Keyword: «developing subject-spatial environment»

The education and development of a child with a visual impairment has a certain specificity, so the question of the conditions under which this process is carried out is very important. The DOW has created a developing subject-spatial environment in accordance with modern requirements. In addition, in the conditions of the kindergarten, there are opportunities for medical and rehabilitation work.

The article considers the «talking environment» as one of the elements of the developing subject-spatial environment of a preschool educational organization. The authors define the goals and objectives, as well as reveal the main components of the «talking environment». The article provides recommendations on the organization of zoning of space and child development centers. The current directions of the development of the «speaking environment» in modern conditions of digitalization are determined.

Pre-school education is the first stage in the Russian educational system, which is not mandatory according to the main federal law. At the same time, the government, represented by executive authorities, does everything necessary to ensure that as many children as possible attend pre-school institutions. The environment created in the preschool organization plays an important role in the development of preschoolers, unlocking their potential, which assumes a comfortable space for children that meets the needs and demands of each child. It is possible to solve this task through the design of a nurturing legal environment in the preschool institution. Therefore, we consider it necessary and appropriate to study the issue of modeling this type of environment in the activities of a preschool organization. This fact allows us to designate the aim of the article, which consists in substantiating the specifics of creating a nurturing legal environment in the conditions of a preschool educational organization. The spatial-subject approach as a methodological basis contributes to the development of a logically sound and consistent system of legal education for preschoolers, the result of which is the developed legal education. The authors’ idea of this system corresponds to the traditional understanding of the educational environment organization as a whole, but with some reservation that the educational environment is the core of the system, its fundamental basis, responsible for the development of the child's personality. The theoretical significance and novelty of the study lies in the description of the substantive content of the nurturing legal environment, a comparative analysis of approaches to its organization, and a generalization of pedagogical experience in this field. The practical significance of the article lies in substantiating the author's model of a nurturing legal environment in a preschool educational organization, which will further help both the authors and the scientific community engaged in this issue to systematize and diversify the work on involving educational entities in the educational process.

The article addresses the theoretical conceptualization and structural modelling of a new pedagogical category – the digital developing subject-spatial environment of a preschool educational organization with elements of artificial intelligence (digital DSSE with AI elements) – in the context of foreign language development of children aged 4–7. Existing studies consider the digital environment and artificial intelligence technologies separately, which limits their combined didactic potential and does not allow for the identification of the synergistic effect of integration. The aim of this article is to develop an original author's definition and a structural model of the digital DSSE of preschool educational organizations with AI elements, as well as to substantiate its role as a pedagogical condition for the foreign language development of children aged 4-7. The principal research methods include a theoretical analysis of the regulatory framework and scientific literature, the conceptualization of the author's original concept, a systematic analysis of the structural components of the environment, and pedagogical observation during the testing of the designed environment. The main results include the formulation of an original author's definition of the digital DSSE of preschool educational organizations with AI elements as a holistic pedagogical system that ensures the dynamic adaptation of the content of foreign language interaction; the development of a seven-component structural model that includes the regulatory, infrastructure, information and content, methodological and pedagogical, communication and management, subject, and security units; the identification of risks in the functioning of this environment and the mechanisms for their minimization; and the description of the synergistic effect of the integration of the digital DSSE and AI technologies. The theoretical significance of the work lies in the introduction of a new pedagogical concept and its differentiation from related categories. The practical significance lies in the fact that the developed model has been tested in preschool educational organizations and has confirmed the positive impact of the designed environment on the foreign language speech development of preschoolers.