Transformable subject environment in dow. "building a developing subject-spatial environment in a preschool educational organization"

The educational environment is a set of conditions purposefully created in order to ensure the full education and development of children.

Developing subject-spatial environment - part of the educational environment, represented by a specially organized space (premises, area, etc.), materials, equipment and supplies for the development of preschool children in accordance with the characteristics of each age stage, protection and strengthening of their health, taking into account the characteristics and correction of deficiencies in their development.

The issue of organizing the developing subject-spatial environment of preschool educational institutions is particularly relevant today. This is due to the introduction of the new Federal State Educational Standard (FSES) to the structure of the basic general education program preschool education.

3. 3. Requirements for a developing subject-spatial environment.

3. 3.1. A developing subject-spatial environment ensures maximum realization of the educational potential of the space of the Organization, Group, as well as the territory adjacent to the Organization or located at a short distance, adapted for the implementation of the Program (hereinafter referred to as the site), materials, equipment and inventory for the development of preschool children in accordance with the characteristics of each age stage, protecting and strengthening their health, taking into account the characteristics and correction of deficiencies in their development.

1) Organization of educational space and variety of materials, equipment and supplies (in the building and on the site) must provide:

gaming, educational, research and creative activity of all pupils, experimentation with materials available to children (including sand and water)
motor activity, including the development of large and fine motor skills, participation in outdoor games and competitions
emotional well-being of children in interaction with the subject-spatial environment
opportunity for children to express themselves.

2) Transformability of space implies the possibility of changes in the subject-spatial environment depending on the educational situation, including the changing interests and capabilities of children;

3) Multifunctionality of materials implies:

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

4) Variability of the environment implies:

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

5) Availability of the environment assumes:

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

6) The safety of the subject-spatial environment presupposes the compliance of all its elements with the requirements to ensure the reliability and safety of their use.

3. 3.5. The organization independently determines the means of training, including technical and relevant materials (including consumables), gaming, sports, recreational equipment, inventory necessary for the implementation of the Program.

The purpose of the organizing function is to offer the child all kinds of

material for his active participation in various activities.

In a certain sense, the content and type of the developmental environment serve as an impetus for the preschooler to choose the type of independent activity that will meet his preferences, needs, or shape his interests.

In accordance with the educational function, the environment is the center where the basis for cooperation, positive relationships, organized behavior, and caring attitude is born.

The developmental function assumes that the content of the environment of each activity must correspond to the “zone of actual development” of the weakest child and be in the “zone of proximal development” of the strongest child in the group.

The subject environment has a certain impact on the child

already from the first minutes of his life.

The main task of raising preschoolers is to create in children a sense of emotional comfort and psychological security. In kindergarten, it is important for a child to feel loved and unique. Therefore, the environment in which the educational process takes place is also important.

ORGANIZATION DEVELOPMENTAL SUBJECT- SPATIAL ENVIRONMENTS IN I YOUNGER GROUP

Performed,

teacher of MADOU CRR No. 39 “Firefly”

Organization of a developing subject-spatial environment.

During early childhood, the baby actively learns the world. Our task is to make the child’s environment bright, interesting, memorable, emotional, and active. Kindergarten is a second home for children, where it should be cozy and joyful. The design of group premises in kindergarten plays a big role in raising children. The developing subject-spatial environment has a special influence on the development play activity child early age. Play is the baby's leading activity. It is in play that children have the greatest opportunity to be independent, to communicate with peers at will, to realize and deepen their knowledge and skills.

· Rationality (the entire space of the group is used, while leaving enough free space).

The developing subject-spatial environment should be:

· Transformable;

· Multifunctional;

· Variable, accessible and safe.

1) Saturation of the environment must correspond to the age capabilities of the children and the content of the program.

2) Transformability space implies the possibility of changes in the subject-spatial environment depending on the educational situation and the interests of children.

3) Polyfunctionality of materials assumes the possibility of varied use of the components of the object environment (children's furniture, modules, etc.).

4) Environmental variability suggests :

· Availability of different spaces in the group (for play, construction, privacy, etc.), as well as games, toys and equipment...;

· Periodic change of game material , the emergence of new objects that stimulate the play, motor, cognitive, and research activity of children.

· Motor (walking, running, jumping, riding cars, etc.);

· Game (role-playing games, games with rules, didactic games);

· Communicative (interaction with adults and peers through oral speech as the main means of communication);

· Cognitive and research (studying objects, experimenting with them);

· Elementary work activity(every toy has its place).

Educational games" href="/text/category/razvivayushie_igri/" rel="bookmark">educational games collected didactic material, object toys for playing with.

The garage contains cars of different sizes on different topics: buses, helicopters, ambulance, cars, etc. Mainly for boys. But observing children’s independent play activities, we notice that girls also play with cars.

In the corner for the development of fine motor skills there are lacing, different types of inserts (by color, geometric figures, animals, transport, etc.), mosaics, pyramids, nesting dolls, panels for fastening and unbuttoning buttons, bags for tactile sensations...

https://pandia.ru/text/80/031/images/image003_2.png" align="left" width="210" height="210 src=">In the play living room: kitchen children's play furniture, table, chairs, sets of tableware and teaware, a stand for storing models of vegetables and fruits and a matryoshka hanger for aprons.

In the hairdresser: a dressing table with a mirror, combs, brushes, a toy set for a hairdresser, capes, a lounge chair.

In the doll corner: cribs with bedding according to size, a rocking bed, a bathtub for bathing dolls, children's irons, naked dolls, baby dolls, a didactic doll with a set of clothes, soft dolls, strollers for riding dolls.

The mummers' corner is located next to the hairdresser's. For children's dressing up there are skirts, aprons, scarves, caps, and beads. Throughout the year, the material is supplemented and updated.

The didactic table (sensory development corner) includes multi-colored abacus, a slide for rolling balls, a playground of different sizes in primary colors, and a LEGO construction set.

In the Fine Art corner: an easel, a roll of rolling paper, felt-tip pens, pencils, wax crayons. Children have free access to them at any time of the day, and they also draw at the tables with paints.

To provide privacy for children, we use a lightweight folding house made of fabric material.

In the zone motor activity There are health tracks, massage balls, handkerchiefs, plumes, skittles, cubes for practicing, caps for games, cones for throwing.

In the clinic: a doctor in professional clothes, a thermometer, a themed set for the game “hospital”, gowns and hats for children.

In the store: scales, plastic jars and bottles, models of some products, models of vegetables and fruits, baskets and bags, capes and caps.

In the dressing room, when working with parents, we use an exhibition of children's drawings, a visual information stand, a shelf with children's modeling work, a sliding folder (memos, recommendations, tips), and a folding screen with consultations.

https://pandia.ru/text/80/031/images/image005_2.png" align="left" width="218" height="163"> kids, snow figures for throwing snowballs, a set of ice dishes has been created for games, ship for toys.

The object world of toys surrounding the child in the group is constantly replenished and updated. Thus, paper boxes for storing gaming materials were replaced with plastic baskets - they are bright, colorful, and easy to use. In the near future we will purchase a corner for object toys. With its acquisition, the space of the development environment will be changed. All furniture is easy to use, easy to move and transport to any place depending on the interests of the children. Thus, the developmental subject-spatial environment created in our group satisfactorily meets the requirements of the Federal State Educational Standard.

Bibliography:

1. , “From birth to school” M. Mozaika-Sintez, 2012.

2. “Development of gaming activities” M. Mozaika-Sintez, 2011

3. “Organization of the sensorimotor corner in the group kindergarten» M. Ed. MCFER house 2008.

4. ,. M,. And “Environment as a means of realizing the personality of a preschooler” M. Ed. MCFER house 2010.

5. “Sensory development of young children” M. Mozaika-Sintez, 2011

The system of material objects and means of a child’s activity, which functionally models the content of the development of his spiritual and physical appearance in accordance with the requirements of the basic general educational program of preschool education, is the subject-development environment.

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Organization of a transformable subject-development environment for a kindergarten group.

Federal state requirements and exemplary basic general education programs pose an important task for teachers - to revise the approach to education and the organization of an integrated educational process in kindergarten. Federal state requirements are aimed, first of all, at restructuring the entire educational process in a preschool institution. Changes of this kind require a change in approaches to organizing the educational process: in this case, not through a system of classes, but through other, adequate forms of educational work with preschool children. Federal state requirements are aimed at implementing the following educational areas: “ Physical Culture"; "Health"; "Safety"; "Socialization"; "Work"; "Cognition"; "Communication"; "Reading fiction»; « Artistic creativity"; "Music" focused on the development of physical, intellectual and personal qualities children.
Now we must strive for the development of the preschooler, and not for him to master a large amount of knowledge. In addition, the very approach to organization educational process should be reconsidered.

During 2010-11 school year As a group, we conducted a qualitative analysis of the environment for compliance with Federal state requirements. The analysis showed that it is necessary to improve development centers. We found out that it is necessary to update play equipment for children’s independent play activities, story games, and theatrical games. When creating a subject-based development environment, we tried to be guided by the following principles: -multifunctionality of the environment: a subject-based developmental environment should open up many opportunities for the child, provide all components of the educational process, and should be multifunctional.--transformability of the environment: this principle is associated with its multifunctionality - this is the possibility of changes that allow, depending on the situation, to bring to the fore one or another use of space (we abandoned monofunctional zoning, which strictly assigned functions to a certain space). For this purpose, a mobile table-module on wheels was purchased, on which materials and equipment for educational - research activities. We were guided by the principle of integration of educational fields. Thus, materials and equipment from one educational field Children can use it more freely during the implementation of other areas. When creating a subject-based developmental environment, we took into account gender specifics and provided the environment with specific material for girls and boys. We also relied on the principle of integration of educational areas. Materials and equipment for one educational area can be used by children in the implementation of other areas. The group room is divided into several centers, each of which contains a sufficient amount of materials for exploration and play. The group environment is created in such a way as to provide the child with the opportunity to make his own choices.

In our group, much attention is paid to the child’s independent activity, during which he can retire, do his favorite activity or play. The independent activity of a preschooler does not lead to games. During independent activities, the child must be left to his own devices. Some children want to be alone, others want to engage in creativity, and others want to play sports. For privacy, we have created conditions for privacy, relaxation and rest. Please note that children with speech impairments may have difficulty communicating and, as a result, withdraw from others. Therefore, we do not “forcibly” involve the child in common activities and games if he does not want it. We monitor the child’s psychological state together with a speech therapist and psychologist.

The developmental environment is diverse in the design of children's activity centers and is also determined by sensitive periods in the development of children. In the preparatory group, this is the development of cognitive, creative, and communication abilities of preschoolers, preparing children for school.

Play is the leading activity of a child, through which he develops organically, learns a very important layer of human culture - the relationship between adults - in the family, their professional activity etc.
Due to the fact that children's play plans preparatory group varied, we have placed all the playing material so that children can easily select toys and combine them “to suit their plans”. Stable thematic zones, which were previously completely giving way to mobile material - large universal space markers and multifunctional material that can be easily moved from place to place.In serving game plans, universal play space markers and multifunctional material acquire the greatest importance. Large and medium-sized toys-characters as the child’s imaginary partners are fading into the background, since cooperative game with peer partners. The function of plot formation belongs to a variety of small figures-characters in combination with small space markers - layouts. In a certain sense, small character figures begin to perform the function of unique operating objects when children develop director’s play. For this we purchaseda universal folding screen, a stand with a steering wheel, a tabletop theater screen, a doll's house (model, collapsible, for small characters), themed building sets (for small characters).

We work closely with parents. They proposed creating a mini-museum of watches in the group. And they themselves took an active part in replenishing the museum with exhibits.

The construction of a subject environment is the external conditions of the pedagogical process that make it possible to organize the child’s independent activity, aimed at his self-development under the supervision of an adult. Important, that subject environment has the character of an open, open system, capable of change, adjustment and development. In other words, the environment is not only developing, but also developing. Practice suggests that it is difficult to completely replace the subject environment in a group. But still, under any circumstances, the objective world surrounding the child needs to be replenished and updated, which is what we do. Only then does the environment contribute to the formation of cognitive, speech, motor and creative activity.

Federal State Educational Standards requirements for developmental education

subject-spatial environment

The educational environment in kindergarten presupposes specially created conditions, such as are necessary for the child to fully live preschool childhood. The subject-developmental environment is understood as a certain space, organizationally designed and subject-rich, adapted to meet the child’s needs for cognition, communication, work, physical and spiritual development generally. The modern understanding of the subject-spatial environment includes ensuring the active life of the child, the formation of his subjective position, the development of creative manifestations by all available means that encourage self-expression.

1. Requirements of the Federal State Educational Standard for Educational Education for a developing subject-spatial environment.

Developing subject matter- the spatial environment ensures maximum realization of the educational potential of the space of the Organization, Group, as well as the territory adjacent to the Organization or located at a short distance, adapted for the implementation of the Program (hereinafter referred to as the site), materials, equipment and inventory for the development of preschool children in accordance with the characteristics each age stage, protecting and strengthening their health, taking into account the characteristics and correcting deficiencies in their development.

Developing subject matter- the spatial environment must provide the opportunity for communication and joint activities children (including children of different ages) and adults, physical activity of children, as well as opportunities for privacy.

Developing subject matter- the spatial environment must provide:

implementation of various educational programs;

in the case of organizing inclusive education - the necessary conditions for it;

taking into account the national, cultural and climatic conditions in which educational activities are carried out; taking into account the age characteristics of children.

Developing subject matter- the spatial environment must be content-rich, transformable, multifunctional, variable, accessible and safe.

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

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

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

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

For infants and young children, the educational space should provide necessary and sufficient opportunities for movement, object and play activities with different materials.

3) Multifunctionality of materials implies:

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

4) Variability of the environment implies:

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

5) Availability of the environment assumes:

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

6) The safety of the subject-spatial environment presupposes the compliance of all its elements with the requirements to ensure the reliability and safety of their use.

Organizing on your owndetermines teaching aids, including technical, relevant materials (including consumables), gaming, sports, recreational equipment, inventory necessary for the implementation of the Program.

2. Features of the organization of a subject-development environment.

2.1. Basic requirements for organizing the environment

The “From Birth to School” program does not impose any special requirements for equipping a developing subject-spatial environment (as, for example, in the Montessori program), in addition to

requirements specified in the Federal State Educational Standard for Education. In case of deficiency or absence

funding, the program can be implemented using

equipment that is already available in the preschool organization, the main thing is

comply with the requirements of the Federal State Educational Standard for Educational Education and the principles of organizing space outlined in the program.

The developing subject-spatial environment of a preschool organization should be:

Transformable;

Multifunctional;

Variable;

Available;

Safe;

Health-saving;

Aesthetically attractive.

2.2 Basic principles of organizing the environment.

The equipment of the premises of a preschool institution should be safe, health-saving, aesthetically attractive and developmental. Furniture should correspond to the height and age of children, toys should provide the maximum developmental effect for a given age.

The developing subject-spatial environment should be rich, suitable for joint activity of an adult and a child and independent activity of children, meeting the needs of childhood.

The group space should be organized in the form of well-demarcated zones (“centers”, “corners”, “platforms”), equipped with large

number of educational materials (books, toys, creative materials, educational equipment, etc.). All items must be accessible to children.

Such an 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 individual characteristics children.

The equipment of the corners should change in accordance with thematic planning educational process.

The following may act as development centers:

Corner for role-playing games;

Mummering corner (for theatrical games);

Book Corner;

Area for board and printed games;

Exhibition ( children's drawing, children's creativity, folk products

craftsmen, etc.);

Corner of nature (observations of nature);

Sports section;

Corner for playing with sand;

Corners for variety different types independent activities of children - constructive, visual, musical, etc.;

A play center with large soft structures (blocks, houses,

tunnels, etc.) to easily change the playing space;

Play corner (with toys, building materials).

A developing subject-spatial environment should act as a dynamic space, mobile and easily changeable. When designing an object environment, it should be remembered that a “frozen” (static) object environment will not be able to fulfill its developmental function due to the fact that it ceases to awaken the child’s imagination. In general, the principle of dynamism - staticity concerns the degree of mobility of play spaces, the variability of subject conditions and the nature of children's activities. At the same time, a certain stability and constancy of the environment is necessary condition its stability, familiarity, especially if it concerns public places (library, cabinet with toys, box with multifunctional material, etc.).

IN junior groups The concept of a child's game is based on an object, so an adult must update the play environment (buildings, toys, materials, etc.) each time in order to awaken in children the desire to set and solve a game problem.

In older groups, the idea is based on the theme of the game, so a varied multifunctional subject environment awakens the active imagination of children, and every time they rebuild the existing play space in a new way, using flexible modules, screens, curtains, cubes, chairs. The transformability of the object-based play environment allows the child to look at the play space from a different point of view, be active in arranging the play area and anticipate its results.

A developing subject-spatial environment should provide access to natural objects; encourage observation of plant growth in the kindergarten area (continuous and episodic), participation in elementary work, and conducting experiments with natural materials.

The developing subject-spatial environment should be organized as a cultural space that has an educational influence on children (folk art products, reproductions, portraits of great people, ancient household items, etc.).

Features of the organization of the subject-spatial environment to ensure the emotional well-being of the child.

To ensure the emotional well-being of children, the environment in kindergarten should be inviting, almost homely, in which case children quickly get used to it and freely express their emotions. All kindergarten premises intended for children must be equipped in such a way that the child feels comfortable and free.

A comfortable environment is an environment in which a child feels comfortable and confident, where he can occupy himself with interesting, favorite activities. The comfort of the environment is complemented by its artistic and aesthetic design, which has a positive effect on the child, evokes emotions, bright and unique sensations. Staying in such an emotional environment helps relieve

tension, tightness, excessive anxiety, opens up to the child

the ability to choose the type of activity, materials, space.

Features of the organization of the subject-spatial environment for the development of independence.

The environment should be varied, consist of various areas (workshops, research areas, art studios, libraries, playrooms, laboratories, etc.), which children can choose according to at will. The subject-spatial environment should change in accordance with the interests and projects of children at least once every few weeks.

Features of the organization of the subject-spatial environment for the development of gaming activities.

The play environment should stimulate children's activity and be constantly updated in accordance with the children's current interests and initiatives. Play equipment should be varied and easily transformable. Children should have the opportunity to participate in the creation and renovation of play environments. Parents should also have the opportunity to contribute to its improvement.

Features of the organization of the subject-spatial environment for the development of cognitive activity.

The environment should be rich, provide the child with the opportunity for active exploration and problem solving, and contain modern materials (construction sets, materials for sensory development, kits for experimentation, etc.)

Features of the organization of the subject-spatial environment for the development of project activities.

To encourage children to explore and create, you should offer them a large number of exciting materials and equipment. Nature and immediate surroundings - important elements research environments containing many phenomena and objects that can be used in joint research activities of educators and children

Features of the organization of the subject-spatial environment for self-expression through art.

The educational environment must provide necessary materials, the opportunity to engage in different types of activities: painting, drawing, playing the musical instruments, singing, designing, acting, dancing, various types of crafts, wood crafts, clay crafts, etc.

Features of the organization of the subject-spatial environment for physical development.

The environment should stimulate children's physical activity, their inherent desire to move, learn, and encourage them to play outdoor games. During outdoor games, including spontaneous ones, children should have the opportunity to use playground and sports equipment. The playground should provide conditions for the development of gross motor skills.

The playing space (both on the court and indoors) should be transformable (change depending on the game and provide enough space for physical activity).

Conclusion

The objective world of childhood is not only a play environment, but also an environment for the development of all specific children’s activities (A. V. Zaporozhets), none of which can fully develop outside subject organization. A modern kindergarten is a place where a child gains experience of broad emotional and practical interaction with adults and peers in the most significant areas of life for his development.

The developmental environment helps to establish and affirm a sense of self-confidence, gives the preschooler the opportunity to test and use his abilities, stimulate his expression of independence, initiative, and creativity.

Bibliography

Veraksa N.E., Komarova T.S., Vasilyeva M.A. Exemplary general educational program for preschool education “From birth to school” - M., 2014

Federal State Educational Standard for Preschool Education (Order No. 1155 of October 17, 2013).

One of the requirements for the conditions for the implementation of the Federal State Educational Standard for Educational Education is the creation of a developing subject-spatial environment. It must be transformable, multifunctional, variable, accessible and safe.

The teacher must provide freedom of action in the group room, provide for its thematic and plot twist, and find for each game only its own style of game interior and equipment. Managing play with play materials can have a significant impact on children's play development.

Having studied psychological and pedagogical literature, social media Having observed children’s games and analyzed the developmental subject-spatial environment in groups, we came to the conclusion that it was necessary to create an environment that would meet the requirements of the Federal State Educational Standard for Education.

We, preschool teachers, are constantly looking for ways to create such an environment.

The problem of insufficient funding seriously limits the possibility of creating such an environment. Obviously, this problem needs to be solved through the use of non-traditional, affordable, economical materials.

In 2015, together with parents, we created play space markers from sandwich panels, which took root well in groups and were liked by children.

We decided not to stop there, we started thinking, what else can we make analogues of expensive benefits from? And in 2016, similar markers and equipment made from PVC pipes appeared in preschool educational institutions. . As it turns out, this material provides even more opportunities for creativity and variability. By just making one construction set from pipes, you can provide the group with various options for play equipment . The elements of such a designer are light, aesthetic and safe. And the manufactured equipment is multifunctional, variable and transformable.

A PVC pipe constructor is a set of polypropylene pipes of different sizes, of the same diameter, plugs, angles, tees, fastenings - clips. The ends of the pipes are processed using a special device (the top layer is removed to a width of 30 mm), which makes it possible for installation, avoiding soldering and dismantling of structures.

Methodical manual for the designer

Target manufacturing the designer: providing opportunities for creative self-realization children in the game through the transformation of RPPS by the children themselves.

The constructor implements the following tasks:

Develop the ability to independently organize activities, transforming the space depending on the design of the game, thereby enriching the content of the games.
Develop children's ability to analyze and synthesize, and the ability to combine. Promote the development of the ability to draw up an action plan and apply it to solve practical problems, analyze and evaluate the work done;
To promote the formation of social and communicative competence of children, to initiate the need to negotiate with a partner during interaction.
Promote harmonious physical development children through a variety of exercises using structures.

The designer has a number of advantages and meets modern requirements:

Easily transformed;
Multifunctional;
Variable;
Develops children's fantasy and imagination;
Activates motor activity;
Designed for all age categories of children;
Meets hygienic requirements (easy to clean, safe);
The structures have an aesthetic appearance;
Take up little space during storage;
Made from inexpensive and accessible materials.

Various structures - “markers” – are assembled from the construction set.

Consists of identical 1.2m pipes. (12 pcs.) and tees (8 pcs.)

Marker "Home". It can be supplemented with fabric on rings, removable attributes (windows, balconies, signs, house number), which, like fabric, can be attached to rings with clothespins or tied to the frame itself, or Velcro can be used. You can additionally attach a roof. The roof structure consists of a long pipe (1.2 m), at the ends of which tees with short pipes are attached. The roof is attached using clips to the top pieces of the cube and the short pieces of the roof.

This design can be covered with a themed cover (“Space”, “Underwater Kingdom”, etc.) and used both for role-playing games and as a corner of privacy.
To improve emotional comfort in a group, you can use the “Cube” as the basis for “Dry Rain”. To do this, using clips, longer pipes with ribbons and plugs at the ends are attached, which prevents the ribbons from falling if they are on rings, as in our case, and also adds to the aesthetics of the structures. The number of pipes may be different and it is possible to fasten them in different directions and at different heights.
The “Cube” is also used as the basis for an obstacle course during children’s independent and joint physical education and health activities (GCD, entertainment, invigorating gymnastics, etc.). For this purpose, pipes of a greater length than those used for the “Cube” are attached, with plugs . Attached vertically for different types of walking, running and even crawling between slats using clips. It is easy to adjust the height of the crossbars. For crawling and stepping over, longer pipes with plugs, attached horizontally with clips, are also used. The “obstacle course” can be enlarged by moving it outside the “Cube” contour and attaching it with clips.
The “cube” can be used as a space limiter, for organizing development centers, and as a basis for placing illustrative material of various directions. For example, inside the “Cube” there is an exhibition pavilion dedicated to the work of a particular writer or artist. Illustrations can be attached to pockets different ways to the “Cuba” frame. On the outside, on one side of the “Cube”, another kind of illustrative material can be placed in the same pockets, for example, samples for design or another artist, etc., and on the third side, the work of another artist, or children’s drawings. Or the “Cube” can be dedicated to the 4 seasons.

2. “Gate” design

For two gates you will need 4 pipes (1.2 m), 2 tees on top, 2 short pipes (0.4 m) on top, 4 corners on the bottom, 2 pipes (0.8 m) on the bottom and on the sides behind the gate, 2 are attached obliquely with clips pipes (1.8 m) with plugs.

Design "Screen" this is a vertically standing square outline covered with white fabric , consists of 4 pipes of 1.2 m each; 2 corners and 2 tees, 2 short pipes with plugs to support the circuit. Usage:
Shadow theater
Viewing filmstrips
Multimedia
Puppet show

this is a vertically standing square outline, for decoration and background , consists of 4 pipes of 1.2 m each; 2 corners (fastening at the top) and 2 tees at the bottom. And a parallel rectangular contour (2 pipes of 1.2 m each horizontal; 2 pipes of 0.6 m each - vertical; 2 angles at the top and 2 tees at the bottom), 2 middle pipes connect both parts and are a support. Use: puppet, finger, glove theater. You need to hang fabric and decorations on the rectangular outline.

These are 3 vertically standing square contours, fastened together with clips, each of which consists of 4 pipes of 1.2 m each; 2 corners and 2 tees, short pipes with plugs added at the bottom for stability. Pipes with plugs are attached to the top using clips:

for the front decoration of the stage (2.8 m), you can also attach a poster;
for curtain (2.10m);
for the scenes (2.8m);
for removable decorations (1.8 m).

consists of 2 parts. The first part (bottom) is a vertically standing rectangular contour, fastened together with corners, each of which consists of 4 pipes: 2 pipes - 82 cm, 2 pipes - 40 cm. The table stands on 4 legs of 46 cm.

The second part (upper) is used for pouring water, which consists of a vertical pipe - 95 cm and 2 side pipes - 36 cm, fastened together with corners. Additional parts are also used: taps, funnels, plugs.

On the horizontal surface of the table, depending on the activity, you can attach: basins, trays, a transparent frame.

Can be used both in the building and on the site of a kindergarten in the warm season. Provides: playful, educational, research and creative activity for all pupils, experimentation with materials available to children: sand, semolina and water; development of gross and fine motor skills, emotional well-being of children in interaction with the subject-spatial environment; opportunity for children to express themselves.

Drawing on sand (sand), semolina
Kinetic sand modeling
Experiments with water
Experiments with sand
Dry pool.

All actions are performed with the fingers, but stacks and brushes can be used as devices.

Multifunctional three-leaf design that divides space. The screen stands firmly on the floor. The screen is dressed in pieces of brightly colored fabric, which are attached to rings with clothespins and loops with buttons. The fabric is easy to remove and wash. The floor screen is intended for role-playing and director's games (theatrical activities, dressing up, mastering social roles and professions, etc.), theatrical productions using various types dolls as a corner of privacy, division of space, development of motor activity. The fabric has transparent pockets on one side in which visual material can be placed.

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