Sections: Working with preschoolers
The subject-play environment of kindergarten groups is organized in such a way that every child has the opportunity to do what they love.
All group space is divided into CENTERS that are available to children: toys, didactic material, games. Children know where to get paper, paints, pencils, natural material, costumes and attributes for dramatization games. IN THE CENTER OF solitude - behind a screen, they can leaf through their favorite book, look at photos in a family album and just sit and take a break from the children's team. Wooden portable screens and racks also serve as walls for children's individual games. Using them, the child can make a room for the game, thus fencing off from the common space, creating his own little world. In this simple way, the personification of the environment is achieved, i.e., the creation of "one's own" personal space.
In each group, furniture and equipment are installed in such a way that each child can find a convenient and comfortable place to study in terms of his emotional state: sufficiently remote from children and adults, or, conversely, allowing you to feel close contact with them, or providing equally contact and freedom. For this purpose, various furniture is used, including multi-level furniture: all kinds of sofas, ottomans, as well as soft modules. They are easy enough to move and arrange differently in a group.
Such an organization of space is one of the conditions of the environment, which enables the teacher to approach the position of the child.
To build a developing environment in a preschool educational institution, we highlight the following principles:
So, the object-spatial environment of each group includes not only artificial objects, but also natural ones. In addition to nature centers in groups where children observe and care for plants, experimentation centers are equipped in all groups for conducting elementary experiments and experiments.
In addition to special classes, children of the middle and senior groups visit the ecological room in their free time. Plants, aquariums allow preschoolers to get closer to the natural world. They learn to listen to the murmur of water, examine various plants and at the same time relax. Together with adults, children transplant and water flowers, feed fish, turtles.
Children learn to summarize the results of their observations of objects of nature when maintaining a weather calendar. If in younger age only the main weather phenomena (rain, snow) are noted on it, then in the older one, its complication occurs. In the CENTERS of children's experimentation, kids play with sand, water, paints, foam. In the middle group, they learn to fix the result of the experiment with the help of sketches. At an older age, the main goal of this activity is to introduce children to various simple technical means that help to understand the world (magnifier, magnet, scales, etc.).
The interior design of the kindergarten includes elements of culture - painting, literature, music, theater. In each reception room for parents, we organize exhibitions of children's creativity (drawings, crafts, recordings of children's poems, stories, fairy tales).
The subject-developing environment is organized on the basis of the following principles:
The principle of openness society and openness of one's "I" involves the personalization of the environment of each group. For this purpose, photo exhibitions "Here we are" and family albums were arranged in groups.
Principle of flexible zoning is to organize various intersecting spheres of activity. This allows children, in accordance with their interests and desires, to freely engage in different activities at the same time, without interfering with each other: physical education, music, drawing, experimentation, stage fairy tales, arrange dramatization games. Equipping group rooms helps children to independently determine the content of activities, outline an action plan, allocate their time and actively participate in activities using various objects and toys.
The principle of stability-dynamics of the developing environment closely related to the principle of flexible zoning. The subject-developing environment of the group varies depending on the age characteristics of the children, the period of study, and the educational program. If there are more boys in the group, then there are more constructors, cubes, cars in the group, which allows children to build houses, bridges, arches, garages not only on the table, but also on the floor. If there are more girls than boys, then games of "family", "hospital", "shop" are played more often.
It is important to remember that the child does not stay in the environment, but overcomes it, "outgrows" it, is constantly changing, which means that his environment also changes in his perception.
The developing environment is always changing by a constant created on long term: design of offices, music and sports halls, and more dynamic - when decorating a hall, group, lobby for a particular holiday, leisure event, at the time of staging a fairy tale.
Even more dynamic is the developmental environment of many activities. The microenvironment, including the design of a particular lesson, is determined by its content and is specific to each of them. It, of course, should be aesthetic, developing and versatile, encourage children to meaningful spiritual communication.
The principle of polyfunctionality of the objective world is implemented with the help of various modular equipment, which is equipped with all the premises of the kindergarten. The use of modules along with constructors, mosaics, physical education equipment (hoops, balls, jump ropes), objects and games that do not carry certain semantic information contributes to the development of imagination and the sign-symbolic function of preschoolers' thinking.
When organizing the subject-spatial environment in kindergarten a complex, multifaceted and highly creative activity of all preschool teachers is necessary. After all, the variety of toys is not the main condition for the development of the child.
A purposefully organized subject-developing environment in a preschool institution plays an important role in the harmonious development and upbringing of a child.
The created aesthetic environment evokes a sense of joy in children, an emotionally positive attitude towards kindergarten, a desire to attend it, enriches it with new impressions and knowledge, encourages active creative activity, and contributes to the intellectual development of preschool children.
Used Books:
The main requirement for the educational environment in a preschool educational institution is to provide the child with the freedom to choose an activity in which he can independently acquire knowledge about the world around him, develop his talents and abilities. And the role of the teacher is to observe and control this process and protect the child from harmful influences.
These requirements perfectly correspond to the concept formulated by the doctor of psychological sciences S.L. Novosyolova, and it is this concept that most specialists adhere to. She argues that the developing objective environment is a system of material objects of the child's activity, which develops his spiritual and physical appearance and presupposes the unity of social and natural means of ensuring the child's diverse activities.
Lack of activity leads to limited opportunities and deprivation of the individual in the future. That is why activity is put in the first place in this concept. It forms the psyche through the child's generalization of his personal experience, and the objective environment contributes to this.
A full-fledged subject-spatial developing environment in kindergarten according to the Federal State Educational Standard consists of:
In such an environment, the child should independently strive for activities that will develop his mental and creative abilities, imagination, communication skills, and form a personality as a whole. To be developing, the environment must meet all these requirements. The issue of its organization is the task of a preschool educational institution, which is set by the new Federal State Educational Standard.
Analyzing the work of scientists, three components of the development environment can be distinguished. At the same time, the subject-spatial component is given a central place.
The main criteria for this component are:
This component means such activities of teachers involved in the process of upbringing and education, which will contribute to the full development of children.
The Federal State Educational Standard contains many general formulations, but, in fact, it requires the full implementation of all components of the development environment. At the same time, it is taken into account that the game is still the main form of the child's activity.
GEF requires enriching the educational environment with all sorts of components that will stimulate the cognitive and educational activities of children. At the same time, the availability of all these components and premises of an educational organization for each child is very important.
The object-spatial environment in the preschool educational institution according to the Federal State Educational Standard should be organized so that children can freely do what they like best. The equipment should be placed in sectors according to the interests of children. In one place - designers, in another - sets for drawing, in the third - sets for experimentation or manual labor.
A prerequisite is the presence among the equipment of a large set of materials that will stimulate the child to learn:
There are two main reasons for the poor organization of the development environment. First- the use of an outdated approach, sometimes even from Soviet times. Second- understanding the environment as a background, they say, the teacher should educate, and the environment is only a means.
Because of this, problems occur. Eg , lack of understanding of how the world of today's preschooler has changed. One cannot ignore such a popular phenomenon as the Lego constructor and the most popular transformers, not to mention various gadgets and computer games. The developing environment should be attractive for the child, he should feel comfortable in it.
Violation of the integrity and lack of diversity also reduces the preschooler's interest in the environment, and can also increase fatigue and cause discomfort. This happens when the developmental environment consists of a set of unconnected corners or is strictly zoned, or if, for some reason, teachers place an unreasonable emphasis on a certain type of activity (for example, drawing or local history), or when the space is oversaturated with outdated or monotonous toys and other materials.
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When creating a developing environment in a preschool educational institution according to the Federal State Educational Standard, you need to understand what tasks it should solve. Chief among them will be to increase the independence and initiative of the child. To do this, the environment must be comfortable for all its participants and satisfy their interests and needs. It is equally important for the environment to have a place for the education of children, their upbringing and the development of social abilities.
When creating a developing environment, it is necessary to take into account what it consists of and what main components it should contain, what state standards require and what mistakes should be avoided.
The following five principles only complement the main provisions discussed above.
" № 2/2016
The subject-developing environment in kindergarten is of great importance for the development and formation of the child's personality. It must meet certain rules and requirements. What is included in its composition, what requirements it must meet, and also what is the procedure for accounting for its various elements in an educational organization, we will consider in this article.
Developing object-spatial environment - a part of the educational environment, represented by a specially organized space (premises, plot, etc.), materials, equipment and supplies for the development of preschool children in accordance with the characteristics of each age stage, taking into account the shortcomings of their development, protection and health promotion.
The requirements for the subject-developing environment of preschool educational institutions are established in clause 3.3 of the Federal State Educational Standard for Preschool Education, approved by Order of the Ministry of Education and Science of the Russian Federation of October 17, 2013 No. 1155 (hereinafter referred to as the Standard).
It should provide the opportunity for communication and joint activities of children (including children of different ages) and adults, motor activity children, as well as the possibility of privacy.
The developing object-spatial environment should contribute to the implementation of various educational programs, including inclusive education, take into account the national-cultural and climatic conditions in which educational activities are carried out, as well as the age characteristics of children.
It should be rich in content, transformable, multifunctional, variable, accessible and safe.
The educational space must be equipped with training and education tools (including technical ones), appropriate materials, including consumable gaming, sports, recreational equipment, inventory (based on the specifics of the educational program).
The organization of the educational space and the variety of materials, equipment and inventory (in the building and on the site) should ensure:
Infants and young children should be given the opportunity for movement, subject and gaming activity with different materials.
The object-spatial environment should be able to change depending on the educational situation, including the changing interests and capabilities of children.
The multifunctionality of materials implies a variety in the use of various components of the subject environment, for example: children's furniture, mats, soft modules, screens, etc.
Variability of the environment means:
The play environment should be accessible to pupils, including children with disabilities and children with disabilities. It is necessary to provide free access for children, including children with disabilities, to games, toys, materials, and aids that provide all the basic types of children's activities. In addition, you need to monitor the serviceability and safety of materials and equipment.
The security of the object-spatial environment implies the compliance of all its elements with the requirements for ensuring the reliability and safety of their use.
The educational organization independently determines the means of training, including technical, relevant materials (including consumables), gaming, sports, recreational equipment, inventory necessary for the implementation of the educational program.
Financing of the implementation of the educational program of preschool education should be carried out in the amount of standards for ensuring state guarantees for the realization of the rights to receive public and free preschool education, determined by the state authorities of the constituent entities of the Russian Federation. These standards are developed in accordance with the Standard, taking into account the type of organization and should be sufficient to cover the cost of training and education facilities, relevant materials, including the purchase of educational publications in paper and electronic form, didactic materials, audio and video materials, including materials , equipment, overalls, games and toys, electronic educational resources necessary for organizing all types of educational activities and creating a developing object-spatial environment, as well as special conditions for children with disabilities. Taking into account these standards, updated educational resources should be purchased, including consumables, subscriptions for updating electronic resources, subscriptions for technical support for the activities of training and education facilities, sports, recreational equipment, inventory, as well as paid for communication services, including expenses, connected to the Internet.
Sanitary and epidemiological requirements for the arrangement, content and organization of the operating mode of preschool educational institutions, including the arrangement of the subject-spatial environment, are established by SanPiN 2.4.1.3049-13.
Consider the features of accounting for some elements of the subject-spatial environment.
According to SanPiN 2.4.1.3049-13, furniture in groups should correspond to the height and age of children.
Children's furniture and equipment for premises entering preschool educational organizations must be made of materials that are harmless to children's health and have documents confirming their origin and safety.
Wardrobes for clothes and shoes are equipped with individual cells-shelves for hats and hooks for outerwear. Each individual cell is marked.
Tables and chairs are set according to the number of children in the groups. For older children and preparatory groups it is recommended to use tables with a changing inclination of the cover up to 30 degrees.
Chairs and tables must be of the same group of furniture and marked. The selection of furniture for children is carried out taking into account their growth.
Furniture refers to fixed assets. In accordance with OK 013-94 "All-Russian classifier of fixed assets", approved by the Decree of the State Standard of the Russian Federation of December 26, 1994 No. 359, furniture for kindergartens and nurseries were assigned codes from 16 3612230 to 16 3612266.
In this regard, when furniture arrives at an educational institution, the provisions of Instruction No. 157n on the acceptance of fixed assets for accounting apply.
According to Instructions No. 65n, furniture () is purchased under article 310 “Increase in the cost of fixed assets” of KOSGU by type of expenditure 244 “Other purchase of goods, works and services to meet state (municipal) needs”.
Funding sources may be different:
Commissioning of fixed assets worth up to 3,000 rubles. inclusive is reflected on the basis of the primary accounting document - a statement of the issuance of material assets for the needs of the institution (f. 0504210) in the debit of accounts 0 401 20 271 “Expenses for the depreciation of fixed assets and intangible assets”, 0 109 00 271 “Costs for the manufacture of finished products, execution works, services" and the credit of account 0 101 06 000 "Industrial and household equipment" with simultaneous reflection on the off-balance sheet account 21 "Fixed assets worth up to 3,000 rubles. including in operation.
Analytical accounting of fixed assets worth more than 3,000 rubles. is conducted in the context of materially responsible persons in inventory cards opened for the relevant objects (group of objects). Recall what property is considered depreciable. According to paragraph 92 of Instruction No. 157n for fixed assets worth from 3,000 to 40,000 rubles. when they are put into operation, 100% is charged. For property more than 40,000 rubles. depreciation will be charged in accordance with the norms calculated in accordance with the established procedure. During the financial year, depreciation is charged monthly in the amount of 1/12 of the annual rate.
Consider an example.
Example 1
Tables, chairs and blocks of lockers for clothes were replaced at the preschool budgetary educational institution at the expense of the target subsidy. Tables and chairs make up sets of furniture worth 2,500 rubles. per set. A total of 100 sets were purchased (for 250,000 rubles). Lockers purchased 20 blocks worth 12,500 rubles. per block (for 250,000 rubles). The total cost of all purchased furniture amounted to 500,000 rubles. All of it is accepted for accounting as part of other movable property and put into operation.
Fixed assets acquired at the expense of targeted subsidies are accepted for accounting under KVFO 4.
In accordance with Instruction No. 174n, operations for the receipt and acceptance of furniture for accounting in a budgetary institution are reflected as follows:
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Amount, rub. |
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Received a targeted subsidy for institutions |
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Reflected investments in fixed assets in the amount of the cost of furniture |
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Payment made to the furniture supplier from the personal account |
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Transferred formed investments from KVFO 5 to KVFO 4 |
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Accepted for accounting sets of furniture from tables and chairs |
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Blocks of lockers accepted for accounting |
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Accrued income from the received subsidy based on the approved report on its intended use |
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Sets of tables and chairs issued |
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Accepted furniture sets for off-balance accounting |
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Depreciation charged on locker blocks |
The organization of gaming activities is impossible without a sufficient amount of various gaming equipment (games, toys, sports equipment). National standards for the safety of toys and methods for their control, which fully comply with the requirements of the technical regulation on the safety of products intended for children and adolescents, are established by GOST R 53906-2010.
How to account for these non-financial assets, the institution must decide on its own and coordinate this decision with the authority that exercises the functions and powers of the founder. The decision made should be fixed in the accounting policy. This is due to the variety of gaming equipment, which, regardless of its cost, can be used for quite a long time (more than 12 months) and changed quite often (more than once a year). Therefore, in accordance with paragraphs 38 and 99 of Instruction No. 157n, it is taken into account as part of either fixed assets or materials.
As part of fixed assets, gaming equipment must be accounted for on account 101 06 “Industrial and household equipment” (clause 53 of Instruction No. 157n).
As part of the materials, toys are reflected on account 105 06 “Other inventories”.
Accounting for toys as part of property, plant and equipment is similar to accounting for furniture, as discussed above.
Toys and inventory that have become unusable are subject to write-off from balance and off-balance accounts, if they were listed there. Recall that when writing off fixed assets, the provisions of Decree of the Government of the Russian Federation of October 14, 2010 No. 834 on the procedure for writing off movable and immovable property of an institution must be observed.
The disposal of fixed assets and materials is carried out on the basis of a decision of the permanent commission for the receipt and disposal of assets (clause 34 of Instruction No. 157n). At the same time, a supporting document (primary (consolidated) accounting document) is drawn up - an act on writing off objects of non-financial assets (except for vehicles) (f. 0504104). This document serves as the basis for accounting for the disposal of fixed assets. The basis for accounting for the disposal of toys and inventory worth from 3,000 to 40,000 rubles. is an act on the write-off of soft and household equipment (f. 0504143).
When writing off inventories, an act is drawn up (f. 0504230), on the basis of which the corresponding accounting entries are made in accounting.
Typical accounting transactions for toys as inventories are currently recorded as follows:
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Government institution (Instruction No. 162н*) |
State-financed organization (Instruction No. 174n) |
Autonomous institution (Instruction No. 183n**) |
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Purchasing toys for a fee from a supplier |
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Free delivery of toys... |
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…for centralized supply |
... from the head office to a separate division |
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…from state and municipal organizations and individuals |
... on the right of operational management, from organizations and individuals |
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…from institutions of different budget levels |
…from supranational organizations and foreign governments |
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…from international financial institutions |
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Issuance of toys for operation (there is a change of M.O.L.) |
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Write-off of toys |
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* Instructions for the application of the Chart of Accounts for budget accounting, approved by Order of the Ministry of Finance of the Russian Federation of December 6, 2010 No. 162n.
** Instructions for the application of the Chart of Accounts for the accounting of autonomous institutions, approved by Order of the Ministry of Finance of the Russian Federation of December 23, 2010 No. 183n.
Quite often the question arises: how to take into account the toys that were presented to the kindergarten, and whether to take them into account at all? Of course, they must be taken into account, and in what order - we will consider an example.
Example 2
Toys worth 10,000 rubles were handed over to an autonomous preschool educational institution as gratuitous assistance. It was decided to take them into account in the composition of inventories. The received toys are put into operation.
According to paragraph 1 of Art. 582 of the Civil Code of the Russian Federation, donating a thing to educational institutions and educational organizations for generally useful purposes is considered a donation.
To accept a donation, no one's permission or consent is required (clause 2, article 582 of the Civil Code of the Russian Federation).
The donor may establish a requirement to use the property transferred by him for a specific purpose. If such a requirement is established, then the institution accepting the donation must keep a separate record of all operations for the use of donated property (clause 3 of article 582 of the Civil Code of the Russian Federation).
Property received as a donation is accepted for accounting under KVFO 2.
These transactions in the accounting of an autonomous institution are reflected as follows:
note
In the general case, the value of property received free of charge is recognized as non-operating income (clause 8, article 250 of the Tax Code of the Russian Federation). However, if the property is received by the institution under a donation agreement and is used by it for the purposes indicated by the donor, then in accordance with paragraphs. 1 p. 2 art. 251 of the Tax Code of the Russian Federation, the value of this property is not taken into account when determining the tax base.
In preschool educational institutions, the necessary object-spatial environment must be created that meets safety requirements, sanitary standards, age characteristics of children, and other requirements. We have considered that part of the educational environment, which is made up of individual fixed assets and inventories. Accounting features depend on the type of financial asset and the methods of its receipt.
Approved by the Decree of the Chief State Sanitary Doctor of the Russian Federation of May 15, 2013 No. 26.
Instructions for the use of the Unified Chart of Accounts for Accounting for State Authorities (Government Bodies), Local Self-Government Bodies, Management Bodies of State Extra-Budget Funds, State Academies of Sciences, State (Municipal) Institutions, approved. Order of the Ministry of Finance of the Russian Federation dated December 1, 2010 No. 157n.
Instructions on the procedure for applying the budget classification of the Russian Federation, approved. Order of the Ministry of Finance of the Russian Federation dated July 1, 2013 No. 65n.
Instructions for the use of the Chart of Accounts for accounting of budgetary institutions, approved. Order of the Ministry of Finance of the Russian Federation of December 16, 2010 No. 174n.
Municipal budgetary educational institution 2-
Gavrilovskaya secondary school
Model of developing object-spatial environment
Prepared by: Nosaeva I.A.
Educator of a group of preschool education
S. Peresypkino 1st
Target: creating conditions for the full development of preschoolers in all educational areas of the Federal State Educational Standard in accordance with the specific features and requirements of the educational program of the preschool educational institution.
Create an atmosphere of emotional comfort;
Create conditions for physical development;
Create conditions for creative self-expression;
Create conditions for the manifestation of cognitive activity of children;
Create conditions for the participation of parents in the life of the group.
The most important role in the organization of upbringing and educational activities with children is played by the developing subject-spatial environment, since the child spends most of the time in kindergarten in a group. The environment of children should perform educational, developing, nurturing, stimulating, organizational, communicative functions, it should work for the development of independence and amateur performance of the child. The subject-developing environment is a set of material objects for the development of the child, subject and social means of providing various types of activities. It is necessary so that children can fully grow and get acquainted with the world around them, know how to interact with it and learn independence.
The developing subject-spatial environment of the preschool educational institution is one of the main means that shape the personality of the child.
In accordance with the Federal State Educational Standard, to the structure of the main general educational program of preschool education.
The subject-developing environment of an educational institution contributes to the implementation of the main directions of development of children:
Social and communicative development;
cognitive development;
speech development;
Artistic and aesthetic development;
physical development;
The developing subject-spatial environment of a preschool organization should be:
Polyfunctional;
Transformable;
Variable;
accessible;
Safe.
1.Fiction Corner:
Aimed at the formation of a holistic picture of the world, including primary ideas;
Development of literary speech;
In the corner of artistic activity: books, literary games - quizzes, plot pictures.
2. Corner of nature:
Its purpose is to enrich children's ideas about the diversity of the natural world, to foster love and respect for nature, to introduce children to caring for plants. Equipment for the care of indoor plants: watering cans, rags.
3. Corner of visual activity:
It contains a lot of different material for the development of children's creativity;
Here, children can engage in drawing, sculpting, and appliqué.
4. Corner of theatrical activities:
- in the theater, preschoolers reveal themselves, demonstrating unexpected facets of their character;
Children are happy to participate in productions and are happy to act as spectators;
In this corner are: Bi-ba-bo dolls, costumes, masks.
5. Corner of constructive activity:
In this corner, different types of constructor are presented: small and large Lego, cubes;
The constructor can be moved to any place in the group and organize activities as with a subgroup , as well as individually;
The children enjoy building and playing with them.
6. Sports corner:
- equipped with a variety of materials for the development of motor activity of children;
It is aimed at developing motor qualities and abilities;
Complete set: skipping ropes, hoops, rubber balls of different sizes, baskets for games, skittles.
7. Center for role-playing games:
In the life of a child of preschool age, the game occupies one of the leading places;
The role-playing game is the true social practice of the child, his real life in the society of peers;
The play corner is equipped with: a clinic, a beauty salon, a cafe.
8. Music Corner:
Work in it contributes to the development of creative abilities in children, their musicality.
9. Corner of educational games:
It was created for the development of logical thinking and imagination, ingenuity and ingenuity, memory and speech in children;
It contains various games: lotto, puzzles, dominoes, mosaic;
All material is selected taking into account the age of the children.
10. Exhibition of children's creativity:
A corner where children's art works are exhibited.
The objective environment that surrounds children, even if it is organized in the best way, cannot by itself, without adult guidance, influence their development.
Only an adult, purposefully organizing the objective world, reveals its essence in his actions and relations with children. But most importantly, the developing environment should work for the development of independence and self-activity of the child.
The developing subject-spatial environment in accordance with the Federal State Educational Standard should be:
Saturated
Transformable
polyfunctional,
Variable
available,
It is also equipped taking into account the age characteristics of children and thematic planning.
The location of the gaming equipment in our group meets the requirements of safety, sanitary and hygienic standards, the physiology of children, and the principles of functional comfort.
When organizing a subject-developing spatial environment, individual and age-specific features of development are taken into account, a situation is created to choose which game or toy to play
The space of our group has been transformed into a variety of nooks and crannies, various shelves and drawers. Some corners suggest the solitude of the child, the presentation of the opportunity to be alone. Others are for subgroup games.
The object-spatial environment of our group is organized in such a way that each child has the opportunity to do what they love and feel comfortable. The full development of the child is possible only if all types of his activities are carried out not at the verbal level, but using the subject environment.
The transformability of the subject-spatial environment implies the possibility of its change depending on the educational situation. Depending on the interests and individual characteristics of children, the subject-spatial environment is constantly being adjusted and changed. Complemented with something new and attractive to keep the interest of the child.
One of the main requirements for the subject-spatial environment of a kindergarten is accessibility. All game materials, manuals are freely available for children: toys, didactic material, games. Children know where to get paper, paints, pencils, natural material, costumes and attributes for dramatization games. Each corner has its own order and internal rules for the use of a particular material or manual. Of course, it is very important not only to make everything accessible, but also to help children use it correctly and rationally.
A carefully thought-out development environment itself encourages children to explore, be active, take initiative and be creative. In this case, it is necessary:
Focus on the zone of actual development and design the zone of proximal development of each child;
To shape the environment and provide materials for development;
Set developmental goals for each child and for the group as a whole, taking into account the interests, abilities and needs of each;
To support in children independence, natural curiosity, initiative, activity in mastering the surrounding reality.
