1 Southern Federal University (RUSSIAN FEDERATION)
2 Moscow State University of Psychology and Education (RUSSIAN FEDERATION)
About this paper:
Appears in: ICERI2015 Proceedings
Publication year: 2015
Pages: 4061-4067
ISBN: 978-84-608-2657-6
ISSN: 2340-1095
Conference name: 8th International Conference of Education, Research and Innovation
Dates: 18-20 November, 2015
Location: Seville, Spain
Modern innovative processes associated with the development of the post-industrial civilization, lead to the formation of a knowledge society. These social "challenges" suggest the presence in a man of psychological traits and characteristics that match the current conditions. All of which brings us to the need to form an educational environment that would facilitate the preschool children personality development.

Much is given to the children since their birth. Their talents can have different nature, but there is always an issue of the diagnosis, care and development. It is necessary to form conditions, environment to do everything possible for the development of the children.

Such considerations lead us to an understanding of the need to define educational developing environment that would facilitate the formation of the personality and mind of the child.

Creation of the developing educational environment is associated with the development of the psychological foundations of support for children and development of their needs for self-study and formation of the relevant intellectual, communicative and practical skills. If we consider the interaction between adult and child as an activity of a small creative group, we can distinguish four areas of the group creativity: intellectual, personal, communicative, cooperative. We identify four similar areas in accordance with these views in a collaborative thinking activity in the pedagogical interaction of adult with child. In intellectual area are presented the development characteristics of the various aspects of thinking, taking into account the modeling and use of the various characteristics of thinking of teacher and children. Communicative area involves the organization of the communication and interaction of children on the objective and personal levels of problem solving. Evaluative (personal) area includes the evaluative activity of the teacher and children, assuming all the possible types of evaluations aimed both at the child's personality and his activity. In cooperative area are presented the implementation characteristics of the hypotheses, ideas, suggestions, plans into practice. We believe that the creation of the developing educational environment is based on the development of skills of the collaborative cognitive activity; creation of the comfortable situation for the creative self-actualization, favorable conditions for the various forms of the group creativity.

We assume that we can identify the following principles of the practical work aimed at creating a developing educational environment:
• Creation of "a situation of collaborative cognitive activity", in which all participants are working on solving a creative task, while the work is divided in various ways - students work individually, in small groups (dyads, triads), or group;
• Development of the features of thinking, abilities to detect inconsistencies, motivation system, directing the development of the student's needs for the self-study and self-development, skills to interact in a group;
• Development of the need to work together in the students, abilities to interact in a group, abilities to communicate with others, development of the communicative competence.
Developing educational environment, intellectual, communicative, evaluative (personal), cooperative area.