Abstract
The paper covers the analysis of peculiarities of the educational object-spatial environment of a preschool educational institution. The author analyzed the theoretical studies according to which it is found that the insufficient level of activity of preschool age children caused by the contradiction of developmental environment to the peculiarities of development of a child’s own position. The developmental environment does not encourage a child to the independent behavior and creativity manifestation. This fact impedes the emotional-evaluative perception and comprehension of the required information, the mastering of different methods of its getting, the ways of actions for the experience assumption, and the manifestation of the desire to implement this experience. The system of work on modeling of the educational object-spatial environment is poorly represented in practice of preschool education. The paper presents the approach to the organization and modeling of the object-spatial environment using the modular construction kits and the requirements to their creation. The author considers the special aspects of modular construction kits, the requirements to their use by the preschool age children and specifies the rules for their structural assembly. The author reveals the principles of creation of modular construction kits and presents the recommendations for a teacher on their use for the organization of different activities for children. The algorithmic prescriptions on the modular construction kits assembly are of interest. Modular construction kits are designed for joint and independent activities of preschool age children. The author pays attention to the modeling of the object-spatial environment where children can search, be involved in the research process, organize play, motor, and cognitive activity, easily change from time to time the play material, and model the space of a group room at their own wish as well in a preschool educational institution.
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