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Objective: theoretical justification of resource possibilities of subject-developing environment in sensory education of younger preschoolers. Methods: comparison, generalization, system analysis, theoretical cognition, as well as the analogy method and the historical method. Results: the knowledge of the surrounding world begins with the sensual perception of objects, objects and phenomena of the surrounding reality (Ya. A. Komensky, I. G. Pestalozzi, F. Frebel, M. Montessori, O. Decroli, M.M, Manaseina, E. I. Tikheev and others). This theoretical provision makes it important to provide timely sensory education for young preschool children. In modern domestic preschool pedagogy, a fundamentally new concept of sensory education has been developed, which is based on the provision on the development of perception by forming perceptual actions (A. V. Zaporozhets). Scientists in the field of preschool pedagogy and psychology have proved that sensory education of a preschool will be carried out more successfully in the conditions of a specially organized subject-developing environment. In domestic psychological and pedagogical studies, the subject-developing environment is understood as a “field” of child development. The study of various options for constructing an object-developing environment allowed us to determine its main layers in the experimental model we are designing, such as cognitive, creative and creative. Scientific novelty: in the article there is a theoretical justification of the phenomenon of the subject-developing environment; the specifics of creating a subject-developing environment in the conditions of a preschool educational institution for sensory education of younger preschoolers is determined. Practical significance: its results can be used by the pedagogical services of preschool educational institutions in order to optimize the subject-developing environment in sensory education of younger preschoolers. Of particular professional interest may be recommendations for creating the following mini-environments of subject-developing environment: cognitive, research, transformative, emotional-creative.
subject-developing environment, sensory education, sensory perception of the surrounding reality, younger preschool age, factors of personal development
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