On the role of modeling the subject-developing environment in a preschool educational organization

the article examines such concepts as: "modeling", "subject-developing environment", which are necessary to achieve high results in the process of comprehensive development of preschoolers. The authors also provide some socio-psychological characteristics of preschool children, characteristics of the activities of educators working in a preschool educational organization (PEO) with children. The scientific work presents an analysis of the survey conducted among preschool educators at the Klepikovskaya secondary school (Tyumen region). All levels of education in our country are developing at a rapid pace, having a positive impact on the quality of work with the younger generation, which can subsequently have a beneficial effect on many areas of life in the Russian Federation (culture, science, medicine, etc.), since they will be managed by a generation brought up through the prism of new and effective mechanisms. Thus, preschool education is of particular importance, since during this period the child gets acquainted with the basic actions for communication with the outside world (for example, to distinguish between dangerous and safe), and also receives such knowledge that will help him to develop systematically in the future (for example, the idea of the shape of objects, the possibilities of their transformation). For the comprehensive development of preschoolers, there is a subject-developing environment, a considerable amount of time is devoted to its modeling, this process requires multi-stage work, but its benefit is always justified. The research methodology is based on the analysis of theoretical provisions, empirical data. The theoretical basis was psychological, pedagogical and scientific and methodological studies devoted to the disclosure of the concepts of "modeling", "subject-developing environment", the characteristics of the socio-psychological characteristics of preschool children, as well as the activities of educators working in a preschool educational organization (PEO), with children. The empirical basis was the analysis of the survey conducted among preschool teachers at the Klepikovskaya secondary school (Tyumen region). The obtained results of the study allow us to determine the most important points in modeling the subject-developing environment in the preschool educational organization, as well as to identify the main tools with which the process under consideration is carried out. As a result of determining the role of modeling the subject-developing environment in the preschool educational organization, attention was focused on the characteristics of the socio-psychological characteristics of preschool children. As a result, some features of the activities of educators working in the preschool educational organization (PEO) with children were described, an analysis of the survey conducted among preschool teachers at the Klepikovskaya secondary school (Tyumen region) is presented.

modeling, subject-developing environment, preschool educational organization (PEO), personal development, social and psychological characteristics, analysis