Abstract:

The article has been devoted to the theoretical analysis of scientific approaches to the problem of creating a sensory enriched environment for children of early age. The importance of creating a sensory enriched environment in the groups of children of early age has been emphasized, general requirements for the developmental subject environment have been determined, regardless of the specifics of the preschool educational institution. We have determined the limits of the influence of the environment on a young child based on the analysis of available empirical experience. Also, the essence of a sensory enriched environment has been revealed as a set of conditions (in an institution, family) that maximally promotes the personal development of young children in subject activities that are meaningful to them, provides an opportunity for spontaneous search behavior, provides a variety of means of meeting basic needs, active social support, and makes it possible to occupy, entertain and explore in every possible way, transforming and enriching the environment personally. The author of the article has outlined and characterized the principles of sensory enriched environment, namely: the principle of «child participation», the principle of enrichment of the environment, the principle of «emerging literacy».

It has been concluded that the creation of a sensory enriched environment in the institution and in the family will ensure: optimal sensory load on the child in order to protect against tiredness from sensory stress; creation of conditions for sensory development; interaction with the family to ensure the full sensory development of the child; free time provided for the child during the day.

Keywords: sensory development, environment, enriched environment, sensory enriched environment, children of early age.

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