made by children according to the results of daily observation. Our small "accuracy" will turn into inquisitive tests, carry out simple experiments, identify the properties of various natural materials.
The center of mathematics (game) "LoveK" has important educational functions. In this center there are regulatory material: a magnetic board, card sets for matching numbers and quantities, sets of cubes with numbers and numeric figures, are presented as various types of mosaics and modern puzzles. A fairly wide selection of games on the development of shallow motility hands. Gaming equipment creates a saturated, complete environment with sufficient space for games.
In the moral and patriotic center "Young Patriots" a state symbolism is placed native city, Samara region and Russia. It is a manuals reflecting the multinationality of our Motherland, an illustration for familiarizing children with climatic zones of Russia, samples of folk decorative arts, etc. The corner of the native land is issued in which children can get acquainted with traditions, culture and life of the residents of the Samara province . In the corner of the native edge included fiction By sentiment, the album "My City", "My Family", "History of the village of Nennchuk", etc.
The design center "Self-timers", although focused in one place and takes a bit of space, it is quite mobile. Its practicality is that with the content of the construction corner (the designer of various kinds, a large and small wooden constructor) can be moved to any place of the group and organize this activity as a subgroup of children and individually. The group contains a center for construction and constructive games, in which various types and forms of designers are presented in a large variety. Our pupils independently, when implementing their ideas, use schemes and models of buildings. Center is supplemented small toys For playing. The mobility of this center allows children to deploy the plot of the game beyond. This allows our children to feel comfortable in any corner of the group.
Music - Theatrical Center "Merry Notes" is an important object of the developing environment, since it is the theatrical activity that helps to rally group, unite children interesting idea. In the theater, preschoolers are revealed by demonstrating unexpected faces of their character. Shirma, various types of theaters are placed here. Presented various types of theaters (puppet, shadow, desktop, bobbo, finger). Here are masks, attributes for playing fairy tales, elements of costumes for characters, decorations Children are manufactured independently. Musical development The child comes down not only to classes with a teacher, but also to play independently, improvise, freely musit. Also in the center there are children's musical instruments (spoons, rattles, tambourines, drums, etc.), which are used by children in free activities.
In the center "ICT" posted - television, laptop, tape recorder, microphone, collection of disks and records with music and fairy tales. The laptop is used to play video, illustrations and presentations on the TV, as well as an interactive simulator for individual sessions with children.
Direction: Socio-communicative development.
The formation of the foundations of the culture of communication, consolidating knowledge of the surrounding reality and life in society, through the solution of problem situations through gaming, theatrical activities, OBZH.
In the center of "plot-role-playing games", equipment and benefits are placed in such a way that children can easily pick up toys, combine them "under their gaming creative designs." Due to the fact that the gaming planes of senior preschoolers are very diverse, all game stationary furniture is used multifunctional for various scene-role-playing games. The game material is placed in the boxes with the symbols, the children are choosing the plot of the future game, and tolerate the gaming material at a convenient place for them, for the free construction of the game space. Universal game layouts are located in places easily accessible to children. Portable layouts (to play on the table, on the floor, in any place convenient for the child). Thematic sets of small figures-characters are placed in boxes, nearby from layouts (so that the universal layout can be easily and quickly "inhabited", at the request of playing).
The Center "Security" reflects the security of the house, on the street (traffic rules) and fire safety. It is equipped with the necessary attributes, toys, didactic games. A good didactic manual serves a specially equipped table with marking of streets and roads, and an additional set of small building material and road signs. I think that the creation of a security center in the group helps children in familiarization with the rules and norms of safe behavior, and the formation of the values \u200b\u200bof a healthy lifestyle.
Direction: physical development.
The center of "athletes" contains in itself both traditional physical culture equipment and non-traditional (non-standard), made by the hands of teachers and parents. This equipment is aimed at the development of the physical qualities of children - dexterity, accuracy, eyelash, the speed of the reaction, power qualities. On the modern stage Development, there was a need for placing games in this center and benefits for the introduction of senior preschoolers to the skills of a healthy lifestyle. This center is popular with children, since it realizes their need for motor activity. The increase in motor activity has a beneficial effect on physical and mental development, the state of the health of children.
In the noisy space of the game room, there must be an island of silence and tranquility "Relaxation Corner". If the child is tired of noise and wants to be in silence, he can go to the corner of relaxation. This is a cozy quiet place. Soft pads with various animals, which a child can tell their secrets, experiences. Musical entries with bird singing, river murmure, forest noise - all this is favorable on the emotional state of children.
III. Conclusion
English Writer Oscar Wilde said that " The best way Make the children are good - to make them happy ... ". And we have all the children are good! And creating a favorable development environment for our children, we want to see them also with such: we mastered the main cultural methods of activity with the establishment of a positive attitude towards the world, developed imagination, able to express their thoughts, inquisitive, hardy and physically developed, and most importantly! The advantage of the created environment is that it is possible to attach all children to active independent activities. Each child chooses an occupation for interest in any center, which is provided by a variety of subject matter, availability and convenience of placement of materials. It was noted that pupils are less conflicted among themselves: rarely quarreled due to games, game space or materials, because they are passionate about interesting activities. The positive emotional mood of my children testifies to their cheerfulness, openness, desire to attend kindergarten.
The search for innovative approaches to the modeling of the subject-developing environment continues, the main criteria are creativity, talent and fantasy.
IV. Information sources (used sources recommended sources: regulatory, basic, additional)
Information support training
1. Asmolov A. G. Psychology of the personality: cultural and historical understanding of human development. - M., 2007.
2. Baeva I.A. Psychological safety in education. SPb.: Soyuz Publishing House, 2002, 271 p.
3. Vinogradova N. A., N. V. Miklyaev. Interactive objective and educational and playing environment of a kindergarten. - Uz Perspective, 2011-207c.
4. Gorodina O.A. Statistical methods of psychological and pedagogical studies ( Tutorial) - St. Petersburg: Publisher RGPU named after Herzena, 2002
5. Magazine "Handbook of the Senior Educator" No. 12, December 2014.
6. Magazine "Handbook of the Senior Educator" No. 8, August 2014.
7. The Law of the Russian Federation on Education
8. Kireeva L.G. Organization of the subject-developing environment. Teacher, 2013.
9. Constitution Russian Federation. M., 1996. - 80 s.
10. The concept of federal state educational standards of general education: Project / Ros. Acad. education; Ed. A. M. Kondakova, A. A. Kuznetsova. - M.: Enlightenment, 2008.
11. Lapshin V. M. Social partnership as one aspect of the modernization of regional and municipal education // Education and society. - 2003. - № 6 (23). - P. 17-19.
12. Nishcheva N.V. Subjectual developing environment in kindergarten. - Childhood-press, 2010.
13. On approval of federal state requirements for the conditions for the implementation of the main general educational program of pre-school education. (Order No. 2151 of the Ministry of Education and Science of the Russian Federation of July 20, 2011 was registered in the Ministry of Justice: Registration No. 22303 dated November 14, 2011)
14. Action plan for general education for 2011-2015: app. Order of the Government of the Russian Federation of September 7, 2010 No. 1507-p.
15. Collection of materials "On the implementation of additional prefigation programs." Author-compiler: A.O. Arakelova - M., 2012 (for children's art schools).
16. Sanpin 2.4.2.2821-10 "Sanitary and epidemiological requirements for the conditions and organization of training in educational institutions": approved. Resolution of the Chief State Committee sanitary doctor Of the Russian Federation of December 29, 2010 № 189
17. Sanitary and epidemiological requirements for the device, content and organization of the mode of operation in pre-school organizations. Sanitary and epidemiological rules and regulations. SanPine 2.4.1.2660-10. RESOLUTION of July 22, 2010 N 91
18. Sanpin 2.4.1.1249-03 (2.4.1. Hygiene of children and adolescents, children's preschool institutions. Sanitary and epidemiological requirements for the device. The content and organization of the mode of operation of pre-school educational institutions).
19. Federal Law of the Russian Federation of November 21, 2011 N 323-FZ "On the basics of the health of citizens in the Russian Federation"
20. Federal requirements for educational institutions in part of the health of students, pupils: app. Order of the Ministry of Education and Science of Russia of December 28, 2010 No. 2106.
21. Federal requirements for educational institutions in part of the health of students (order of the Ministry of Education and Science of Russia of 28.12. 2010 No. 2106)
22. TA Zquitaria "To Help the Educator", Book # 2, "Diagnostics. SPECIFIC WIMAN. " Publishing House "TC Sphere", 2014
1. Compliance with the requirements:
· Pedagogical feasibility,
· Aesthetic tasks , artistic development.
2. Aesthetic principles of the interior:
· modern style,
· Easy form,
· Comfort and convenience,
· Much light and air.
3. Children should feel calm, cozy, freely.
4. The interior of the kindergarten should be dynamic. From time to time, the location of furniture changes, new details are made. At the same time, the condition is children react positively on the surrounding environment.
5. It is necessary to actively attract children to the creation of aesthetically developing medium. Together with the children to discuss its organization and options for its transformation, together carrying out these ideas. Attract children to decorate the room, advise with senior preschoolers (where it would be more convenient for them to play, consider books, care for indoor plants, draw, etc.). Offer to think about how to arrange a group room, the importance - children develop independence, creative initiative.
· Interior decoration of premises with calm color walls, ceilings, gender, with practical and comfortable furniture;
· Books with graphic and psychophysiological features of children with illustrations, shaped toys, items and materials for a variety of games and artistic activities (DB are available to children, please them not only by their content, but also appearance);
· Works (reproductions) painting, graphics, sculptures, decorative and applied arts should be available for contemplation (albums, folders with reproductions must lie on low shelves, with children it is not necessary to discuss the plots of paintings and sculptures, only independent concentrated viewing, peering in the details );
· Items children's creativity (drawings, crafts, toys made by children and photos of children engaged in the process of creativity);
· Natural content: plants, aquarium with fish, birds and animals that please the eye, create comfort and beauty.
Creating an object and development environment involves organization of common spacewhere there is a place for creativity, the ability to independently engage in the favorite view of the visual activities and contemplation of the results of this activity:
· corner for independent artistic activities with visual materials (shelf, table, easel) and place for the construction of design (from large or desktop material);
· Various visual materials that should be located by type (detaching materials for paint drawing, performing graphic patterns, modeling, appliqués, design, etc.);
· Podium for work; "Beauty Shelf", shelf, rack, etc.;
· A permanent exhibition of creative works (updated at least 1 time per month);
· Art gallery, where creative work shows are presented (each child has the right to personal exhibitions).
The required component of the kindergarten design - children's work: drawings, appliqués as well works of visual and decorative art (Ceramic, wooden products, carpets, curtains). Group rooms are decorated with flights, printing reproductions of drawings, watercolors, engravings (under glass, in a simple frame, on the wall without inclination). Sculpture of small forms - good decoration interior. The educator uses the setting of a kindergarten for comprehensive education of children, teaches to remove the room, maintain order in it, decorate. In the senior groups, respect for the work of masters, artists is raised. So gradually develop in children artistic taste, the ability to notice and rejoice in the beautiful objects of the situation.
The registration of a children's institution includes color Walls: It is the color that creates a background for everything else, including furniture, paintings, toys, etc., contributes to creating a calm, not annoying atmosphere. The color combinations are of great importance in the creation of harmony of the interior - large surfaces (floor, walls, ceiling) are painted in soft tones, smaller areas - bright. The ratio of the colors of walls and floors is especially important, covered with the sun, stained in a cold color gamut, northern or darkened rooms, on the contrary, the contrasting relationships of warm tones. The walls of the premises of the kindergarten are colored light, soft tones (light beige, salad, blue, etc.), the floors are covered with linoleum of light tones that harmonize with the walls. Every group room can be solved in its colors.
Furniture It is the main decorative element that determines the artistic solution of the entire premises. One of the conditions for the right physical development Preschooler - Furniture, selected in accordance with the proportions of his body.
Toys An integral component of the children's interior. They are best to store them in wall closets, all groups of toys are located in a specific system according to the purpose. For this, sectional cabinets with drawers of various sizes, with folding boards, doors are suitable. It is convenient to store toys and in special boxes on wheels.
Indoor plants are an element of interior design: do not overload the rooms with plants and flowers, take into account their color, texture, shape and structure.
Organization of the common space "workshop", "Studios" for a group of children Requires a larger room. Perfect will be a separate room. The entourage and the spirit of such a premises will allow the child to plunge into the atmosphere of art: works of various types of visual arts, a variety of visual materials and equipment. This naturally sets up children for artistic creativity, promotes the development of the child's emotional and sensual world, the emergence of the feeling of protection and freedom in their judgments.
Special world Studio Determined by the presence of all necessary for interaction with children:
Walls with a special coating that allows you to attach children's children's work;
Stretched under the ceiling and along window openings strings for demonstrating children's work;
1-2 draped walls for installation work during exhibitions;
Warm coating (carpet) to work on the floor;
Dynamically moving tables and chairs;
Technical learning tools (computer, projector for demonstrating images, music center, marker board, phonet with records);
Materials for art and psychotherapeutic work (basins are large and small, table lamps, candles, aromatic sticks, set of bubbles with smells, plates with different surfaces, containers with flour, clay, sand, etc.);
Box with stones, boxes with natural material (Dry twigs, acorns, chestnuts, shell, etc.);
A variety of artistic and structural materials and tools: brushes, paint, gel knots, markers, markers, pencils, crayons, coal, savgin, cardboard, white and colored paper of various formats, glue, tablets, fabric different color and textures, materials for collage subframes, framework for design work. Materials in the required quantity should be available to children.
Easels can be done themselves from tight cardboard (Packaging from TV, refrigerator). For this, it is cut off the bottom, and the opposite side of the box is a house in the form of a triangular shape, a sheet is attached with clothespins (from two sides). Such an easel can be put on the table, chairs.
The desktop is well covered with a large and dense piece of oil. Here, there is also a conveniently apron or bathrobes for children.
4. List the types of classes for preschoolers of visual activities. Expand the connection between the type of classes and the methods used in the learning process. Classify the types of classes: By the content of the image, according to the image method, by the nature of the selection of the topic, by the source of themes and ideas. Offer for each type of classes of 3 (three) themes of classes with an indication of the age group.
Decide the pedagogical task:
In the method of learning senior preschoolers drawing from nature you weakly understand. You are uncertainly apply this technique when it takes this species.
Adjust your actions to improve the methodology for learning preschoolers images from nature.
Developing subject - spatial environment for the organization of amphibiousness in different age groups.
Prepared: Svethechuk L.A.
Object-developing environment - This is a complex of material, aesthetic, psychological and pedagogical conditions that ensure the organization of children's life in a preschool institution. Must serve the interests and needs of the child, and its equipment, materials, didactic material and other - its development. The environment must meet the sanitary and hygienic safety requirements developed for the modern pre-school educational institution. And it creates a psychologically comfortable environment, favorable for children's vital activity.
purpose corner of visual activity - the formation of the creative potential of children, the development of interest in amusement, the formation of aesthetic perception, imagination, artistic creative abilities, independence, activity.
The organization of the objective and developmental environment for the development of visual activities in accordance with the Federal Educational Standard of Preschool Education meets the following requirements: - Saturation - Transformability of space - polyfunctionality of materials - environmental variability - Accessibility of the environment - Safety
Equipment general purpose - Chalk drawing board. - Sponge. - Sets of color and white chalk. - Molbert one-sided or bilateral. - Set of 60 * 50 or 80 * 50 cloth. - Flanhelegraf, magnetic board - stand for viewing children's work on drawing, demonstrating illustrative material. - Stand for placing work on the modeling. - Pointer. - Roller for applying paint on paper. - Table sharpener for pencils. - Tank with a tight adjacent lid for clay storage, plasticine. - An apron for the teacher - aprons and breakers for children.
Pedagogical requirements for the objective and developmental environment of the organization Corner of Fine Activities: - a single style in the design, its attractiveness for children; - the presence of appropriate decorative moments; - ensuring the emotional well-being of the child and adult; - Accounting for age and sex features of children, both in the informative nature of the materials and the organization of space. - the quantitative composition of objects and materials (the presence and number of relevant items is compared with the standard); - the presence of a variety of art materials, their changeability, addition, quality, appearance; - pedagogical feasibility (compliance with the appointment and objectives of aesthetic education); - availability of material for children, convenient location.
Junior Preschool Age All materials for free independent productive activities should be available to children. All materials and manuals must have a permanent place. The space is organized so that two-three children can act at the same time and adult. In working condition, all materials, benefits, equipment and unfinished children's work are preserved until the breakfast of the next day. Children junior Group It is necessary to give for drawing pencils of six colors (red, blue, green, yellow, black and brown). For drawing, use two types of water colors - gouache and watercolor. . Children of the younger group are recommended to give brushes No. 12-14. Children of the younger group it is recommended to give paper for drawing paper in the wrist sheet - it corresponds to the wise of a children's hand.
Middle preschool age In the middle preschool age, the spatial environment is organized on the principle of semi-folded microspaces, in order to avoid the crowdability of children (small subgroups of 2-4 children). In the middle group, at the beginning of the year give pencils of 6 colors, and by the end of the year a set of twelve pencils (orange, purple, dark red, pink, blue, light green) are added. Teaching children in drawing and in the process of daily, free activity is desirable to carry out the tables that are delivered to the circle or letter "P". The tables should also provide for the tutor.
Senior preschool age In the senior preschool age, the corner of the visual activity is organized in such a way that every child can deal with any business. Placement of equipment on the principle of non-rigid centering allows children to unite into the subgroups for interests. Children of this age prefer to work more often individually, so there should be 1.5 times more places for classes than the number of children in the group. Workplaces for children engaged in practical, productive activities should be well lit (located near the window or are provided with additional local lighting).
Demonstration material for classes with children's visual activities. Genuine works of folk, decorative and applied art. For children of younger preschool age - 2 - 3 types of folk toys (Bogorodskaya toy, Semenovsky and other matryoshki, Gorodetskaya carved toy (horses), etc.). For children of middle and senior preschool age, 3 - 4 types of works of folk art are selected (Dymkovsky clay toy, works of khokhloma and city masters, etc.). Reproductions from painting, book graphics To this end, teachers can use any highly artistic works of book graphics and reproductions, the content of which is recommended by the program, understandable to children and causes them an emotional response.
The role of the developing component of the spatial environment in support of the children's initiative of creativity.
The development of the child of the preschooler is committed in the process of upbringing and learning, that is, in active, with activities organized by the teacher in a variety of forms of its communication with adults and peers. To do this, around the child is created a special environment in which he lives and learns independently. In this environment, the preschooler develops and forms sensory skills, accumulates life experience, teaches to organize and compare different objects and phenomena, receives the experience of emotionally practical interaction with adults and peers, knowledge gains knowledge
Developing subject-spatial environment
- Part of the educational environment represented by specially organized space, materials, equipment and inventory for the development of preschool children in accordance with the peculiarities of each age stage, protection and strengthening their health, accounting for features and correction of deficiencies in their development.
Creating a developing objective environment of any age group of a kindergarten, it is necessary to take into account the foundations of the constructive interaction of participants in the educational and educational process, the design and ergonomics of the modern environment of preschool institutions and the psychological features of the age group that this environment is aimed at.
To cognitive activity Children acquired a meaningfulness and developing effect The conditions necessary for the development of cognitive-intellectual activity of children, taking into account the following factors:
- The game and educational environment should stimulate the development of the search and cognitive activity of children;
- the subject-developing environment in its content should be diverse;
Individual features and interests of the children of a particular group should take into account the content of the developing environment;
As you know, the main form of working with preschoolers and the leading activity is the game. That is why teachers are experiencing increased interest in updating the subject-developing environment.
The situation in groups is created in such a way as to provide the child to their own choices than he will do. The room of each group is divided into several centers, each contains a sufficient amount of materials for research, productive activities and the game.
The main goal of creating centers is to intensify children's artistic and aesthetic creativity, enriching the experience of creative activities, the development of aesthetic abilities. This center unites various types of artistic and aesthetic activities of preschoolers. Materials for the development of visual activity are located near toys, costumes, games, since it is precisely the game activity in many respects activates the appearance of the image in the figure, modeling, designing.
The created drawing or work is often played by children. In the corner there should be enough free space for the organization of independent children's activities. Here, the teacher in his free time, together with children, can draw, sculpt, create appliques and various crafts.
The developing spatial environment is directly dependent on the content of education, age and the level of development of children and their activities. The developing environment in groups should be appropriate, informed, create an image of a process or another, to configure the emotional way, to ensure the harmonious relationship between the child and the world around the world, to provide him with the freedom of choice, influence the worldship, health, health.
Center for artistic creativity interacts with other centers:
-The center of applied art, where preschoolers are introduced to the identity of the national culture of the Russian people. Here are the methodical and visual materials on people's applied creativity, dolls in national costumes etc.;
- Center book. Drawing on works, creating a handwritten book, the release of the literary magazine - effective methods development of art and literary - creative abilities;
- Center for dramatization. Theater affects the imagination of the child various means, Including through the visual arts. Children together with adults come up with scenery, costumes for performances;
- Music Center. Children draw a mood that they felt listening to a musical work, a song.
The content of the objective environment must correspond to the interests of boys and girls, periodically change, vary, constantly enriched with material interesting for children oriented preschool children.
The purposefully organized objective environment in the preschool institution plays a large role in the harmonious development and child education. The created environment causes children a sense of joy, an emotionally positive attitude towards the kindergarten, the desire to visit him, enriches new impressions and knowledge, encourages active creative activities.
