Abstract
In the present work, the influence and stages of the correct organization of the subject-developing environment and its connection with the competence approach in the process of forming the key competences among children in kindergarten are traced. The scientific research reveals the basic principles and stages that are embedded in the fundamental structure of building the subjectdevelopmental environment, as well as the advantages of the competence approach included in the learning process in the preschool stage of education. Models of the types of developmental environments in preschool education are proposed, as well as the stages of building the subject-developmental environment in preschool education. Opinions on the subject are summarized and recommendations are given for the organization of the subject-developmental environment.
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