The child is a full-fledged person with individual characteristics. With surprise and joy, he discovers the surrounding reality. The educational environment of the educational institution should be optimally suited for this process.
The teacher should give each child the opportunity for self-development and self-improvement. The child who trustingly gave his hand to the mentor, the educational environment of the educational institution should help in the development and formation of personality. Only with the responsible attitude of adults can we count on successful upbringing and the full formation of the child.
Dow's task
The developing environment of the preschool educational institution contributes to the modeling of conditions conducive to the manifestation of the creative abilities of the child, their knowledge of the figurative language, the realization of cultural, communicative and cognitive aesthetic needs. With the right selection of methods and techniques of work, kids get real opportunities for self-improvement.
The internal environment of the educational institution promotes cooperation, interaction, mutual learning of children. With the proper organization of the developing process, the comprehensive development of each child is carried out. Each kid will be able to choose a lesson to their liking, believe in their own abilities and strengths.
The developing environment of the educational institution helps children acquire skills of interaction with peers and teachers, evaluate and understand the actions and feelings of other people. This is the basis of developmental learning.
Important aspects
The subject-developing environment of an educational institution directly affects the success of a primary school student, his acquisition of self-orientation skills in the amount of information.
The development 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 for him a second home where you want to stay for a long time.
Economic transformations taking place in the modern world require an increase in the quality of youth education, 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 adapting the younger generation to reality.
Theoretical points
The educational environment of an educational institution is a subsystem of the sociocultural environment. It represents 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 at once several interconnected levels.
The global layer consists of global trends in the development of science, politics, and economy. 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, bearing responsibility for creating optimal conditions for schools and kindergartens to fulfill 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 reactions to a changing environment in the second half of the 20th century.
The main purpose of this branch of knowledge was to study the laws of relations between the outside world, society, and man. The concept of “environment” was considered as the interconnection of conditions that ensured the full development of the child: mutual influence, understanding of reality, relationships with people around.
Domestic developments
The educational environment of the educational institution has been studied and created over the years by domestic and foreign educators and practical psychologists. At the Institute of Pedagogical Innovations of the Russian Academy of Education, N. B. Krylova, M. M. Knyazeva, and V. A. Petrovsky formulated philosophical aspects of the term “educational environment,” and also thought out the technologies and techniques for its design.
The educational environment of a modern educational institution is based on the work of the founders of developing education. So, V.V. Davydov proposed, introduced, tested the model of the "school of growing up."
The educational environment of the preschool institution is a narrower concept. It means the functioning of a particular educational institution:
- material factors;
- spatial subject resources;
- social components;
- interpersonal relationships.
They are interconnected, complement, enrich each other, affect each subject of the educational space.
Modifications
The educational information environment of an educational institution includes several components, taking into account a specific OS. For example, currently there is a virtual space that contributes to the creative development of children. Thanks to information technology, each child is self-developing.
The pedagogical environment of an educational institution involves specifying the term “educational environment”. By it is meant the connection of specific communication, material, social conditions that ensure the processes of learning and teaching.
The presence of a student (student) in the environment, its active interaction with other subjects of OS is assumed.
The educational environment of the preschool institution creates specially organized conditions that are aimed at children gaining certain skills, abilities and knowledge. Methods, content, goals and forms of work are becoming accessible and mobile (changing) within a particular educational institution.
The external environment of an educational institution is a system that generates a learning process permeated by characteristic, specific features.
Educational Information System
Currently, it is she who is the most popular and in demand in Russian 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." For the implementation of the task, an information exchange is carried out between various educational institutions, special software tools are used.
V. A. Yasvin, the educational environment was defined as a process of purposeful formation of a personality according to a conditional social model. 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 of relations between the environment and the developing child;
- a mesosystem involving a set of microsystems that affect each other;
- an exosystem covering special structures of a formal and informal form;
- macrosystem oriented on social, economic, legal, political construction.
V.I. Panov systematized models of the educational environment, highlighted the following areas:
- ecological and personal (V. A. Yasvin);
- communicatively oriented (V.V. Rubtsov);
- anthropological and psychological (V. I. Slobodchikov);
- psychodidactic (V. A. Orlov, V. A. Yasvin);
- Ecopsychological (V.I. Panov).
A vector modeling technique for educational and developmental environments appeared, which involved the construction of a coordinate system. One axis was “freedom-dependence”, and the second - “activity-passivity”.
The construction in this coordinate system of a vector for a certain type of educational environment is carried out on the basis of six diagnostic questions. Three relate to the presence in the environment of optimal opportunities for the full development of the child, the rest relate to opportunities for children's self-realization.
Activity in this aspect is seen as a desire for something, initiative, a struggle for one’s own interests, and passivity - the absence of such qualities.
Educational environments
Human life is born and flows in different OS. Not always does the child realize how great the importance of the school, family, educational institution in its formation.
The first environment is the family. It is here that the conditions for freedom and creative growth of the child are created. It is the parents who are the main example for the social adaptation of children. In a wide cultural and social context, it is the family that creates the conditions for the growth of the quality of general education, occupies a separate place in the preservation and creation of the sociocultural space. Family features as an element of the modern educational environment are explained by the historically formed folk pedagogy.
Among the methods used in the framework of family education, of interest are: play, conversation, traditions, persuasion. Parents influence the effectiveness of personal growth, contribute to the development of the child’s abilities. The social component forms the space of interpersonal interaction in a direct form, within the framework of which parents and children learn to cooperate and understand each other.
The development of a child’s personality is carried out through the involvement of the child in active work. The creative environment is optimal conditions for increasing self-esteem, the formation of freedom of opinion, and the acquisition of communication skills.
School life
The professional environment of the educational institution into which the child falls 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 training in the teacher-student system depends on how their teamwork 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 in the framework of solving the tasks;
- reflection and understanding.
Only with cooperation (cooperation) is the correct and complete transfer of a concept, term, skill possible. 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. It is not just the problem that needs to be taught that comes to the fore, but the question of the effective organization of joint work.
Assessment of OS formation
An examination of the social component is carried out according to the requirements of developing education with the help of special diagnostic techniques, which are carefully selected from psychology and sociology. The main factor in ensuring the normal functioning of the social component of the developing educational environment will be improving the quality of retraining of teachers, in particular in the field of psychology. For such preparation, it is important that the teacher periodically participate in various options for social and psychological training.
Design
J. A. Comenius (Czech teacher) considered the spatial and subject environment of an educational institution to be a “pleasant place”, in which there should be geographical maps, historical schemes, a space for games, a garden for communication with nature.
Makarenko noted the importance of equipping schools with a complex of elements:
- aids and furniture;
- materials and machines;
- decorative elements.
M. Montessori was the first to pay attention to the spatial-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 primary school student 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, to eliminate them. Montessori considered the spatial-subject environment to be the most important element in the acquisition of multifaceted sensory experience by children. Thanks to their independent activities, the children streamline their ideas about the world, learn to understand and love nature.
The preparatory environment, according to Montessori, helps the child to become aware of the possibilities for spiritual and physical development. It helps the younger generation to adapt to the requirements of society. Montessori invited educators to choose exercises whose content was in line with children's needs.
The spatial-subject component of the educational environment includes:
- school building architecture;
- level of openness (closeness) of elements of internal design;
- spatial structure and size of the premises;
- ease of transformation;
- the ability to move for subjects.
V.V. Davydov, L. B. Pereverzev, V. A. Petrovsky identified the basic requirements for an integrated environment, without which the comprehensive development of children of preschool and primary school age is impossible:
- the content of various elements, without which optimization of the intellectual, physical, emotional-volitional components of activity is impossible;
- consistency, the relationship of individual elements;
- manageability (the ability to adjust 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 search, but also construct artistic, cognitive, sensory, motor, and game activity.
To summarize
Currently, there is a significant reform in domestic education aimed at improving the quality of self-education of schoolchildren. Among the conditions necessary for a successful reform process, the formation of an educational environment occupies an important place. In the 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 pre-school domestic education, various options of a developing subject-spatial environment are allowed if they take into account the gender specificity and do not contradict health-saving technologies.
The purpose of creating such an environment is to provide the conditions necessary for the correction of deviations in the development of preschool children, the formation of the individuality of each baby. The personality-oriented approach used in modern pedagogy ensures the child's confidence in the world around him and helps to strengthen psychological health. The educational environment allows you to improve your personal culture, ensures the self-development of each child.
Thanks to the optimal conditions created in preschool and school educational institutions, knowledge, skills are considered in the form of personal development tools. 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 to establish each child, the formation of a positive attitude towards learning activities.
The subject environment should be informative, fully satisfy the need of children in acquiring new qualities. A child who is maximally involved in lesson and extracurricular activities gets the opportunity to fully reveal all his talents. A modern school is a place where a child spends most of his time. , , - .