A child is a full-fledged person with individual characteristics. He discovers the surrounding reality with surprise and joy. The educational environment of the educational institution should be optimally suited for this process.
The teacher should give every child the opportunity for self-development and self-improvement. A kid who trustingly gave his palm to a mentor, the educational environment of an educational institution should help in the development and formation of a personality. Only with a responsible attitude of adults can one count on the successful upbringing and full development of the child.
DOW task
The developing environment of a preschool educational institution contributes to the modeling of conditions conducive to the manifestation of the child's creative abilities, his cognition of a figurative language, the realization of cultural, communicative and cognitive-aesthetic needs. With the right choice of methods and methods of workkids get real opportunities for self-improvement.
The internal environment of an educational institution promotes cooperation, interaction, mutual learning of children. With the correct organization of the developmental process, the comprehensive development of each child is carried out. Each kid will be able to choose an activity to their liking, to believe in their own abilities and strengths.
The developing environment of an educational institution helps children acquire the skills of interaction with peers and teachers, evaluate and understand the actions and feelings of other people. This is the foundation of developmental learning.
Important aspects
The subject-developing environment of an educational institution directly affects the success of a younger student, acquiring the skills of self-orientation in the amount of information.
The developmental environment is a mediator and background for the interaction of a child and an adult. In it, the baby can share his experiences, build his own behavioral line. The educational environment of an educational institution should become a second home for him, where he wants to stay for a long time.
The economic transformations taking place in the modern world require an increase in the quality of education for young people, the creation of methods for the correct transfer of knowledge to children so that they become worthy members of modern society. The idea of educational environments is the basis for solving the problem of adaptation of the younger generation to reality.
Theoretical moments
The educational environment of an educational institution is a subsystem of the socio-cultural environment. It is the sum of circumstances, factors, situations aimed at organizing pedagogical conditions for the comprehensive development of the personality of each child. This is a structure that includes several interconnected levels at once.
The global layer is made up of global trends in the development of science, politics, and economics. The regional level is educational policy, culture. Local is a system that includes the methodology of education and training, the personality of the teacher.
Essence
The educational environment of an educational institution is mentioned in the concept of modernization of Russian educational institutions. Each subject has the opportunity to influence its development and functioning, being responsible for creating optimal conditions for schools and kindergartens to perform their basic educational and social functions.
Considering the features of the environment of an educational institution, let us dwell on some psychological aspects. Environmental psychology emerged under the influence of ideas about the importance of studying human responses to a changing environment in the second half of the 20th century.
The main purpose of this branch of knowledge was to study the patterns of relations between the outside world, society, man. The concept of "environment" was considered as the relationship of conditions that providedfull development of the child: mutual influence, understanding of reality, relationships with other people.
Domestic developments
The educational environment of an educational institution has been studied and created over the years by domestic and foreign teachers and practicing psychologists. At the Institute of Pedagogical Innovations of the Russian Academy of Education N. B. Krylova, M. M. Knyazeva, V. A. Petrovsky formulated the philosophical aspects of the term "educational environment", as well as thought out the technologies and methods of its design.
The educational environment of a modern educational institution is based precisely on the works of the founders of developmental education. So, V. V. Davydov proposed, introduced, and tested the model of the “school of growing up.”
The educational environment of a preschool institution is a narrower concept. It is understood as the functioning of a particular educational institution:
- material factors;
- spatial-subject resources;
- social components;
- interpersonal relationships.
They are interconnected, complement, enrich each other, influence each subject of the educational space.
Modifications
The information and educational environment of an educational institution includes several components, taking into account a specific educational institution. For example, there is currently a virtual spacewhich promotes the creative development of children. Thanks to information technology, every child develops himself.
The pedagogical environment of an educational institution involves the concretization of the term "learning environment". It means the connection of specific communication, material, social conditions that provide the processes of learning and teaching.
The presence of a student (trainee) in the environment, his active interaction with other subjects of the educational institution is assumed.
The educational environment of a preschool institution creates specially organized conditions that are aimed at obtaining certain skills, abilities, and knowledge for children. Methods, content, goals and forms of work become accessible and mobile (changing) within a particular educational institution.
The external environment of an educational institution is a system that generates the learning process, permeated with characteristic, specific features.
Educational Information System
Currently, it is she who is the most popular and in demand in domestic education. In the concept of the development of distance education in the Russian Federation, it is considered as "a systematically organized set of means for transmitting various information, methodological, organizational support, focused on the full satisfaction of the needs of children and adolescents." To implement the task, information exchange is carried out between various educational institutions, special software tools are used.
B. A. Yasvinthe educational environment was defined as a process of purposeful formation of a personality according to a conditional social pattern. As structural units, he identifies the following elements: training programs, human factors, physical environment.
Uri Bronfenbrenner highlights the following:
- microsystem, which is characterized by a complex relationship between the environment and the developing child;
- mesosystem, assuming a set of microsystems that influence each other;
- exosystem covering special structures of formal and informal type;
- a macrosystem that focuses on social, economic, legal, political constructions.
B. I. Panov systematized models of the educational environment, identified the following areas:
- ecological-personal (V. A. Yasvin);
- communication-oriented (V. V. Rubtsov);
- anthropological and psychological (V. I. Slobodchikov);
- psychodidactic (V. A. Orlov, V. A. Yasvin);
- ecopsychological (V. I. Panov).
A method of vector modeling of the educational and developing environment has appeared, which involves the construction of a coordinate system. One axis became "freedom-dependence", and the second - "activity-passivity".
The construction of a vector in this coordinate system for a certain type of educational environment is based on six diagnostic questions. Three relate to the presence in the environment of optimal opportunities for the full development of the child, the rest - opportunities forself-realization of children.
Activity in this aspect is seen as striving for something, initiative, struggle for one's own interests, and passivity is the absence of such qualities.
Learning environments
A person's life is born and flows in different operating systems. It is far from always that a child realizes how important the school, family, educational institution is in his formation.
The first environment is the family. It is here that conditions are created for the freedom, creative growth of the child. Parents are the main example for the social adaptation of children. In a broad cultural and social context, it is the family that creates the conditions for the growth of the quality of general education, and occupies a separate place in the preservation and creation of socio-cultural space. The features of the family as an element of the modern educational environment are explained by historically formed folk pedagogy.
Among the methods used in the framework of family education, the following are of interest: game, conversation, traditions, persuasion. Parents influence the effectiveness of personal growth, contribute to the development of the child's abilities. The social component forms a space of interpersonal interaction in a direct form, within which parents and children learn cooperation and mutual understanding.
The development of a child's personality is carried out by involving the child in active activities. The creative environment is the optimal conditions for increasing self-esteem, the formation of freedomjudgments, acquiring communication skills.
School life
The professional environment of the educational institution in which the child gets has a significant impact on the motivation of the younger generation. If all conditions are created not only for children, but also for the teaching staff, then the developing environment will become high-quality and effective for all participants in the educational process.
The effect of learning in the "teacher-student" system depends on how their joint work is formed. The meaning of interaction is to involve both parties in joint activities. Success depends on the following factors:
- distribution of responsibilities between participants;
- specifics of the exchange of actions within the framework of solving the set tasks;
- reflection and understanding.
Only with cooperation (cooperation) is it possible to correctly and completely transfer the concept, term, skill. Adequate formation occurs only if the child himself takes an active part in the activity.
If someone takes a passive position in the "student-teacher" system, development is not observed. What comes to the fore is not just the problem of what needs to be taught, but the question of effective organization of teamwork.
Assessment of OS formation
The social component is examined according to the requirements of developing education with the help of special diagnostic methods, which are carefully selected from psychology and sociology. The main factor in ensuring the normal functioning of the sociala component of the developing educational environment will be to improve the quality of retraining of teachers, in particular, in the field of psychology. For such training, it is important that the teacher periodically participate in various options for socio-psychological training.
Design
I. A. Comenius (a Czech teacher) considered the spatial and object environment of an educational institution to be a “pleasant place”, which should have geographical maps, historical schemes, a space for games, a garden for communicating with nature.
Makarenko noted the importance of equipping schools with a set of elements:
- benefits and furniture;
- materials and machines;
- decorative elements.
M. Montessori was the first to pay attention to the spatial and subject component of the educational environment as a key factor in the personal development of the younger generation. She designed a "preparatory environment" that encourages a preschooler and a student of primary school age to realize individuality through independent activity.
Didactic material: frames with nests of various shapes and inserts for them, insert cubes, children's furniture - all these devices gave the child the opportunity to independently find errors when performing certain exercises, and eliminate them. Montessori considered the spatial-objective environment to be the most important element in the acquisition of multifaceted sensory experience by children. Thanks to independent activities, the guys streamline their ideas about the world around them, learn to understand and love nature.
PreparatoryThe environment, according to Montessori, contributes to the child's awareness of the possibilities for spiritual and physical development. It helps the younger generation adapt to the demands of society. Montessori suggested that teachers choose exercises whose content corresponded to children's needs.
The spatial and subject component of the educational environment includes:
- school building architecture;
- level of openness (closeness) of interior design elements;
- spatial structure and size of rooms;
- ease of transformation;
- moveability for subjects.
B. V. Davydov, L. B. Pereverzev, V. A. Petrovsky singled out the main requirements that apply to an integrated environment, without which the comprehensive development of children of preschool and primary school age is impossible:
- content of various elements, without which it is impossible to optimize the intellectual, physical, emotional and volitional components of activity;
- logicality, interconnection of individual elements;
- manageability (possibility of adjustment by both the teacher and the child);
- individuality.
Due to the complexity of the structure, the spatial-subject educational environment contributes to the development of each subject.
In such an environment, subjects not only seek, but also construct artistic, cognitive, sensory, motor, and play activities.
Summarize
Currently, a significant reform is taking place in domestic education,aimed at improving the quality of self-education of schoolchildren. Among the conditions necessary for a successful reform process, an important place is occupied by the formation of an educational environment. In a preschool institution, materials and equipment should be used that correspond to the individual age characteristics of the kids. Within the framework of modern trends in the development of preschool domestic education, various options for developing a subject-spatial environment are allowed, if they take into account gender specifics and do not contradict he alth-saving technologies.
The purpose of creating such an environment is to provide the conditions necessary for the correction of deviations in the development of preschoolers, the formation of the individuality of each child. The personality-oriented approach used in modern pedagogy ensures the child's trust in the world around him, and contributes to the strengthening of psychological he alth. The educational environment allows you to improve personal culture, ensures the self-development of each child.
Thanks to the optimal conditions created in preschool and school educational institutions, knowledge, skills and abilities are considered as means of personal development. The mentor takes into account the point of view of the child, does not ignore his emotions, feelings, needs. Only with cooperation is it possible for each child to develop, to form a positive attitude towards learning activities.
The subject environment should be informative, fully satisfy the need of children to acquire new qualities. The child who is most involved in the classroom and extracurricular activitiesactivity, gets the opportunity to fully reveal all their talents. The modern school is the place where the child spends most of his time. The final result - the harmonious development of the younger generation - depends on how rationally organized educational and extracurricular activities.
