Subject-based development environment in the senior group. Card index of outdoor games in the senior group of the kindergarten Senior group in preschool

Water and Sand Center:"Laboratory"

1.Table with recesses for water and sand, with a working surface made of plastic; plastic mat, robes, sleeves.

2. Natural material: clay, pebbles, shells, minerals, various seeds and fruits, tree bark, moss, leaves, etc.).

3. Bulk products: peas, semolina, flour, salt, granulated sugar, starch.

4.Containers of different capacities (a set of small glasses, a set of transparent vessels of different shapes and volumes), spoons, spatulas, sticks, funnels, a sieve, communicating vessels.

5. A variety of available instruments: various magnifying glasses, a microscope, colored and transparent “glasses” (made of plastic), a set of glass prisms (for the rainbow effect), a compass, binoculars.

6.Various watches.

7. A set of mirrors for experiments with symmetry, to study the reflection effect.

8. Set for experiments with a magnet.

9. Pinwheels of different sizes and designs (for experiments with air flows), weather vane, kite, windmill (model).

10.Equipment and materials for culinary experiments using vegetables and fruits.

11.Medical materials: pipettes, flasks, spatulas, cotton wool, gauze, syringes without needles, cocktail straws.

12. Collections of minerals, fabrics, paper, seeds and fruits, plants (herbarium).

13. Schemes, models, tables with algorithms for performing experiments.

Corner of nature “Mini Garden”, “Rosary”, “Wonders of Nature”

1.Plants must be:

Different environmental conditions (desert, tropical rainforest, subtropics);

With a variety of stem types (curly, climbing, tree-like, thickened, ribbed, etc.);

With different arrangements of leaves (alternate, opposite - paired, whorled);

Different types of existing genera (begonia, ficus, tradescantia, ivy);

With a pronounced dormant period (cyclamen, gloxinia, amaryllis).

Recommended plants: rex begonia and ever-flowering begonia - fight upper respiratory tract diseases; balsam, aloe or agave, tradescantia, asparagus - absorbs heavy metals, common ivy and aloe - belongs to phytoncidal plants, amaryllis - from its phytoncides some bacteria harmful to humans die faster than from garlic phytoncides, ficus is a good air purifier.

2.Plants characteristic of different seasons:

In autumn - asters, chrysanthemums, golden balls transplanted into pots or cut into bouquets;

In winter - winter garden: planting onions, garlic, dill, parsley, peas, beans, beans, oats, wheat; greenhouse for propagating plants by cuttings; seedlings of flower and vegetable plants; various experimental plantings;

In spring - branches of deciduous trees: poplar, maple, etc.;

In summer - bouquets of summer garden and meadow flowers, ears of cereals.

3. Aquarium with fish: guppies, swordtails, angelfish, etc.; aquatic insects, tadpoles, mollusks.

4. Watering cans, sprayer, sticks for loosening the soil, brushes, rags, aprons.

Nature calendar:"Weather station"

1. Picture of the season, model of the year, day.

2.Weather calendar for each month, where children schematically mark the weather conditions for each day.

3.Bird watching calendar – birds that have been seen are marked daily.

4.Drawings by children on the topic “Nature in different seasons.”

5. Solstice observation calendar.

6. Observation diary - sketch experiments, experiments, observations.

In the corner of nature, exhibitions of crafts made from natural materials, vegetables, fruits, etc. are organized.

There may be models of a forest, field, meadow, pond, anthill, park, zoo, models of natural landscapes of different regions (Arctic, desert, tropical forest), sea, mountains, natural attractions of the native land.

Senior preschool age is children aged 5-6 years. At this age, the child begins to prepare for school activities. Therefore, the attention of parents and teachers of the senior group is focused not only on the development of personal qualities, but also on honing the skills necessary for entering the first grade.

Preschool educators and teachers working in secondary groups will be able to find in this section a lot of useful lesson notes, leisure and entertainment scenarios for children 4-5 years old.

Activities, games and holidays with children 5-6 years old.

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All sections | Senior group. Senior preschool age. Children 5-6 years old

Summary of educational activities with TRIZ elements “Lost Books” for the senior group Target: creating conditions for children’s cognitive activity in the process of searching for extraordinary solutions to assigned problems. Tasks: - introduce children to the process of creating a book, the work of printing house workers. - activate creative thinking, imagination, teach to find...

Photo report "Summer crafts with children senior preschool age" "Summer meadow" "This is how the pond turned out" "Making an anthill" "And here the ants have crawled" "Now we're populating the hive" And at the end of our summer project, a wall newspaper "Photo report about our trip with...

Senior group. Senior preschool age. Children 5-6 years old - Comprehensive thematic planning for music education in middle-high and high-preparatory groups for November

Publication “Comprehensive thematic planning for music education in...” Comprehensive - thematic planning for music education in middle - senior and older - preparatory groups (for November. 2nd part NOVEMBER. Topic. “Home, city, country, Motherland, planet.” 10.29 - 09. 11 Tasks. Introduce children with musical works, in...

Image library "MAAM-pictures"

Project “Plasticineography as a means of developing the creative abilities of older preschoolers” SPEECH AT THE DISTRICT METHODOLOGICAL ASSOCIATION SEMINAR-WORKSHOP FOR TEACHERS OF PRESCHOOL EDUCATIONAL INSTITUTIONS Topic: “Use of pedagogical technologies for the formation of cognitive activity of preschool children” PROJECT: “PLASTILINOGRAPHY AS A MEANS OF DEVELOPMENT...

Teacher Isaeva Anna Aleksandrovna Dear colleagues! I bring to your attention a small photo report on painting gingerbread with glaze. The Gingerbread Art Museum has recently opened in our wonderful city of Zlatoust. And the main character of the exhibition is, of course, the gingerbread. But since we don't...

Card index of fun games for older children Card index of fun games for children of the older group Prepared by: teacher Ivanova O. V. Fun games No. 1 “Potato” Purpose: To encourage emotional responsiveness, develop communication skills with adults and peers. Move: All players stand in a circle and pass the ball to each other...

Senior group. Senior preschool age. Children 5-6 years old - Conversation “The Tale of Peter and Fevronia” in the older mixed-age group

Goal: tell children about the holiday “Day of Family, Love and Fidelity” Objectives. Developmental: develop an active social position; coherent speech and verbal-logical thinking; to form the ability to reason, develop creative imagination, visual creativity....

A collection of games on speech development for older preschoolers Municipal autonomous preschool educational institution of the city of Nizhnevartovsk, kindergarten No. 45 “Sparkle” COLLECTION OF GAMES THAT HELP ACTIVATE SPEECH ACTIVITY OF SENIOR PRESCHOOL CHILDREN “ONE WORD, TWO WORDS” Author-compiler: O. N. Berdyugina...

Scenario of a sports festival. "Health Day" Art. group "B" Goals and objectives: 1. Formation of a culture of healthy lifestyle. Expanding knowledge about a healthy lifestyle and preventive measures. 2. Promotion of physical culture and sports as the best remedy for any disease. 3....

Summer relay game “The Mischievous Rain” for children aged 5–6 years old in the senior group Summer game - relay race in kindergarten for children 5-6 years old Relay race for children of the senior group “Mischievous Rain” Stage 1: pretending to be raindrops, jump from start to finish and from finish to start. The legs must be pressed tightly together. Stage 2: run from start to finish and from...

Knowledge and skills of a child of senior preschool age.

A child’s stay in the middle group smoothly prepares him for the final stage of transition to the preparatory group.

Physical development

A child aged 5-6 years can and should be given exercise, encouraging physical activity and the manifestation of strong-willed qualities. Sports clubs and regular active recreation under the supervision of adults will be a good help. The room in which preschool children stay must provide the necessary conditions for active games and physical exercise. For this purpose, preschool educational institutions provide physical education halls, physical education corners equipped with ladders, mats, ropes, balls and other attributes. At home, you can use the wall bars and other sports equipment.

Intellectual development

By the age of six, a child should learn to focus his attention on the subject being studied for half an hour, be able to listen and take an active part in the discussion. Over the course of the year, children learn to compose a coherent story of at least 5-6 sentences, compare objects according to their physical properties, and find 5-7 differences in pictures. With distinction, they answer questions about their family, full name, both their own and their parents’, address, and residence. By the age of 6, a child more confidently masters spatial and temporal concepts, distinguishes between parts of the day and seasons, and orients himself in the concepts of left and right. Mathematical concepts come down to familiarizing the number series up to 10 in forward and reverse order, increasing and decreasing the set (+;- 1). Acquaintance with geometric shapes, both volumetric and planar. Graphic skills become more pronounced, preschool children learn to work not only with a pencil, felt-tip pen, but also with a pen.

The question has always been and remains acute: Many educators and parents prefer to simply “train” children according to the program intended for teaching in the 1st grade. It seems that counting and writing can make his school life much easier. But this is not true at all. This option is completely ineffective.

Harm from “coaching” a preschooler according to the school curriculum

Yes, at first it will be very easy for the baby to learn, because he already knows what his peers are going through. Therefore, he will gradually lose interest in classes. And after the stock of knowledge acquired is exhausted, he will simply lag behind his classmates.

This opposite effect is explained by the fact that in elementary school what is needed is not previously acquired knowledge, but developed skills for educational activities. The question immediately arises about whether only the last year of preschool childhood is enough to prepare for school.

In order to simply “train” a child, this time may be enough, but in order to properly prepare for education, it is necessary to start classes in kindergarten in the older group. Moreover, children’s education should take place in the form of games, and not parody school lessons.

What is the purpose of classes with preschoolers?

Since the kindergarten has taken over the issue of high-quality preparation of preschoolers for study in the 1st grade, the senior group now takes the same classes as the preparatory group, so that the children have time to develop the necessary skills, perseverance, and the ability to think logically.

The task of the teacher in this case becomes to transfer to children not only the necessary knowledge, but also skills and abilities. This makes it possible to develop curiosity in the child, the ability to work together, independence, and also enriches spiritual and physical culture.

All teachers of preschool institutions must prepare notes for classes in kindergarten. A preschool educational institution that begins to work according to the FOGS system sets the main requirement for training as the presence of various game elements in any of them. Through this form, children acquire the necessary knowledge and skills much better.

What are the features and structure of classes in the senior group?

The main place is allocated. Education for older preschoolers is carried out mostly in the form of work in subgroups. This includes classes from the cognitive cycle: preparation for mastering literacy, mathematics, familiarization with the outside world, development of musical and rhythmic abilities and artistic and productive activities.

Their peculiarities are both the conduct of the entire lesson in the form of a game, and the inclusion of various game elements in its structure. This makes it easier not only for the child to acquire the necessary knowledge, but also to consolidate it. Through play it is easier to learn how to apply them in practice, since such activities are the main ones for children of this age.

The structure of a lesson in kindergarten in the senior group is determined by its program content. It usually consists of several parts (from one to five). The amount depends on the age of the children and the nature of the tasks assigned to them.

Each part of the lesson is its structural unit and includes various methods and techniques, as well as didactic tools that are aimed at achieving a specific task.

What mathematical knowledge do older preschoolers need?

The program for the senior group of kindergarten provides for a significant expansion and generalization of the most basic mathematical concepts, as well as counting. Children
At this age, children must learn to count to 10 and perceive various objects, not only visually, but also by touch or by sound.

At the age of 5 years, you can begin to form the concept that any object is divided into several parts of the same or different sizes, and you can compare them. In addition, children are convinced that sets that contain the same number of elements included in it correspond to one natural number (a star has 5 ends, 5 apples, 5 bunnies, etc.).

What knowledge do preschoolers acquire in math classes?

Mathematics classes in the senior group of kindergarten teach children to correctly distinguish between those that are similar in shape, for example, a square and a rectangle, as well as analyze objects and describe their shape, evaluate sizes according to three indicators: length, width and height.

In older preschoolers, the ability to determine in words how objects are located relative to each other (right, left, in front), to freely navigate in space (standing near a locker, in front of a table, behind a chair), to change the direction of one’s movement (to the right, to the left) and remember the names of the days of the week, as well as their sequence.

Organization of work of preschool children in cognitive cycle classes

The work begins with a repetition of what was covered in the middle group, the level of mathematical concepts is revealed. For this purpose, approximately 5 lessons are allocated, in which everything that children have learned before is reinforced - ideas about shape, quantity and magnitude, counting within 10.

The duration of classes in the senior group remains virtually unchanged, but the amount of knowledge transferred and the pace of work increase. But the activity of children is facilitated by the fact that it is carried out in the form of a game, which is very attractive for the child.

The preschool education program provides that the senior group of preschool educational institutions always begins classes with repetition, which makes it possible to introduce new knowledge into the system of previously acquired knowledge. It is carried out in the form of playful exercises, which stimulates the child’s interest. Reinforcing classes also begin with them.

Game exercises in the structure of the lesson. What is their meaning?

You can offer children an exercise such as “Find Dunno’s error.” It will not only create a suitable mood, but will also stimulate the manifestation of intelligence and ingenuity, will allow you to focus attention and activate thinking.

Such exercises are good for stimulating ingenuity and developing. Combined exercises that allow you to solve 2 or 3 problems at the same time are also widely used. Moreover, work at this time can go on material that is contained in different sections of the program.

The benefits of rhythmic exercises for children

In addition to classes to prepare for literacy, reading and basic mathematical concepts, the preschool program provides for the development of musical and rhythmic abilities in children. For this purpose, many preschool educational institutions have included rhythm classes.

Experience shows that such activities in kindergarten and in the senior group not only bring joy to the child and amuse him, but also have many other positive factors. Among them are the following:

They instill a love of dancing and music and develop musical taste.
Thanks to them, shy children can relax, and active ones get good physical relaxation.
All children begin to share concepts such as the style of music, its rhythm and tempo.
Both the child’s physical fitness and coordination of movements improve significantly.
Children have the opportunity to learn how to react adequately to any situation, control their state of mind and correctly express emotions.

All this led to the fact that great attention began to be paid to rhythm classes in the preschool education system.

Since mothers and fathers always want to know what their child is doing in kindergarten and what he is learning there, especially if the institution’s program includes classes that are not included in the compulsory preschool program, the kindergarten most often strives to conduct an open lesson on rhythm in the senior group simultaneously with parent meeting.

This is done so that it is possible to demonstrate to parents the skills and abilities acquired by their children, as well as the style of conducting lessons.

Instructions for the teacher for conducting classes

In order for classes in a group of older preschoolers to be effective and interesting for children, the teacher should follow some rules.

Classes in kindergarten in the senior group involve the presentation of new, rather complex material in the form of a game. This develops visual memory and imaginative thinking well. In addition, the competitive element present in them spurs children to better assimilate knowledge.
It is worth devoting sufficient time to repetition. But it is not necessary to do this during the lesson; you can do several repetition sessions at the beginning of the month.
In order not to lose children's attention, you need to monitor the change in their activities. Various types of songs, riddles and dances should be interspersed.

And remember that adults should communicate with children only in a friendly manner. Under no circumstances should you use a commanding tone in class, much less scold a child.

Explanatory note

Principles and approaches to the formation of the Program.
Age characteristics of children of the older group.
Planned results of mastering the program.

Main part

List of children in the group (for lockers, towels, beds and cots).
Daily regime
Curriculum (GCD).
Complexes of morning exercises.
Awakening gymnastics complexes.
Annual plan for working with parents.
Long-term planning for educational areas.
Used Books.

Application: Cyclogram of the teacher’s activities.

Explanatory note

The work program for the development of children in the senior group was developed in accordance with the educational program of kindergarten No. 73 of the Nevsky district of St. Petersburg, in accordance with the introduction of the Federal State Educational Standard for Educational Education.

The work program for the development of children in the senior group ensures the diversified development of children aged 5 to 6 years, taking into account their age and individual characteristics in the main areas - physical, social-communicative, cognitive, speech and artistic-aesthetic.

Partial programs are used.

The program being implemented is based on the principle of personal development and humanistic interaction between adults and children.

This program is developed in accordance with the following regulatory documents:

Constitution of the Russian Federation, art. 43, 72;

Convention on the Rights of the Child (1989);

Law of the Russian Federation “On Education”;

Model provision on preschool educational institutions;

SanPiN 2.4.1.3049-13;

Charter of the preschool educational institution;

Federal State Educational Standard DO.

The purpose and objectives of the main educational program of the preschool educational institution

Target:

Creating favorable conditions for a child to fully enjoy preschool childhood, forming the foundations of basic personal culture, comprehensive development of mental and physical qualities in accordance with age and individual characteristics, preparing for life in modern society, for studying at school, ensuring the safety of a preschooler’s life.

Tasks(mandatory part):

1. Caring for the health, emotional well-being and timely development of each child.

2. Creating an atmosphere in groups of a humane and friendly attitude towards all students, which allows them to grow sociable, kind, inquisitive, proactive, striving for independence and creativity.

3. Maximum use of various types of children's activities, their integration in order to increase the efficiency of the educational process.

4. Creative organization (creativity) of the educational process.

5. Variability in the use of educational material, allowing the development of creativity in accordance with the interests and inclinations of each child.

6. Respect for the results of children's creativity.

7. Unity of approaches to raising children in a preschool educational institution and family.

8. Maintain continuity in the work of kindergartens and primary schools, eliminating mental and physical overload in the content of education for preschool children, ensuring the absence of pressure from subject teaching.

Tasks (part of the preschool educational institution): in accordance with the program “From birth to school”.

Principles and approaches in organizing the educational process:

1. Corresponds to the principle of developmental education, the goal of which is the development of the child.

2. Combines the principles of scientific validity and practical applicability (corresponds to the basic principles of developmental psychology and preschool pedagogy).

3. Meets the criteria of completeness, necessity and sufficiency (allows you to solve set goals and objectives using necessary and sufficient material, getting as close as possible to a reasonable “minimum”).

4. Ensures the unity of educational, training and developmental goals and objectives of the education process for preschool children, during the implementation of which knowledge, skills and abilities are formed that are directly related to the development of preschool children.

5. It is built taking into account the principle of integration of educational areas in accordance with the age capabilities and characteristics of students.

6. Based on the complex thematic principle of constructing the educational process.

7. Provides for the solution of program educational tasks in the joint activities of preschoolers, not only within the framework of direct educational activities, but also during routine moments in accordance with the specifics of preschool education.

8. Involves building the educational process on age-appropriate forms of working with children (play)

9. Built on the principle of cultural conformity. Takes into account national values and traditions in education.

Main program goal: formation of the foundations of basic personality culture, comprehensive development of psychological and physical qualities in accordance with the age and individual characteristics of children of senior preschool age

To achieve the goal, the following are decided tasks:

protecting the lives and strengthening the physical and mental health of children.
Providing physical education and health, cognitive-speech, social-personal and artistic-aesthetic development of children.
Carrying out the necessary correction of deficiencies in the child’s physical development (in particular in speech development).
Education taking into account age categories, citizenship, respect for human rights and freedoms, love for the surrounding nature, Motherland, family.
Interaction with the family for the full development of the child.
Providing advisory and methodological assistance to parents (legal representatives) of children on issues of upbringing and development.

Ensuring continuity between preschool and primary general education.

The full version of the work is available.

It is known that the environment in which a child grows up - the design of premises, furniture, toys - has an impact on the upbringing and development of personality. Preschoolers spend a significant part of their time in educational institutions. And it is necessary to organize the child’s stay in kindergarten in such a way that it contributes to the physical and mental development of the little person. It is necessary to think through each design element, considering it from different angles: aesthetic, safety, convenience and utility.

The importance of a developing subject-spatial environment in the senior group of preschool educational institutions

The task of any preschool educational institution (DOU) is to create conditions for the development and upbringing of children, maintaining their health in a safe and comfortable environment.

The most important component of this task is the organization of a subject-spatial environment that corresponds to the components of the educational and developmental process carried out by teachers. It has long been proven that a child’s development occurs with his active participation in a variety of activities. For senior group students, the following areas are highlighted:
training and development activities;
performing practical and creative work;
role-playing games;
basics of labor activity;
physical education classes;

music and choreography lessons.

The administration of a children's educational institution, teachers and educators must create a multi-component educational environment for a preschooler, which takes into account different aspects of organizing the process of raising and developing a child. This:
developing subject-spatial environment;
organizing interaction with teachers;
communication with peers;

the preschooler's attitude to the world around him and to himself.

The subject environment in the group should correspond to the age and interests of the students

Children should live in a world of beauty, games, fairy tales, music, drawing, fantasy, and creativity.

V. A. Sukhomlinsky

Principles of constructing a subject-development environment

The entire time a child is in an educational institution is filled with one activity or another, and it is necessary that the entire environment surrounding the preschooler contribute to his development. In this case, the conditions of safety, versatility and variability of equipment must be met.

Principles of organizing the subject-spatial environment in the senior group:

The environment must perform educational, developmental, nurturing, stimulating, and communicative functions. But the most important thing is that it should work to develop the child’s independence and initiative, which is important for older preschoolers.
Flexible and variable use of space is necessary. The environment should serve to meet the needs and interests of the child.
The shape and design of the items are focused on the safety and age of children.
Decorative elements should be easily replaceable and mobile.
It is necessary to provide space in the group for children's experimental activities.
The color palette should be represented by warm, pastel colors.
When creating a developmental space in a group room, the leading role of play activity is taken into account.
The subject-developmental environment of the group changes depending on the period of children’s education.
It is important that the subject environment has the character of an open, non-closed system, capable of adjustment and development. The objective world surrounding the child must be replenished and updated, adapting to the new developments of older preschool age.
An important task is to develop in older preschoolers the ability to interact with representatives of the opposite sex. The environment should be organized so that girls play with boys.

The created subject-development environment evokes in pupils a feeling of joy, a positive attitude towards kindergarten, a desire to attend it and learn new things

The environment surrounding preschoolers in kindergarten should ensure the safety of their lives, promote health, and also contribute to the development of the cognitive and creative abilities of pupils. This takes into account the inclinations, interests and activity level of each child.

When assessing the subject-developmental environment for pupils of the senior group, pay attention to:

general design of the room, design aesthetics, availability of a variety of equipment for various types of activities;
organization of children's living space (presence of light partitions, screens, modules, poufs).
toys and materials that should ensure both playful and productive activities of pupils.

Types of corners and centers in the senior group

When planning the placement of equipment and furniture in kindergarten premises, it is necessary to take into account the flexible division of space into separate zones in order to provide different types of activities for preschoolers.

In the premises for older children, several areas can be distinguished.

The group room in a kindergarten is usually small, so every meter of space should be used rationally.

Sports section

Here there is sports equipment, both factory-made (jump ropes, balls, ropes, clubs, hoops), and those prepared by teachers together with parents (flags, ribbons, bags filled with sand, handkerchiefs). It is necessary to provide special equipment for individual exercises with children to prevent flat feet (massage track), improve posture, and develop the eye.

A sports corner in a group, in addition to standard equipment, may contain a card index of outdoor games, riddles, cards and visual aids for sports

Productivity Corner

This corner should have good lighting. On the shelves or in the cabinets there are tools for children's creativity:
various types of paper,
cups with pencils and markers,
paints,
multi-colored wax crayons,
plastic material for modeling,
pieces of different fabrics for appliqués,
all kinds of materials for making crafts,
different scissors,
hole punchers,

staplers.

It is important that all materials are brightly and attractively decorated and neatly laid out. Children should be able to use any material in their creativity. For older preschoolers, the tables are arranged so that the children can work together if they wish. There should also be samples for drawing, patterns for making crafts, and samples for modeling. It is imperative to provide a stand to demonstrate the completed work of students.

In the productive activity corner, children can draw, sculpt, and make appliqués

Role-playing games center While playing, preschoolers develop imagination, creativity, and ingenuity. By simulating various situations, they study the world around them and the relationships between people. Playing with peers helps develop communication skills and foster friendly and respectful relationships in the group. The composition of the subjects changes periodically to maintain the children's interest.

Table: types and purposes of toys for older preschoolers

Types of toys	Purpose
Plot-shaped	They correspond to the image of a living creature (dolls, bunnies, bears) and participate in staging the game plot during children's games.
Technical	These toys correspond to technical devices: all types of transport, means of communication and communication.
Toys for fun	Funny people, animal figures. May contain some unexpected movement, surprise.
Masquerade	Used by children to enter into some kind of image: the tail of a bunny or fox, the mustache of Basilio the cat.
Musical	Necessary to satisfy children's interest in sounds.
Tabletop	Designed for children's development.
Theater	Such toys develop speech, imagination, and ingenuity.
Construction materials and designers	Development of attentiveness, intelligence, spatial imagination.

All toys are placed in such a way that preschoolers can freely play with them and put them away

Theater zone

In the senior group, you can organize different types of theater:

finger,
desktop,
palmar,
theater on plates,
theater on spoons or on sticks,
theater of mittens or gloves,
theater on flannelgraph,
beanie theater,
shadow theater,
use of Bibabo dolls,
puppet show,
staging fairy tales by children themselves.

In addition to puppets for productions, there should be 2 screens in the theater area: small and large. You can use a screen or a large mirror as decoration. For tabletop performances these can be panoramic books.

Preschoolers enjoy participating in dramatizations of fairy tales or stories; they can improvise the actions of their favorite characters, come up with a game to repeat the actions of adults, or act out books they have read about fairy-tale animals. Participation in theatrical performances develops speech, fine and gross motor skills, trains memory and imagination. The experience of joint activities with peers and adults contributes to the development of communication skills and socialization of preschoolers.

The theater area is conveniently located next to the music area.

The theater area in the senior group includes characters from various types of theater and various attributes

Music corner

Playing music sometimes requires solitude and concentration. It would be desirable to be able, if necessary, to isolate this part of the group with a light screen. The design of this area should be attractive to children and accessible for viewing. At the same time, it is necessary to teach students to be careful and careful with the equipment, as it may become unusable.

In addition to the musical instruments themselves, this corner houses audio and video equipment (slides, filmstrips, audio cassettes) and technical equipment (tape recorder, TV, stereo system). There are also manuals for didactic games aimed at developing an ear for music. You can put an album of songs with illustrations (the images correspond to the lyrics of the song), and place portraits of famous composers. Just as in other zones, the material changes periodically to ensure that children retain the novelty of their perception.

In the music corner, older preschoolers enjoy playing instruments and singing songs

Speech development zone

This zone should have a selection of plot and subject illustrations for retellings, didactic games for the development of sound culture and grammatical structure of speech, increasing vocabulary, and mnemonic tables.

Didactic material can be either factory-made or prepared by the teacher. To practice correct pronunciation, purchase albums with articulation exercises and tongue twisters. There should be mirrors for children's individual articulation lessons. In the older group, in this area there is a magnetic board with the alphabet.

Older preschoolers already know letters and are learning to write words on the board

Book corner

The book corner is often combined with a speech development area. It simultaneously houses 10–12 books on the following topics:
fairy tales,
poems and stories on a patriotic theme,
stories about animals and plants,
books studied in class,
humor books,

Books should have many illustrations, be colorfully designed, and you can use toy books. On average, the length of time a book stays in a corner is 2 weeks, but it can be adjusted depending on the interest of the children. There are also albums for viewing, children's magazines, and portraits of writers. You can organize a small library of baby books. For older children, you can organize exhibitions telling about the work of an individual writer, a specific genre (fairy tale, humorous story, poetry) or even one book.

The design of the book corner in the senior group should be bright and attractive to stimulate preschoolers’ interest in reading

The patriotic education corner can be combined with a book corner. Patriotic education in kindergarten is aimed at developing love for one’s homeland, native land, and family. An example of the design of such a corner is presented in the article by Sharova E.V. “Patriotic education in a preschool educational institution.”

The patriotic corner introduces children to the symbols of our country, hometown, village, and folk crafts.

Math corner

This corner contains didactic material for the formation of mathematical knowledge and the development of logic. It may contain:

carpet graph “Larchik” according to Voskobovich,
logical blocks of Dienesh,
sets of colored Cuisenaire counting sticks,
Nikitin cubes,
various construction sets and board games for solving logic problems and counting.

Currently, there is a selection of printed workbooks and many educational aids for preschoolers. You can use materials made by yourself.

In the mathematics corner there are various manuals and games for developing counting skills in preschoolers

Center for Experimental Activities

At the experimentation center, preschoolers conduct simple experiments, which develops children’s logical thinking and stimulates cognitive activity.

Photo gallery: equipment of the experimentation center

The equipment of the experimentation center should be varied, but most importantly - safe. All experiments are carried out by preschoolers under the strict supervision of the teacher. Prepared instruments must always be clean. At the experimentation center, preschoolers develop primary natural scientific concepts

Construction area

This area features a large variety of construction kits. Preschoolers can independently create various buildings according to their schemes and ideas. This zone can be combined with a corner for studying traffic rules, the design of which requires models of houses and streets, traffic lights, and traffic signs.

For role-playing games according to traffic rules, it is convenient if the pedestrian crossing is marked on a special rug or floor covering.

The construction area can be combined with a corner for studying traffic rules

Corner of nature

The organization of this zone is intended for environmental education of preschool children. Such a corner awakens children's interest in wildlife and its inhabitants. Daily observation of plants and animals, participation in their care develops children’s sense of empathy for living beings, creates a more favorable atmosphere in the group and increases the psychological comfort of pupils. What plants and animals are recommended to be placed in a corner of wildlife and what conditions must be observed are described in the article by Volodkovich Galina “The role of a corner of nature in the environmental education of children of senior preschool age.”

In the ecological corner, children learn to care for plants, which fosters respect for nature

Zone of organization of labor activities

Children of the older group have work responsibilities. They take care of themselves: dressing, undressing, preparing a workplace for classes, helping in the dining room, and can carry out some instructions from the teacher. In addition, group duty is organized. Duty not only develops practical work skills, but also instills responsibility, the ability to work in a team and teaches children to be independent. You can organize duty in the dining room, caring for plants and animals, and organizing classes. In the corner for organizing work activities there should be a duty screen, protective clothing (aprons, oversleeves, scarves), equipment for performing the duties of the duty officer (containers for watering plants, sponges for cleaning).

A duty screen, protective clothing and equipment for performing the duties of a duty officer are placed in the work area.

Examples of design of a developmental environment in the senior group

Creating a subject-development environment that meets the requirements of the Federal State Educational Standard is an important part of organizing the educational process in a children's institution. Three videos are presented as an example of solving this problem. Teachers can implement interesting ideas in their activities.

Video: developing subject-spatial environment in accordance with the Federal State Educational Standard for Education

Video: subject-development environment in the senior group

Video: transformation of the developing subject-spatial environment in the senior group

Much attention is paid to creating a subject-spatial environment in kindergarten. And this is not surprising: for both teachers and children it becomes a second home, because they spend a lot of time in it. You always want to make your home beautiful, cozy, comfortable for everyone, and for kids you want to organize everything so that they are healthy, smart and well-mannered, love their loved ones, and take care of nature.