Keyword: «subject-spatial environment»

Early age is one of the most important, significant periods of preschool age. Currently, the age from 1 year to 3 years is considered an early age. In this period of time, the foundation is laid for the further development of the personality, a full-fledged mental, emotional development of the child occurs. The article discusses the problem of assessing the subject-spatial environment in early childhood groups of a preschool educational organization, and also examines the requests and suggestions of parents and teachers to create a subject-spatial environment, the educational environment as a whole in the group of early preschool age. The authors of the article used the methods of Thelma Harms, Debbie Cryer, Richard M. Clifford and Noreen Yazeyan ITERS-3 – a scale for a comprehensive assessment of the quality of education of toddlers in preschool educational institutions. In the early childhood groups of preschool educational institutions of the city of Yakutsk, the following indicators were evaluated: indoor, furniture for everyday care, games and learning, space organization, visual design of space for children. The authors of the article carried out a comprehensive assessment of the quality of education of toddlers in preschool educational institutions. At the end of the article, a recommendation is given to improve the spatial environment in early childhood groups of preschool educational organizations in the city of Yakutsk, Republic of Sakha (Yakutia).

This article is devoted to the issues of tolerant education and attaching love to the native edge of preschoolers. The meaning of the word "tolerance" is revealed, which is aimed at the formation of moral feelings to representatives of various nationalities, their culture and history. The relationship of the pedagogical process in all directions and regions is presented, which helps to achieve positive results.

The relevance of the study is determined by the need for scientific and methodological support for the process of designing the subject-spatial environment of children's educational centers at Russian universities in order to provide additional educational services. The opening of such centers is often complicated by the lack of a clear understanding of the substantive and structural-functional content of the subject-spatial environment, developed, on the one hand, on the basis of the regulatory requirements of the Federal State Educational Standard for preschool education, and on the other hand, taking into account the educational needs of preschool children, parents (legal representatives) and requirements in the field of additional education. The aim of the article is to disseminate the experience of creating a subject-spatial environment of an educational center for preschoolers working at the Mordovian State Pedagogical University named after M. E. Evseviev and to determine its key characteristics that influence the efficiency and optimal functioning of this system. Systemic, integrated, activity-based, anthropological, ecological, environmental approaches serve as the methodological basis of the research in the article. We proceed from the results of fundamental and applied research on the design and development of the subject-spatial environment of educational organizations and kindergartens. The key methods are theoretical analysis of regulatory documents and sources, modeling, theoretical and comparative analysis. The results obtained provide the opportunity to reveal the specific features of the construction of the subject-spatial environment of the educational center at a pedagogical university (saturation, variability and transformability, accessibility, safety and multifunctionality). The theoretical significance of the study consists in identifying methodological approaches and principles, specifics of constructing the subject-spatial environment of the educational center at the university. The practical significance consists in the possibility of using the experience of the Mordovian State Pedagogical University named after M. E. Evseviev in creating and developing this environment in the conditions of a pedagogical university.