The Influence of subject-developing environment
The impact of the subject development environment on the development of independence of children of senior preschool age
The article is from the Festival of pedagogical ideas “Open lesson”
Independence is one of the leading qualities of the person.
Autonomy provides for responsible human behaviour, the ability to act consciously and proactive not only in familiar surroundings, but in the new conditions that require non-standard solutions .
In the preschool age to the fore the problem of intellectual and cognitive development of children, and training to learning in school.
Autonomy is not an inherent feature, it is formed as a child growing up and at each age stage has its own characteristics.
At the age of 5-6 years is the formation of child’s personality, which manifests itself in self-expression, self-esteem and personal growth.
The tasks of this age:
– to teach children to properly assess their strengths and opportunities, consciously and independently to use a certain amount knowledge and skills;
– learning to help adults to maintain order in the group, self-organizingmaterial to practice;
– learn to perform various tasks associated with caring for objects of nature;
– continue to develop creativity and initiative, independence and responsibility;
– to continue to develop sustainability, distribution, switching, attention;
– develop phonemic hearing, expressive intonation of speech, sound party of the speech;
– to develop imagination, to strengthen it;
– to cultivate the habit of healthy lifestyle;
– to educate the beauty, expressive and graceful movements;
to nurture respect for others;
– to systematize knowledge about the work of people in different times of the year.
Given these challenges, our group organized subject – developing environment, which requires the child to the permanent manifestations of independence.
Wednesday the group includes traditional and innovative components.
For work instead of watering cans manufactured using plastic bottles, containers of different sizes with printed scale, which allows children to independently determine the amount of water for watering plants.
Pots for violets replaced teapots. Aesthetically pleasing and very attractive, the children themselves and are happy to care for plants, without reminders.
For locomotor activity the most attributes and shells placed in the pockets mural “Clown – Toropyzhka”. Brightness and aesthetics adds an emotional component to this panel.
In the centre of the constructive engagement we have placed fannelegraph and a set of geometric shapes of different sizes to store in schematic form of the buildings.
Also, we had made “a House for Barbie” from ceiling tiles. To create interior of the room, modeling the furniture we use different types of constructors and waste material (for example: Cabinet out of the box with cover, a bed – box from under tea, “the hill” – from the case for ware). House our mobile, as involved in the role-playing games: “House”, “Family”, as well as in directing the game “Zoo”, “Garage”.
For theatrical activities made the veil “Puppet theatre” with the growth of children, which allows you to be the child is not in a static position while sitting, or moving. The screen can be used simultaneously by several groups of children (three Windows for demonstration).
Developing the ability to undress and dress quickly, use the clock-timer that teaches children the ability to correlate with independent activities.
For the development of communication use the game “Mail” to group the children in groups to practice any activity, given their shared Hobbies. Postman sends “talking postcards” children and certainly there are children who are interested in the proposed activity. “Talking postcards” can be postcards symbols.
When you create the environment we are guided by the principles of its construction in preschool:
the distance principle, the position in the interaction. It gets you closer to the position of the child, and the child to rise to the position of an adult. I indirectly enter the game (the game “telephone”).
the principle of activity, independence and creativity. To do this, arrange the environment so that it could change depending on the formation of one of the stages of autonomy (children learned how to organize the space for the game “journey” made by new attributes, and then expanding the plot).
the principle of integration and flexible zoning. Living space in the group we organize so that it gave the possibility of constructing non-overlapping spheres of activity (constructive neighborhood center with role-playing, use of space center for constructive physical activity. At the same time in the group equipped gymnastic area that does not overlap with other zones).
the principle of amelogenesis environment, personal comfort and emotional well-being of every child and adult. Given the fact that the child in kindergarten is all day, we have created an area of “Comfort” in which he placed soft toys, reminding the children about the house. In it, we can quietly talk to the child to consider home photos, read loved poems, to retire from the noise and DIN.
Considering the problem of autonomy and influence on it of subject-developing environment, we defined the main directions of joint activities of adults in the family, and DOE.
In the family
Summaries of activities in the kindergarten:
The development of attention of children of preschool age through special gaming activities. Kindergarten 82
The lesson of the Russian language in the older group. Kindergarten 82
Drafting a coherent narrative for the film “Winter walk”. Kindergarten 82
Valeological activity in the middle group of “Healthy food”. Kindergarten 82
Preparation of the teaching staff DOE to implement innovative activities through the formation of corporate culture. Kindergarten 82
The lesson of physical culture in the second youngest group, “Who is my grandmother lives”. Kindergarten 82