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Introduction

Modern Kindergarten is a place where a child gains experience of emotional and practical interaction with peers and adults in various areas of life that are most important for his development. GEF preschool education attaches leading importance to the upbringing of the personality in each child, which is facilitated by a comfortable developing subject-spatial environment of a preschool educational institution.

The environment for the development of the child is a complex of material and technical, sanitary and hygienic, aesthetic, psychological and pedagogical conditions that ensure the organization of the life of children and adults in a preschool educational institution. These conditions are designed to satisfy the vital (vital) needs of a person, to ensure his safety, protection of life and health.

A comfortable developing environment provides various types of activity (mental, play, physical, etc.), becomes the basis for independent activity, a condition for ensuring the artistic and aesthetic development of the personality of a preschooler, this is a kind of self-education of a small child.

R.B. Sterkina, N.A. Vetlugin, G.N. Panteleev, N.A. Revutskaya, V.S. Mukhina, V.A. Goryanina. Recent studies have clearly shown the particular importance for a small child of the social conditions of life, consisting of communication, learning games, developing the influence of the environment - all that is considered to be a culture of education. At the same time, modern interior and interior design: equipment, furniture, toys, aids for kids are considered as necessary components of the object-spatial environment.

The problem of transforming the material and technical support of the pedagogical process in a preschool institution based on the principles of constructing a developing subject environment of a kindergarten was dealt with by such scientists as Yu.S. Manuilov, S.L. Novoselova, V.A. Strelkova, etc. Over the years, scientists have accumulated vast experience in understanding the environment as a condition or factor that is favorable in working with children preschool age. L.I. Novikova, N.L. Selivanova, E.N. Stepanov attached importance to the environment as a component of the educational system itself.

Federal state standards of preschool education define the requirements for the subject-developing environment of an educational institution, which include the principles of: information content, variability, multifunctionality, pedagogical expediency and transformability.

Thus, a properly organized object-spatial environment has great potential for creative development the child and his abilities, which determined the topic of our study "Providing comfortable conditions for raising children in preschool educational organization».

Subject of study: the formation of the subject-developing environment in the preschool educational institution.

The purpose of the work is to explore the provision of comfortable conditions for raising children in a preschool educational organization through the organization of a comfortable subject-developing environment.

In accordance with the goal, it is necessary to solve a number of tasks:

1. Consider the concept of a developing subject-spatial environment.

2. Analyze the requirements of the Federal State Educational Standard for preschool education for a developing subject-spatial environment.

3. Give characteristics of the developing subject-spatial environment.

4. To characterize the organization of a comfortable subject-developing environment in a preschool educational institution.

Research hypothesis: there is an assumption that the formed subject-developing environment in a preschool educational institution provides comfortable conditions for raising children in a preschool educational organization.

Research base: MB preschool educational institution No. 27. The structure of the work includes an introduction, two chapters, a conclusion and a bibliography.

1. A comfortable subject-developing environment as the basis for providing comfortable conditions for raising children in a preschool educational organization

1.1 The concept of developing subject-spatial environment

The developing object-spatial environment ensures the maximum realization of the educational potential of the space of the preschool educational organization, allows the child to show his own activity and realize himself to the fullest. By now in national pedagogy and psychology, a wealth of experience has been accumulated in educating and educating preschoolers on the basis of creating a developing subject-spatial environment in a preschool educational institution, which largely predetermined approaches to solving this problem.

The developing environment is a certain way ordered educational space in which developmental education and upbringing is carried out. In the center of the developing environment is an educational institution that operates in the development mode and has as its goal the process of becoming a child's personality, revealing his individual capabilities, and forming cognitive activity.

This is achieved by solving the following tasks:

- create the necessary prerequisites for the development of the internal activity of the child;

- to provide each child with the opportunity to assert himself in the most significant areas of life for him, to the maximum extent revealing his individual qualities and abilities;

- to introduce a style of relationships that provide love and respect for the personality of each child;

- actively seek ways, means and means to maximize the full disclosure of the personality of each child, the manifestation and development of his individuality;

- focus on active methods of influencing the personality.

The purpose of creating a comfortable developing subject-spatial environment in a preschool educational institution is to provide the vital needs of an emerging personality: vital, social, spiritual.

Component GEF preschool education - state requirements for a developing subject-spatial environment will be discussed below. Note that these requirements are developed taking into account the best traditions of our educational system. There is a concept of a developing environment by V. A. Petrovsky, which considers approaches to its construction based on a personality-oriented model of interaction between an adult and a child. This is reflected in the principles of building a developing environment in a preschool educational institution: distances, positions during interaction; activity, independence, creativity; stability-dynamics; aggregation and flexible zoning; emotional environment, individual comfort and emotional well-being of each child and adult; combinations of familiar and extraordinary elements in the aesthetic organization of the environment; openness - closeness; taking into account gender and age differences in children.

The theory also presents the concept of S.L. Novoselova, which is based on the activity-age system approach and relies on modern ideas about the subject nature of activity.

These recommendations are based on an analysis of the essence of objective activity, its features and significance for the mental and personal development of the child. The equipment of the educational process of the preschool educational institution is formed in direct proportion to the content of education, age, experience and level of development of children and their activities. The developing object-spatial environment, according to S. Novoselova, is a system of material objects of the child's activity, functionally modeling the content of his spiritual and physical development. An enriched environment presupposes the unity of social and objective means of ensuring the diverse activities of the child.

The main elements of the subject environment are architectural and landscape and natural and ecological objects; art studios; playgrounds and sports grounds and their equipment; play spaces equipped with thematic sets of toys, play materials; audiovisual and information means of education and training, etc.

The composition of the subject-game environment includes: a large organizing playing field; play equipment; game paraphernalia of various kinds, game materials. All components of the developing subject environment are linked to each other in terms of content, scale, and artistic solution.

The subject-play environment in modern preschool institutions must meet certain principles:

The principle of free choice is realized as the child's right to choose the theme, plot of the game, game material, place and time of the game;

The principle of universality allows children and educators to build and change the playing environment, transforming it in accordance with the type of game, its content and development prospects;

The principle of consistency is represented by the scale of individual elements of the environment with each other and with other objects, leaving an integral playing field.

The spatial development environment includes a set of subspaces:

Intellectual development and creativity form all play areas, since preschoolers have a leading activity and intellectual and emotional development of the game;

Physical development, to the greatest extent stimulates the motor activity of children;

Game development;

Ecological development, is called upon to educate and strengthen love for nature, to comprehend all the diversity and originality of natural natural forms;

Computer space, introduces children to the world of computer science and promotes the activation cognitive activity, the formation of the child as an independent person who knows how to make decisions.

Both concepts complement each other. In one, the target aspect is brighter, and in the other, the content aspect.

The developing object-spatial environment is built with the aim of providing children with as many opportunities as possible for active, purposeful and varied activities. Each activity serves to satisfy some need.

When creating a comfortable environment for development, it is necessary to proceed from the ergonomic requirements for the life of children who are in this environment: anthropometric, physiological and psychological characteristics. R.B. Sterkina notes that the developmental environment in a preschool educational institution, from the point of view of psychological and pedagogical requirements, should meet the care of the child, emotional well-being and create conditions for its development, it must be built taking into account the child’s ability to communicate not only with children of the same age, but also in communities of different ages, not only with the teacher who leads it, but also with other adults (cook, watchman, parents, etc.). Personality develops fully only when there is a whole range of communication with people of different ages, representatives of different professions, families.

Based on these concepts, a number of requirements must be taken into account:

The environment should reflect different types of activities, the content of which is presented taking into account the developmental characteristics of children at a given age;

Topics should be varied, the whole complex is presented in each age group with a variety of gaming and didactic materials;

In a group room, not only traditional, but also new components can be presented.

The environment provides comfort, functional reliability and safety.

In each age group, conditions must be created:

For independent activities of children (game, motor, visual, theatrical, etc.) which are implemented in centers (zones), contain a variety of materials for educational games and activities;

To provide the right to choose activities and realize individual interests and opportunities.

The organization and arrangement of objects of the developing environment in the space of group rooms should:

Be rational - logical and convenient for children (it is appropriate to combine a library, board-printed games with a cozy seating area, where there is already a small table, a couple of child seats, a sofa, living plants - intellectual relaxation);

Meet the age characteristics and needs of children, have distinctive features. So, for children of the 3rd year of life, this is a liberated sufficiently large space for motor activity, where they can satisfy the need for active movement - riding, climbing, playing with hand engines. In the group of children of the 4th year of life - a widely deployed center of plot-role-playing games, including weapon attributes. In children of middle preschool age, the need to play with peers is clearly manifested, the peculiarity is to retire, create their own world of play, in secluded corners: cozy beautiful palaces, military fortresses, and other structures;

Include not only stationary, but also mobile furniture (“open screens”, game tables with many holes);

The location of furniture, gaming and other equipment in the subject environment must meet safety requirements, the principles of functional comfort, allow children to move freely in space;

Meet sanitary and hygienic regulatory requirements (furniture and other equipment must be proportionate to the growth of the child, the light regime must be observed in the centers of art, literature, etc.).

The design of a subject-developing environment must meet the requirements of aesthetics, attract the attention of children, encourage active action in it. In all age groups, there should be a cozy place to relax, which is best arranged in a bedroom, podiums with soft toys, with which you can lie down hugging, light airy gazebos made of transparent fabric or other materials in which flowers, sofas, aquariums, etc. will be placed. .d..

Starting from the age of 3, a child in a group should have an “inviolable place” where he could keep his personal property: “precious” jewelry, a mirror, postcards, “intricate” mechanisms, bolts, badges, gifts from educators, brought from toys at home, etc.

All centers (playing areas, fields) must be filled with educational content corresponding to:

Program requirements, tasks of education and training;

Age opportunities associated with the physical, intellectual, and other development of the child.

Gender interests of boys and girls.

In a comfortable developing environment, conditions should be created for the development of mental processes: perception, memory, attention, etc.

The development environment acts as a stimulus, driving force in the holistic process of the formation of the child's personality, it enriches personal development, contributes to the early manifestation of versatile abilities. In general, enriched development is the development of all the potential individual capabilities of each child. Undoubtedly, the highest level of cognitive and personal development is possessed by an individual who is under the influence of a developing environment.

Thus, a comfortable object-spatial environment for development is the organization of space, the use of equipment and other equipment in accordance with the goals of the safety of the mental well-being of the child, his development.

1.2 Requirements of the Federal State Educational Standard of preschool education for the developing object-spatial environment

The developing object-spatial environment should provide:

Implementation of various educational programs;

In the case of organizing inclusive education, the conditions necessary for it;

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

The developing object-spatial environment should be rich in content, transformable, multifunctional, variable, accessible and safe. The saturation of the environment should correspond to the age capabilities of children and the content of the implemented educational program.

The educational space must be equipped with training and education facilities (including technical ones), appropriate materials, including consumable gaming, sports, recreational equipment, inventory (in accordance with the specifics of the educational program being implemented).

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

Playful, cognitive, research and creative activity of all pupils, experimenting 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.

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

The 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. The multifunctionality of materials involves:

Possibility of diverse use of various components of the object environment, for example, children's furniture, mats, soft modules, screens, etc.;

The presence in the Organization or the Group of multifunctional (not having a rigidly fixed method of use) items, including natural materials, suitable for use in various types of children's activities (including as substitute items in a children's game).

The variability of the environment implies:

The presence in the Organization or the Group of various spaces (for playing, constructing, solitude, etc.), as well as a variety of materials, games, toys and equipment that ensure the free choice of children;

Periodic replacement of game material, the emergence of new items that stimulate the game, motor, cognitive and research activity of children.

The availability of the environment implies:

Accessibility for pupils, including children with handicapped health and disabled children, all premises where educational activities are carried out;

Free access for children, including children with disabilities, to games, toys, materials, aids that provide all the basic types of children's activities;

Serviceability and safety of materials and equipment.

The security of the object-spatial environment implies the compliance of all its elements with the requirements for ensuring the reliability and safety of their use.

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

1.3 Characteristics of the object-spatial environment

Comfort and safety environmentmost often achieved through the similarity of the interior of a group room with a home environment. This removes the stress-forming impact on the child of a public educational institution, creates a sense of confidence and security.

As a result of being in a natural, cozy environment, the child develops the prerequisites for the emergence and consolidation of a positive emotional tone, which is the basis for successful intellectual and personal development.

The effect of a home environment is achieved by replacing state-owned furniture (desks, tables arranged according to standard school rules, with the number of chairs equal to the number of children; teacher's table) with more familiar tables, chairs, armchairs, sofas, pillows, rugs; elimination of boundaries between the zone of educational activity and zones for other types of activity.

Ensuring a richness of sensory experiences.Furnishings for group rooms must be selected in such a way that they reflect the variety of colors, shapes, materials, and the harmony of the surrounding world. For this, as a rule, a lot of space is given to natural and various waste materials. Along with this, various household items are often brought into groups of preschoolers, and natural things are used in the paraphernalia of role-playing games (for example, in the Journey game: a camera, suitcases, dark glasses, a helmet, binoculars, etc.). A variety of activities of children in such an environment is an effective condition for the development of sensory abilities, which, in turn, are basic in the system of intellectual abilities of a preschool child.

Ensuring independent individual activity and structuring this activity through the saturation of space with specially selected materials.This approach puts the child in the position of an active figure, which has a beneficial effect on acquiring the experience of social life, the formation of the subjective position of a preschooler, develops his independence and initiative. In addition, the situation of employment and passion interesting activity each child reduces the potential for organizational and disciplinary problems.

Providing opportunities for research and learning. Based on this provision, the developing environment can be called "learning". A child learns a lot even before he comes to preschool. By this point, he already has considerable experience and understands the world around him on the basis of this experience.

The process of education in a preschool should be based on this previous experience of the child and take into account the child's own point of view on the world around him.

Each child has its own pace and style of development, no less individual than his appearance. Some children learn best through observation. In teaching others, manipulation and action by trial and error are relatively more common.

All this only confirms the point of view about the importance of creating a speciallearning environment,in which each child could individually test his abilities and go his own way in the process of learning about the world around him.

Modern researchers have determined that direct learning does not always lead to awareness of the content being studied and the possibility of using it. The child stops demonstrating understanding of this content as soon as the learning situation disappears. For example, a 5-year-old child copes quite easily with the task of laying out the strips in height from the lowest to the highest, names those strips that are lower than blue but higher than red, demonstrating an understanding of the relativity of magnitude. But the same child cannot draw a bear on a small piece of paper so that this bear is the largest among all drawn bears (although the solution is based on the same understanding of the relativity of size).

Children's experimentationis one of the most important aspects of personality development. This activity is not given to the child by an adult in advance in the form of one or another scheme, but is built by the preschooler himself as he receives more and more new information about the object. Therefore, it is appropriate to talk about self-development in the activity of experimentation.

For the deployment of this activity, materials are needed: measuring cups, molds, non-standard measurements, teaching aids and instruments (scales, watches, calendars, etc.), water, clay, river sand.

In this way, the subject-developing environment should be understood as a natural, comfortable, cozy environment, rationally organized, saturated with a variety of sensory stimuli and game materials.

So, for example, in the third year of life, this is the development of movements and speech. Therefore, it is necessary to include in the equipment slides, large balls (for which the child will walk, roll them), bicycles, simple plot pictures, durable books.

At older preschool age, children prefer joint games, so the equipment must be placed so that it is convenient for children to organize joint activities. At the same age, the "director's" game begins to develop - it requires a small tabletop theater and appropriate paraphernalia.

The child develops only in active activity. He is most often stimulated to such activities by an external stimulus: an object, a toy that is in the zone of attention, so the height of the furniture in the group room should be such that the child can get the toy from the highest shelf (about 75 cm).

Of great importance in creating a truly developing environment isfree space.Children need a large area of free space - for motor activities, role-playing games, for "untidy" games (manipulations with water, sand, clay), for quiet games and activities alone.

The basic rule is that free space should occupy at least a third And no more than half of the total space of the group room. In addition, children should be able to clearly see how to move around the group room so as not to interfere with the activities of other children. It is important for the teacher that the group room is clearly visible so that he can see all the children without having to move around the room. Such a space will help to create low screens or shelving with open shelves, which both delimit the space and leave it free for observation.

When planning the interior, it is advisable to adhere to non-rigid centering (zoning). So, the following approach to organizing the environment is possible:

Role-playing game center;

Literacy Center, which includes a book corner and all games and equipment for the development of speech and preparing the child for the development of reading and writing, there may also be dramatized games;

Science Center, which includes a corner of nature and a place for children to experiment and experiment with appropriate equipment and materials;

Center for building and constructive games;

Center for Mathematics (game library);

An art center that houses art education materials, art objects, materials and equipment for children's art activities.

In addition, it is desirable to have a sports complex in the group: it does not take up much space and at the same time is multifunctional.

Perhaps a different construction of the environment - "cabinet". In any case, when solving their goals and objectives, the educator can choose his own version of building the environment - he, together with the children, determines what, where and how to arrange.

It is advisable before the first arrival of the child in kindergarten or after the summer break to ask the parents (in a conversation or through a questionnaire) about what their son or daughter is fond of, what he shows inclinations, abilities; What kind of toys do you like? It is also important to ask the child himself about this and introduce into the environment those games (toys, materials) that will bring joy and pleasure to the baby.

If the child's opinion is always taken into account in the environment being created, the kindergarten group will become more familiar, cozier, more comfortable for him - after all, this is a house that was created by him too.

Available equipment and materials need to be analyzed in terms of attractiveness to children and developmental potential.

So, for example, in many groups of kindergartens there is a game "Shop". Often, the attributes for this game are empty packages of products (milk, yogurt, cookies, etc.) in excess, bags with "cereals", weight scales, etc. But a modern child most often observes a different picture in the store: electronic scales, the saleswoman almost never weighs the goods - they are already packaged ... It is not surprising that the game in the "store" is often of little content and requires the constant active participation of the educator. Maybe it would be better to organize a "clothes shop" where children can "try on and buy" clothes? What is needed for this? Of course, the goods are clothes, hangers and a clothes rack, a mirror, price tags, a cash register...

Games and manuals that are brought into the group must be multifunctional, combinatorial, and variable. The Lego "Farm" constructor is interesting for children as a toy, but at the same time they get to know pets, consider them; preschoolers develop constructive thinking, creative imagination.

Initial environment build period - two months, and then - its saturation and reorganization. Approximately once every two months, part of the materials must be replaced, the equipment must be rearranged.

If possible, it is better to purchase furniture on wheels so that the children themselves can move it around, designing the space. For this, a large modular material (industrial production or glued cardboard boxes of different sizes) is suitable, with the help of which the space is easily transformed. When building a developing environment, the educator must always remember, “... what an enormous, incomparable role the environment in which they live plays in the upbringing of children. There is no such side of education, understood as a whole, on which the situation would not be influenced, there is no ability that would not be directly dependent on the concrete world directly surrounding the child ... ".

In this case, one should be guided by a very reasonable pedagogical rule, expressed at one time by a prominent specialist in preschool education E.I. Tiheeva: "Do not bother children with the same impressions and images ...".

When placing tables, care must be taken to ensure that all children can clearly see and hear the teacher, so that they can freely get up and leave the table without disturbing others. The equipment of group rooms, in addition to tables, chairs, includes cabinets for toys, shelves for books, benches and other items. All of them must be stable, safe to use, convenient for independent use.

Didactic material, aids and toys, selected according to the age of each age group and subgroups should be located on separate shelves and dispersed so that it is convenient for children to use them and, learning to order, put them in their place.

Children need to be taught to younger age to the careful and careful handling of toys, their self-cleaning.

When equipping other premises of the kindergarten (cloakroom, washroom, toilet, etc.), it is also necessary to combine compliance with hygiene requirements and the creation of maximum amenities for raising children. It is important that these rooms are in close proximity to the group room - then it will be convenient for the teacher to observe the children and ensure the sequence of routine processes.

Plot required element DOW. A properly planned and well-equipped area, where children spend from 3.5-4 hours in winter to 5-6 hours in the warm season, creates favorable conditions for their harmonious development. The stay of children on the site makes it possible to widely use powerful healing natural factors for hardening purposes - water, sun, air.

At the site, children receive real opportunity satisfy the need for movement, while improving their motor skills in games, in a variety of gymnastic exercises, labor processes.

A well-landscaped and equipped area provides positive influence on emotional tone, which, in combination with active motor activity, maintains the state of good working capacity of children. The site is used for pedagogical and educational purposes for familiarization with surrounding nature, development of speech, thinking, for the education of labor skills, the implementation of certain forms of physical education.

On the site of the group there should be everything for the development of a variety of organized by the educator and independent motor activity of children:

A canopy under which children can practice, and in bad weather shelter from rain and wind;

Tables with benches of different heights, corresponding to the growth of children. Children can play and study at these tables. board games and materials;

Sand box, next to which it is advisable to dig tables for kids, behind which children will play, sculpt pies;

Special place and equipment for role-playing games (simple buildings - houses, bus, ship, etc.);

Equipment for physical exercises (ladder-ladder, shields for throwing at the target, logs for exercises in balance, etc.);

Level ground, free from play buildings.

Thus, due to the rational placement of equipment on the site, microspaces are allocated for a variety of games - calm (with sand, water, with didactic and plot toys), mobile ones.

A thematic playground should be provided for teaching children the rules of the road; a common sports ground with an area of 150 m2 is specially equipped 2 that the groups use in turn.

And as always, a place should be allocated on the site for a corner of nature and a children's garden. The originality of their equipment lies again in taking into account the capabilities of children of different ages and performing tasks generally accepted for age groups.

Thus, the most important task of the educator in creating a comfortable subject-developing environment in the group, on the site is the ability to organize life in such a way as to closely link all the elements of everyday life with the development, learning, play and involvement of children in work, and for this it is necessary to create a calm and friendly atmosphere in the group, DOW, i.e. social environment.

2. The study of a comfortable subject-developing environment in preschool educational institution No. 27 in Murmansk

2.1 Characteristics of the organization of a comfortable subject-developing environment in a preschool educational institution

The purpose of the study is to study the organization of a comfortable subject-developing environment in preschool educational institution No. 27 in Murmansk.

Object of study: a comfortable subject-developing environment in a preschool educational institution.

Subject of study: the degree of formation of the subject-developing environment in the preschool educational institution.

Research objectives:

1. To study the documentation regulating the choice of equipment, educational and methodological and gaming materials in the organization of a subject-developing environment in a preschool educational institution.

2. Explore the organization of play and development centers within group spaces.

Research hypothesis: we assumed that the formed subject-developing environment in a preschool educational institution provides comfortable conditions for raising children in a preschool educational organization.

Research base: MB preschool educational institution No. 27.

When creating a subject-developing environment in a preschool educational institution, the teaching staff set the following tasks:

1. The study and implementation in practice of new approaches to the organization of the subject-developing and subject-playing environment, ensuring the full development of preschoolers in the framework of the Program of education and training in kindergarten (under the editorship of M.A. Vasilyeva, V.V. Gerbova, T .S. Komarova).

2.Organization of a developing environment that promotes the emotional well-being of children, taking into account their needs, interests, and age characteristics.

3. Creation of conditions for providing various types of activities for preschoolers (game, motor, intellectual, independent, creative, artistic, theatrical).

4. Creation of comfortable conditions for the stay of pupils close to home.

5. Promoting cooperation between children and adults to create a comfortable subject-developing environment.

6.Inclusion of preschoolers to active subject- transformative activities in the interior.

In preschool educational institution No. 27 in Murmansk, the regulation of the choice of equipment, educational and methodological and gaming materials was based on the following documents:

The concept of the content of continuous education (preschool and primary), approved. Federal Coordinating Council for General Education of the Ministry of Education of the Russian Federation of 17.06.2003;

Order of the Ministry of Education and Science of the Russian Federation of July 20, 2011 No. 2151 “On approval of federal state requirements for the conditions for the implementation of the main general education program preschool education”;

Order of the Ministry of Education and Science Russian Federation(Ministry of Education and Science of Russia) dated October 17, 2013 N 1155 Moscow "On approval of the federal state educational standard for preschool education";

Order of the Ministry of Education and Science of the Murmansk region dated 30.04. 2010 No. 905 “On approval of regional basic curricula for educational institutions of the Murmansk region implementing the main general educational program of preschool education”;

Target program "Development of education in the Murmansk region for 2011 - 2015";

Sanitary and epidemiological rules and regulations “Sanitary and epidemiological requirements for the device, content and organization of the work regime in preschool organizations. SanPiN 2.4.1.2660-10, approved. Decree of the Chief State Sanitary Doctor of Russia dated July 22, 2010 No. 91;

Letter of the Ministry of Education of Russia dated March 15, 2004 No. 03-51-46in / 14-03 “On the provision of Approximate requirements for the content of the developing environment for preschool children brought up in a family”;

Letter of the Ministry of Education of Russia dated May 17, 1995 No. 61 / 19-12 “On the psychological and pedagogical requirements for games and toys in modern conditions” (together with the Procedure for conducting a psychological and pedagogical examination of children's games and toys, Methodological guidelines for the psychological and pedagogical examination of games and toys, Guidelines for employees of preschool educational institutions "On the psychological and pedagogical value of games and toys");

The concept of building a developing environment in a preschool institution (authors V.A. Petrovsky, L.M. Klarina, L.A. Smyvina, L.P. Strelkova, 1993);

The concept of preschool education (authors V.V. Davydov, V.A. Petrovsky, 1989).

Teachers have found successful solutions that allow optimal use of the limited space of the kindergarten. The zoning of the premises is thought out and decided in such a way that materials that stimulate the development of cognitive abilities are located in different functional zones. For this, various centers have been formed within the group space.

Furniture and play equipment in each group, selected taking into account sanitary and psychological and pedagogical requirements, are installed in such a way that the child can find a convenient and comfortable place to study based on the emotional state: far enough from children and adults or, conversely, allowing to feel close contact with them , or providing for contact and freedom in equal measure. For this purpose, various furniture is used, including multi-level furniture: all kinds of sofas, ottomans and soft modules that move easily. Properly selected and arranged furniture, rationally used space of a group room allow you to save space, create comfort and bring a “zest” to the interior of each room.

Each age group of the preschool educational institution has its own name ("Berry", "Forest", etc.). Beautifully decorated reception rooms, group rooms, bedrooms create comfort and coziness. When choosing the color of the walls, preference was given to light green, orange-ocher, light yellow, light blue tones.

Already at the entrance, on the ground floor, parents can view the creative work of their children, extract easily perceived useful information.

Getting into the range of warm colors of the locker rooms, the baby is greeted by cheerful clowns, forest animals or a big sun - personifying the warmth, kindness and care of adults. Drowning in a variety of bright colors, the kid understands that this is not just a locker room, but an impromptu piece of summer, or maybe a fragment of a cartoon he likes.

Furniture, equipment, aids used in all premises belonging to the group comply with hygiene requirements, rules for protecting the life and health of children. Stationary furniture (modules) is firmly attached to each other and to the wall. Sharp corners and edges are rounded, which ensures their hygienic condition and prevents injuries.

There are thin, light golden curtains on the windows, creating a feeling of sunlight. Incandescent lamps with frosted glass provide light close to natural. They create the most gentle for the eyes and nervous system the effect.

The subject-play environment of the groups is organized in such a way that every child has the opportunity to do what they love. The placement of equipment on the principle of non-rigid centering allows children to unite in small subgroups based on common interests. Open shelving systems, screens do not block the room, but play the role of a dividing space. Thanks to them, group rooms are divided into centers (zones). Each center has its own designation, symbols of different colors or corners, allowing children to easily navigate in a group.

The preschool educational institution has the following game and development centers within the group spaces.

1. The center of the role-playing game "We play." Contains the following types of games:

Household (family, shop);

Labor (builders, hospital, school, post office, sailors, space);

Public (travel, space explorers, holidays).

There are toys for the story game: dolls, figures of animals, people, various characters in a set with objects, models. What allows the child to carry out a game action, realizing this or that role, build his own game world, manage it, that is, act as a director. Director's games are based on a wider social experience - impressions received from fairy tales, cartoons, television films, and make an invaluable contribution to the development of the child.

Most of the equipment for role-playing games is stored in boxes with marked symbols. To organize the game, various furniture is used, including multi-level ones (ottomans, all kinds of sofas, chairs, screens).

2. Center for Science, combined with the Center for Nature and the Center for Handicrafts. This is where most of the plants are located. Several beautiful plants are used as interior decorations in different parts of the room.

Upholstered furniture (sofa, armchair) under the crowns of floor plants create comfort. Children can retire, relax, look through their favorite book. On a small shelf there is a corner with a calendar of observations of the weather, plants and animals. Books, models (days, weeks, months, years), clocks of various types help children imagine and remember different periods of time. Here you can find books about plants and animals, desktop - printed, didactic games natural content.

On the shelf, along with indoor plants, there is a corner of labor (sticks, brushes, rags, watering cans, a sprayer - for hoopoe behind plants). Here, in the center of nature, there is a mobile corner of manual labor. Manual creativity is a kind of activity, thanks to which skills and abilities, mental and aesthetic development are especially quickly improved. In children with well-developed mastery skills, speech develops faster, because fine motor skills of the hands are connected with the center of speech.

3. For the organization of children's experimentation, there is equipment for measuring liquids and bulk materials, a magnifying glass, a globe, a children's microscope, magnifying glasses, magnets, containers for experiments and experiments, children's encyclopedic literature.

Exactly research activities gives children the opportunity to develop their cognitive activity, to form a scientific worldview.

4. A construction and construction center equipped with various types of construction materials: building kits, the thematic constructor "Architect", a plastic constructor, an analogue of "Lego". There is an album with various samples of buildings, diagrams, photographs of children's buildings.

Designing according to drawings, diagrams, photographs contributes to the development figurative thinking and cognitive abilities.

5. The corner of the young patriot allows you to expand knowledge about your native land and country. Here are the symbols of the country (flag, coat of arms), a portrait of the President of the Russian Federation, symbols native land, album "Our small Motherland", map of Russia, globe.

6. The center of physical culture and health includes:

1. Height meter;

2. Benefit "Check your posture";

3. Games for boys and girls;

4. Sports equipment (standard and non-standard).

The use of a variety of physical culture and sports - game aids increases the interest of children in performing various movements, leads to an increase in the intensity of physical activity, which has a beneficial effect on the physical, mental development and health of the child. Older preschoolers begin to become more interested in the future schooling. It must be supported and developed.

The school preparatory group includes school paraphernalia (sacksacks, learning notebooks, pens, rulers, pencil cases, bells, albums with school photos.) work in microgroups to teach children to read and write and prepare their hands for writing.

7. In the book corner along with fiction, cognitive literature, encyclopedias are presented. The book corner is next to the privacy corner. It is a well lit area with a table and chairs. On the bookshelf there is a thematic exhibition on the topics studied in this period.

8. The entertaining math center is located on a shelf in the closet. Materials are stored here that children can take out on comfortable tables, play on a rug, at a magnetic board, flannelgraph. Equipment: counting sticks, cubes with numbers and signs, puzzles with arithmetic examples, a guide to finding similarities and differences, puzzles, making a whole out of parts, tasks - jokes, collages, didactic games and much more.

9. Center "Playing in the theater." To organize a theater game, there is: a large folding screen, a small screen for a table theater, a rack for costumes, costumes, masks, wigs, a mirror, attributes for staging 2-3 fairy tales, puppets and attributes for playing the same fairy tales in various types of theater (planar, puppet, finger, shadow, bi-ba-bo).

Music enriches the spiritual world of the child, has an impact on the development of creative abilities, on the formation of personality. The group has a tape recorder for the purpose of:

The use of background music in the classroom, which makes it possible to optimize the neuropsychic load of the child, to increase the productivity of his participation in the educational process;

For listening;

Carrying out musical relaxation;

As an active background in games;

As a passive form of music therapy (at bedtime).

10. The musical corner contains: children's musical instruments (strings, percussion, wind), musical and didactic games, audio recordings.

11. In each group there is a corner of creative activity. Kids can draw with chalk, paints, pencils, creating both individual and collective pictures. Art is one of the most favorite activities for children. In addition to the usual materials (paper, cardboard, pencils, felt-tip pens, paints, brushes), there are schemes - ways to create images using a variety of techniques. These tools allow you to educate the child's independence, the ability to determine the sequence of the process.

The groups have a game library for independent games with game materials that contribute to the cognitive and mathematical development of children: didactic, educational and logical-mathematical games aimed at developing a logical comparison action. Logical operations of classification, orientation according to the scheme, model, on the implementation of control and verification actions.

For example, for the development of logic, games with Gyenes logical blocks, “Logic Train”, “The Fourth Extra”, “Find the Difference”, etc. are used. There are also games for the development of skills in computational and counting activities, mental processes, especially attention, memory, thinking.

For the development of fine motor skills (and this is very important for preparing muscles for writing), a variety of puzzles, mosaics, stencils, coloring books and other materials.

In educational work, attention is also paid to the development of children's ideas about the emotional states of people (joy, sympathy, fatigue, sadness, chagrin, love ...). For this purpose, an "Emotional Cube" was made, as well as a fleecy canvas on which children themselves construct the emotional manifestations of people.

The requirements for pupils should be at least a little, but higher than his current capabilities and abilities. Checkers and chess games really carry a great semantic load and there is no better incentive for personal growth. These games contribute to the development of logical thinking, voluntary attention, perseverance. A quiet corner in groups, with a small table and two comfortable chairs, is perfect for these games.

The organization of the developing subject-spatial environment takes into account the gender aspect of children's development. For boys there are: cars, different sets of designers, a mock-rug according to the rules of the road. They build houses, bridges, arches, garages not only on tables but also on the floor, they play and plan their activities together.

Girls often play "Family", "Barbershop", "Hospital", "Shop" most of groups (kitchen block, ironing board, iron, bath for bathing dolls).

When organizing a subject-developing environment, the following are supported and developed: independence, self-control, self-knowledge, self-expression of children. The arbitrariness of behavior increases.

Thus, having studied the organization of play and development centers within group spaces, we note that the principles of safety, accessibility, brightness, attractiveness, freedom of choice, richness, and accessibility for children are observed.

However, it is worth noting a number of shortcomings in the organization of a comfortable subject-developing environment in a preschool educational institution.

Some spontaneity (sometimes one-pointedness) in the selection of gaming and teaching aids, materials, which is caused, in our opinion, by objective and subjective reasons (insufficient funding; lack of a number of high-quality and diverse materials; personal preferences and requests of teachers; formation of a bank of benefits one by one the most familiar or preferred direction (for example, artistic activity, local history, etc.) In some groups, there is a rigid zoning of space, a static environment, which provokes a decrease in the interest of preschoolers in its development.

The hypothesis of the study was confirmed - the formed subject-developing environment in the preschool educational institution provides comfortable conditions for raising children in a preschool educational organization.

2.2 Recommendations for improving a comfortable subject-developing environment

Based on the study, we have developed a number of recommendations for improving the comfortable subject-developing environment in preschool educational institutions.

1. The environment must perform educational, developing, educating, stimulating, organized, communicative functions. The content of the subject development environment should ensure the versatile development of children, meet the principle of the integrity of the educational process (if the subject development environment of one of the educational areas falls out, then this environment does not meet the requirements of the Federal State Educational Standard for preschool education), since it does not correspond to the main directions of the child's development: physical, social and personal; cognitive-speech and artistic-aesthetic development. But most importantly, it should work for the development of the independence and initiative of the child. The subject development environment should contribute to the implementation of all educational areas in the educational process, including: joint partnership activities of an adult and children; free independent activity of the children themselves in the conditions of a subject-based developing educational environment created by teachers, which ensures that each child chooses activities according to interests and allows him to interact with peers or act individually.

2.Flexible and variable use of space is required. The environment should serve to meet the needs and interests of the child.

3. The shape and design of the items is focused on the safety and age of children.

4. Decor elements should be easily replaceable.

5. In each group, it is necessary to provide a place for children's experimental activities. For the implementation of cognitive research activities, it is necessary to equip an experimentation corner, which includes figurative and symbolic material (sets of cards with various images, series of pictures, graphic (visual) models, illustrated charts-tables, graphic "mazes", conditional images in the form of maps, diagrams, drawings (for example, a globe, a map of the Earth, etc.), normative-sign (sets of letters and numbers, devices for working with them, alphabetical tables, etc.)

6. When organizing the subject environment in a group room, it is necessary to take into account the patterns of mental development, indicators of their health, psychophysiological and communicative features, the level of general and speech development, as well as indicators of the emotional-need sphere

7. The color palette should be presented in warm, pastel colors.

8. When creating a developing space in a group room, it is necessary to take into account the leading role of gaming activities.

9. The subject-developing environment of the group should change depending on the age characteristics of the children, the period of study, and the educational program.

It is important to remember that the subject environment must have the character of an open, non-closed system capable of adjustment and development. In other words, the environment is not only developing, but also developing. Under any circumstances object world, surrounding the child, must be replenished and updated, adapting to neoplasms of a certain age.

Thus, creating a subject-developing environment for any age group in a preschool educational institution, it is necessary to take into account psychological foundations constructive interaction of participants in the educational process, design and ergonomics modern environment preschool institution and the psychological characteristics of the age group targeted by this environment.

Conclusion

The subject-developing environment should be understood as a natural, comfortable, cozy environment, rationally organized, saturated with a variety of sensory stimuli and game materials.

At the same time, the defining moment in the creation of a subject-developing environment is pedagogical idea, which is guided by the educational institution. This goal is achieved through the implementation of the educational program. The aims of preschool education and, therefore, educational programs can differ significantly from each other. Thus, several comprehensive programs have been approved in the Russian Federation (“Rainbow”, “Development”, “Childhood”, “Origins”, etc.), as well as a number of partial programs (“We”, “Basics of Life Safety”, etc.), t .e. the educational environment of the group should contribute to the realization of the goal, objectives and content of the chosen program.

When creating a developing environment for a group, it is very important to take into account the characteristics of children attending this group: the age of preschoolers, the level

their development, interests, inclinations, abilities, gender composition, personality traits, etc.

As part of this work, we gave the concept of a developing subject-spatial environment in the light of the Federal State Educational Standard of preschool education, described the characteristics of a developing subject-spatial environment, conducted a study of the formation of a comfortable subject-developing environment in preschool educational institution No. 27 in Murmansk, developed recommendations for improving a comfortable subject-spatial environment -developing environment.

The characteristics of the group environment are also largely determined by personality traits and pedagogical attitudes of the educator. If the teacher is a connoisseur of his city, likes to study it with his children,

of course, this should be clearly reflected in the setting. Another prefers to pay more attention to visual activity - and

it will also be noticeable in the created environment. Some of the teachers are close to the ideas of Maria Montessori, for some the approach of the Waldorf pedagogy is decisive - all this, one way or another, will be reflected in the environment of the group.

The foregoing allows us to conclude that there cannot be too strict, detailed requirements for building a developing environment in different educational institutions, since educational programs, the composition of children, and teaching staff can differ significantly from each other. At the same time, the most general provisions can be distinguished when creating a developing environment in the group of a preschool educational organization, which are based on modern approaches to the education of preschoolers.

Bibliography

Order of the Ministry of Education and Science of the Russian Federation of July 20, 2011 No. 2151 On the approval of federal state requirements for the conditions for the implementation of the main general educational program of preschool education // Russian newspaper. - 2011. - July 24.
Order of the Ministry of Education and Science of the Russian Federation (Ministry of Education and Science of Russia) dated 11/17/2013 N 1155 On approval of the federal state educational standard for preschool education // Collection of legislation. - 2013. - October 2.
Target program "Development of education in the Murmansk region for 2011 - 2015".
Aidasheva G.A. , Pichugina N.O. , Assaulova S.V. Preschool Pedagogy. - Rostov n / a: Phoenix, 2010. - 384 p.
Belaya K. Yu. Methodical work in DOW: Analysis, planning, forms and methods. - M.: TC Sphere, 2007. - 96 p.
A group of preschool educational institutions through the eyes of modern preschoolers O.V. Komarova, R.N. Adeleva, N.V. Vyatskaya // Handbook of the senior educator. - 2010. - No. 8. - P.49 - 52.
Childhood: Program for the development and education of children in kindergarten / Ros. state ped. un-t im. A. I. Herzen, Department of Preschool Pedagogy; V. I. Loginova, T. I. Babaeva, N. A. Notkina and others; ed. T. I. Babaeva and others - 3rd ed., revised. - St. Petersburg: Detstvo-Press, 2008. - 244 p.
Zhukova T.V. Project Garden of Wish Fulfillment T.V. Zhukova, G.V. Zaitseva // Handbook of the senior educator. - 2010. No. 7. – P.44 – 46.
Integration of educational areas in pedagogical process DOW: A guide for teachers preschool institutions: Edited by Lobanov
E.A. Preschool Pedagogy: teaching aid. - Balashov: Nikolaev, 2005. - 76 p.
Migunova E.V. Theatrical pedagogy in kindergarten. - M.: Norma, 2009. - 73 p.
Miklyaeva N.V., Miklyaeva Yu.V., Tolstikova S.N. Kindergarten of the future application // Management of the preschool educational institution. - M., 2010. - P. 42 - 63.
Novoselova S. Developing Subject Environment: Guidelines for the Design of Variable Design Projects of Developing Subject Environment in Kindergartens and Educational Complexes L.N. Pavlova. 2nd ed. – M.: Airess-Press, 2007. – 119 p.

O.V. Dybina. - M.: MOSAIC-SYNTHESIS, 2012. - 68 p.

Organization of the environment in the preschool educational institution for children's experimentation. A.I. Danyukova, V.N. Vybornova // Reference book of the senior educator. – 2010. -№10. - S. 51 - 54.
Paramonova L.A. The quality of modern preschool education. Reference book of the senior teacher of a preschool institution. – M.: MTsFER, 2011. – 340s.
Polyakova M.N. Building a developing environment in a preschool institution. - St. Petersburg: Detstvo-press, 2009. -134 p.
Object-spatial environment in kindergarten. Principles of construction, recommendations / Comp. N.V. Nishev. - St. Petersburg: Detstvo-press, 2006. - 123 p.
Ryzhova N.A. Developing environment of preschool institutions (From work experience). - M.: LINKA-PRESS, 2003. - 192 p.
Sanitary and epidemiological requirements for the device, content and organization of the work regime in preschool organizations. San Pin 2.4.1. 3049-13
Smirnova E.O. Educational systems and programs of preschool education: textbook. manual for students of pedagogical schools and colleges. - M.: VLADOS, 2005. - 119 p.

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Vera Kalinina
Essay "FGOS of preschool education: problem solving or problem solving?"

It might not work...

but always worth a try.

After reading the topic essay, suddenly I remembered such a phrase. Most likely, this is because our preschool education has undergone a lot of reforms over the past few decades.

federal state educational standard...Just four words that are supposed to change the world preschool life and all inhabitants: preschoolers, and the main way, educators. We educators are immersed in the world of constant experiments with approbation more and more new documents, programs, standards, and after all, a lot of specialists with long work experience work in kindergartens, and it becomes more and more difficult every year to reorganize to work in a new way. And we should not forget about young professionals who, although not in large numbers, still come to work in kindergartens. They are emerging from educational institutions, are also not ready to work on GEF DO and gain experience in this area directly at the workplace. So way, stands before us and problem in the training program for graduates of pedagogical universities, but so far this issue is being resolved, we still have nothing left to do but work. And here arises question: "The new standard will decide whether the problem of our education or will we return to that good and well-forgotten old way of raising and educating children?” Perhaps someone may disagree with me and say that no problems in education, but I think that there are those who will support me.

On the one hand new educational the standard gives educators and children more freedom. For educators, this freedom is manifested in the choice of a program, methods and methods of teaching, the use of innovative methods. The standard is not focused on a clear allocation of knowledge, skills and abilities, but provides targets for the work of the educator. And with this I agree. With this wording in the standard, it becomes easier for me personally as an educator to work. After all, during the process of raising and educating children, I do not need to chase after knowledge, skills and abilities in order to release a perfect child from kindergarten to school. Each child develops in his own individual rhythm, and it would not be entirely professional to solve his own problems of producing a sociable, open, ready to solve any difficulty of the child, at the expense of his strength, experiences.

Freedom for children is manifested in self-selection actions. Educational the standard allows children, in accordance with their desires, not to participate directly in educational activities or activities carried out in regime moments. And here again the question arises "Will it help GEF DO solve the problem modern education? I believe that in our time, children get a lot of freedom. And under the word "freedom" they understand completely different than we adults. It seems to them that they can do anything, as they please, and the most important thing in the minds of children is the understanding that they are protected by law and that all their actions are correct. But, unfortunately, our children do not know what responsibility for their actions is. Therefore, educators, in order to act within the framework educational standard, it is necessary to instill in children a sense of responsibility from the nursery, and the result of such work, in my opinion, will be children who are able to consciously perform actions not only within the kindergarten, but also at home.

On the other hand, we are given such a message for implementation GEF DO“Do this - I don’t know what and do it - I don’t know how”. What I mean, I will try to explain. According to educational According to the standard, we need to provide a subject-developing environment that will be multifunctional, variable, rich in content, transformable, accessible and safe. We all know this. But here comes another problem if the last two item: providing an accessible and safe environment, somewhere completely depends on the educator, then the remaining points should be implemented jointly with the actions of the head of the kindergarten, municipal authorities, regional authorities and, finally, state authorities. In our time, it all comes down to the fact that educators must ensure and fulfill the conditions for the implementation GEF DO, but how to do it if we are left alone with problems saturation of the subject-developing environment. Here I'm talking about the fact that funding from government agencies is reduced to the maximum minimum. It's no secret that the provision that is available in our kindergartens now leaves much to be desired. And we wish this for the best and really want to work in modern conditions with a modern subject-developing environment. Unfortunately, it remains to make attempts solving this problem on your own. I think that everyone understands, to implement the federal state standard, it would be more efficient and simpler if all structures acted together. Otherwise, I have a question "Why do we GEF DO if cohesion in its implementation is not visible?

As for parents, in the concept GEF DL special attention is paid to the interaction of teachers with the family, parents as the main allies and customers on educational services. Modern parents, on the other hand, bring their child to kindergarten with the firm conviction that the educator and specialists are obliged to educate and educate the child. However, most parents believe that preschool the organization must provide the full range of required additional educational services in order not to take the child in the evenings to circles, sections, etc. My opinion is that parents influence the child every day, so they have more opportunities to form the child's personal qualities. Teachers can only help parents in this, direct them to right direction offering to help parents. After all educational the standard tells us that the family and the kindergarten must work together. Based on this, the kindergarten and the educator in particular face problem interactions with parents. I think that in this direction we will have to work for a long time before we get our parents as allies, and not just customers.

In conclusion, I would like to say that I hope that GEF will allow preschool education take a worthy first step in the system education in Russia.

Related publications:

GEF. Requirements for the conditions and the problem of implementing the main educational program of preschool education The standard is based on the Federal Law on Education in the Russian Federation, which entered into force on September 1, 2013, where preschool.

The mechanism for solving the problem of the continuity of preschool educational institutions and primary schools in the context of the Federal State Educational Standard The need for continuity is a long-standing problem and remains relevant at the present stage. Succession is a two-way process.

Moral and patriotic education of preschoolers in the framework of solving the tasks of the Federal State Educational Standard before"Moral and patriotic education of preschoolers in the framework of solving the problems of the Federal State Educational Standard of DO" Studio "Folk Games of Our Childhood" with the application.

GEF as a new step in the standardization of preschool education. Differences between GEF DO and FGT. The system of work on the introduction of GEF DO Theoretical basis of the work The relevance of the Federal State Educational Standard in preschool education - The crisis in the education system in Russia at all levels. - Mismatch.

The problems of modern kindergartens are familiar to everyone. Not only to people who have children attending such institutions, but also to other citizens who see the appearance of modern kindergartens.
In all regions of Russia, as a rule, it is easily recognizable - it is a standard two-story building, with a still Soviet playground, which includes iron slides, ladders, rusty swings. All this was built to last for centuries, and serves faithfully for many generations.

In addition, our kindergartens are notorious for overcrowded groups, poor quality food, untimely provision of medical care, rude and lazy educators ...
and not applicable - constant requisitions for repairs. Some kindergartens demand a tidy sum of 10,000 rubles from parents just to put a child on the waiting list to enroll in a kindergarten ... This money, as they say, should go to equip the kindergarten, although it is known that these needs must be paid by the state.

And another problem is the frequent illnesses of children in kindergartens. Moreover, the culprits of epidemics in the DS are always parents who can send their child to the team with a cold throat and high fever.

For all of the above reasons, many parents are against the fact that the child goes to kindergarten and, if possible, sit at home with the child, raising him on his own.

And yet, the majority send their children to DS - after all, you need to earn money for a living. And therefore, as mentioned earlier, the gardens are overcrowded, and it is not always possible to get a place in the institution where you would like. The state has the right to provide any DS in the territory of this populated district, regardless of whether it will be close or far from the child's home.

The Moscow prosecutor's office sent Mayor Sergei Sobyanin the results of an inspection of preschool educational institutions, during which facts of misuse of kindergartens, as well as dilapidated and abandoned kindergartens, were revealed, the Prosecutor General's Office of the Russian Federation reports on Thursday.

According to the Department of Education, since September 1, 2010, there were more than 2,000 kindergartens in the capital's pre-school education system, which received more than 343,000 children, which is about 23,000 more than in the 2009-2010 academic year. At the same time, there are 25.5 thousand preschool children in the queue.

The audit showed that "with the obvious problem of lack of places in pre-school educational institutions of the capital, a number of departmental kindergartens are used by the owners of the property for other purposes," the department reports. Similar facts were revealed, including in relation to buildings owned by the city.

"Currently, various authorities are located in some buildings," the message says.

Naturally, the situation is not so deplorable in all kindergartens in Russia. There are very decent institutions, with good repairs, professional educators and quality food.
For example, here is a very beautiful DS in the city of Novosibirsk. He is recognized as the best in Russia.

And here are the modern playgrounds

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Ergonomic requirements for dow. The problem of kindergartens in Russia