PEDAGOGICAL CONDITIONS FOR THE DEVELOPMENT OF SPATIAL REPRESENTATIONS IN OLDER PRESCHOOL CHILDREN IN PLAY ACTIVITIES
The article reveals the relevance of the problem of the development of spatial representations as one of the most important indicators of the intellectual development of a child, his socialization. The development of spatial representations is one of the tasks of preschool education reflected in the relevant regulatory documents. An indicator of the development of spatial representations of a preschooler is the level of mastery of spatial representations, the ability to freely navigate in space and knowledge of basic spatial terms. The article presents a brief analysis of the scientific foundations of the problem of spatial representations of a preschooler, the author's interpretation of the concept "pedagogical conditions for the development of spatial representations in children of the seventh year of life" is given. The author gives a brief description of the pedagogical experiment on the development of these pedagogical conditions. The content of its three stages - ascertaining, forming and control-is disclosed. At the stage of the ascertaining experiment, the spatial representations of older preschool children were identified and the criteria and levels of development of spatial representations in children were described. The article considers the main content of the pedagogical conditions for the development of spatial representations in older preschool children in the game. The formative experiment reflected the implementation of pedagogical conditions for the development of spatial representations in children of the seventh year of life in play activities. The author focuses on the application of game methods for the formation of spatial representations. Various types of games for the development of spatial representations are proposed: quest games, stencil games, confusion games, etc. The article offers the author's version of enriching the subject-spatial environment in the group with appropriate play equipment aimed at developing spatial representations of preschool children. The control experiment allowed us to compare the spatial representations of children before and after the formative activities.