Abstract
In the research process it has been determined, that the full-value development of a pre-school child takes place at the expanse of high-quality organization and effective use of the playing space. It has been outlined, that high-quality organization of the playing space favors the harmonic combination of psychic, physical and spiritual development of a child. The conducted theoretical analysis allowed to separate four main components that must be taken into account in the process of organizing the high-quality playing space of pre-school children, namely: content, material, organizational and personal. It has been noted, that a structural model of the qualitatively organized playing space of a pre-school child is based on acknowledgement of the child-centered orientation priority. It has been proved, that the agreed combination of four components of the playing space provides psychological safety of a pre-school child and favors the high level development of its cooperation in the process of interaction with others. It has been revealed, that the content of realized playing actions, material filling of the playing space, its dynamics and mobility, inclusion of all children in the active playing activity need essentially other approaches. There have been fixed contradictions between necessary and real ideas of teachers as to the organization quality of the playing space for pre-school children.
 The problem of quality organization of the playing space for pre-school children gains special importance under conditions of modern society that dictates new rules and requirements to the development of a successful person. The formation of the high level ability to understand own possibilities, to reveal initiative and comprehensively realize themselves in pre-school children provides the presence and interconnection of all structural components of the playing space.
Highlights
Consideration of the problem of organization and influence of the playing space on psychic development of a pre-school child is conditioned by the intensive attention of society to the formation of its value orientations, resistance to negative social influences, self-revelation, self-realization and self-statement under conditions of interpersonal relation
The absence of integrity in pre-school child’s emotional and mental system functioning may result in non-formation of the life competence, unsuccessful realization of any forms of activity and absence of a quality activity level in reaction to negative social influences
Cognitive activity intensification and psychic development of a pre-school child are mainly determined by the level of its inclusion in the playing process, which content and specificity depend on playing space organization peculiarities
Summary
Consideration of the problem of organization and influence of the playing space on psychic development of a pre-school child is conditioned by the intensive attention of society to the formation of its value orientations, resistance to negative social influences, self-revelation, self-realization and self-statement under conditions of interpersonal relation. The playing space is an important factor of pre-school child’s psychic development and a necessary condition for forming its life competence. Cognitive activity intensification and psychic development of a pre-school child are mainly determined by the level of its inclusion in the playing process, which content and specificity depend on playing space organization peculiarities. The qualitatively organized playing space has a principal importance for pre-school child’s psychic development, because it is grounded on its age and individual peculiarities. Despite the fact that there are a lot of scientific works, devoted to peculiarities of pre-school child’s playing space organization, psychologists continue to search for such playing environment that would provide the full-value psychic development and favor the maximal enrichment of the content of forms of child activity through communication between themselves and with adults. The playing space quality was estimated by the method of observation over pre-school children’s and pre-school teachers’ activity
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