СУТНІСНА ХАРАКТЕРИСТИКА ОСВІТНЬОГО СЕРЕДОВИЩА В КОНТЕКСТІ ДОШКІЛЬНОЇ ОСВІТИ

Abstract

The article highlights meaningful value of the concept “educational environment” and the following terms related to it such as educational system, educational field, educative, teaching and educational, educational and developmental environment based on a thorough analysis of research background. The analysis of the specified category has been conducted in the context of life space of a pre-school education establishment. The attention is focused on the developmental orientation of educational environment in pre-school within the conditions of the content integration of pre-school education. The emphasis is placed on the symbiotic relationship and interdependence between educational environment in pre-school and a child’s personality and singularity. The author points out that the specific character of the educational environment like any other one means that it cannot be comprehensible without collation with the relevant agent transforming it and at the same time being transformed. The analysis of scientific sources gives grounds to state that such phrases have become stable as educative, educational, formative, lifelike, professional, educatory, health-maintaining, teaching and educational, natural, socio-cultural, social environment, educational system. The metaphysical interpretation of the environment is connected with the idea of a system: when we pick out a certain system for consideration, everything that does not belong to it becomes its external environment and those things that belong are its internal environment. Based on the available reasonable conclusions about the components of the environment we came to the conclusion about the structure complexity of the studied conception. Concurrently, it is summed up that the educational environment of a school is a fertile ground to ensure the harmony of human relations between an educator and a pupil, a beneficial area fro development of a child’s unique personality. Taking into account the analysis of different approaches and considerations of scholars the conclusion has been made that the educational environment of pre-school is a synthesis of conditions providing the qualitative development of personality, a source for formation of a system of values.