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The article is devoted to the study of creativity of a teacher of preschool education. The aim of the research was to study the influence of motivating factors on the professional creativity of teachers. The developing subject-spatial environment was considered as the main indicator of the manifestation of creativity in the work of the teacher. Particular attention is paid to the influence of the transformation of the subject space

of the group on the creative development and change in the attitude of the teacher to professional activities. The developing subject-spatial environment of the kindergarten is viewed from several sides: as a product of the teacher’s creativity, as a place of interaction between the teacher and children, as an application area of ​​the teacher’s creative abilities.

The article was prepared on the basis of experimental research using questionnaires for teachers and monitoring their work. The study was conducted on the basis of two preschool institutions in the city of Ivanovo, Ivanovo Region. 16 teachers took part in the study. As a toolkit, scales for assessing the conditions of creative activity of children in independent activities and art classes were used. To study the changes in the sources of professional motivation of teachers, a questionnaire developed by D. Barbuto and R. Skoll was used. The study consisted of two stages, at each of which a new motivating factor was introduced. After each stage, the sources of teachers’ professional motivation were measured, the state of the group’s developing environment was assessed, and the interaction in the art class was chosen as the most creative type of educational activity. As motivating factors, a professional competition and the involvement of teachers in the work on the dissemination of experience were used.

The results of our study showed that the use of the mentioned motivating factors contributed to the launch of the creative cycle among teachers, which resulted in creative changes in the organization of the subject space of groups, improving the interaction of the teacher and children in the arts classes. Creative manifestations in the subject space and interaction with children were reflected in the motivational sphere of teachers.

This paper represents the views of academics of the St. Petersburg scientific school on the place and role of the object environment in the development of preschoolers from the moment of the foundation of the Early Childhood Education Department of the Institute for Childhood of the A.I. Herzen State Pedagogical University of Russia to the present day.

The purpose of this paper is the study of tendencies in the development of the idea of arrangement of the kindergarten during the last century on the basis of comparison of the ideas of famous scientific figures who were at the origins of the Early Childhood Education Department and academics of the Early Childhood Education Department who represent contemporary preschool pedagogical science.

The main method of research is a comparative analysis of scientific research of academics of the St. Petersburg scientific school in historical retrospective. The study topic is the phenomenon of object and space environment, assessment of its significance and content for the development of children of early and preschool age in different historical periods.

As a result of the study, the tendencies of changes in the understanding of the object and space environment as a condition and means of development of children before the school have been defined, the sustainable approaches in the organization of the environment in different historical periods have been revealed, the interrelations between the method of transformation of pedagogical reality dominating in a certain historical period and the character of the created environment in the kindergarten have been established.