Abstract:

J. Piaget's constructivist theory of development states that children act on their environment to build an understanding of how the world works. Therefore, the living space in the kindergarten is constructed in accordance with: the child’s age characteristics; their main activities; the psycho - pedagogical and social requirements for raising and working with preschool children (art. 3).

The aim of the present theoretical research is to study strategies for the management and organization of the educational environment in orienting the preschool child in the surrounding world. An environment that enables the preschool child to master the necessary cognitive skills, encourages research, discovery, manipulation and active involvement, as well as communication with their preferred adults and peers. It is a concrete, immediate fact for each child, a social space through which the child is actively involved in the cultural relations of society and easily achieves direct interaction with others.

The aim is specified by the following tasks: To present the pedagogical projections of the educational environment as well as its transformation so that it is a safe, supportive and inclusive, empowering and interactive environment; To bring out the essence of discovery in orienting the child in the surrounding world; To outline the diversity of types of corners of interest in which the preschool-age child participates in a kind of research activity. The pedagogical interaction in the pre-school education in the Republic of Bulgaria is organized in a basic form and in additional forms (art. 22. (1)) . The additional forms of pedagogical interaction (workshops, morning exercise, games, holidays, excursions, walks and corners of interest) are organized by the teacher of the group outside the time for conducting pedagogical situations - the main form of interaction. On the one hand, they represent resources for the individualization of the educational process and, on the other hand, in the cognitive process the rights from the Convention for the Protection of the Child are applied: the right of association \art.15\, freedom of opinion \art.12\; cultural and creative activity \ art.31 \.

In the present study we are going to use the term "corners of interest", based on Bulgarian authors such as D. Gyurov, E. Rusinova, V. Gyurova, N. Vitanova, I. Koleva, S. Karakehayova and others. In the specialized pedagogical literature there are concepts such as learning centers, including interest centers, learning stations, activity areas, free-choice areas, booths, and enrichment centers. The corners of interest, as an additional form of organization of the pedagogical interaction, are characterized by a great variability of types, materials, activities of children and adults, and conditions for the manifestation of autonomy, the right to choose activities and partners - other children.

Definitions are derived regarding the corners of interest. Their importance in orienting the preschool child in the surrounding world is pointed out. A sample classification is offered in terms of corners of interest: corners of interest organized in the indoor play-educational space of the age group and the adjacent lobby; Outdoor corners of interest; Corners of interest arising from the preschool children’s needs and interests;

Keywords:

Pedagogical projections of the educational environment, preschool age, discovery, surrounding world, corners of interest.