The challenges and development paths of preschool educational environment

Abstract

This article discusses challenges of designing a subject-spatial environment in the context of goals and objectives of the preschool organizations in the Republic of Kazakhstan. The paper aims to address a role and an importance of the educational environment in early childhood, and define the concept of «educational environment ». Research results are presented on the example of numerous preschool organizations of the Karaganda region. The general issues such as leisure furniture shortage, special conditions for children with disabilities, children’s personal, and free activity space have been highlighted. The article emphasizes the significance of diagnosing the educational environment with an international «ECERS-R». The use of scale indicators helps to see weaknesses in the activities of preschool organizations and ways for improvement. The designing stage of strategies for preschool environmental development has been presented, which helps to bridge the gap between the real and ideal educational practice. The outlined strategies based on these «trouble » zones will help teachers build an authentic educational environment, design «zones of developmental opportunities» for children. The identified «trouble» zones and strategies for the development of the educational environment of preschool organizations can become the basis for changes in the preschool educational organizations of the country.