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The walls, ceiling and floor that speak. Optimal transformation of educational space of kindergarten / К.Л. Krutiy// Preschool Education. № 1.-P.3-8. 7. Kopetsky A. (2015). Scientific about children. Regio pedagogy. Part 1.-M.: Book. P.23-40. 8. Clark A. (2005). «Ways of seeing: using the Mosaic approach to listen to young children's perspectives», in Clark, A., Kjшrholt and Moss, P. (eds.) Beyond Listening. Children's perspectives on early childhood services. Bristol: Policy Press, pp. 29-49. 9. Siraj-Blatchford I. (2009). Conceptualising progression in the pedagogy of play and sustained shared thinking in early childhood education: a Vygotskian perspective. Education and Child Psychology, 26 (2), 77-89. 10. Woodhead Martin (1999). Towards a global paradigm for research in early childhood education. European Early Childhood Education Research Journal, 7(1) pp. 5-22. В статье рассматриваются теоретические аспекты вопроса личностного развития детей раннего возраста, в частности, акцентируется внимание и то, что одним из важных условий личностно-ориентированного образования является сенсорно обогащенная среда. На основе анализа научных источников представлены интегральные критерии сенсорно обогащенной среды для учреждений дошкольного образования. Уточнена сущность понятия «сенсорно обогащенная среда»; очерчена структура сенсорно обогащенной среды в учреждениях дошкольного образования и раскрыты принципы, практическая реализация которых предполагается в сенсорно обогащенной среде; акцентировано внимание на ключевой роли воспитателя в гармоничном личностном развитии ребенка. Ключевые слова: дети раннего возраста, образовательная среда, сенсорно обогащенная среда заведения дошкольного образования, личностное развитие, развивающая предметно-пространственная среда. Creating an educational environment that most fully complete the personal development needs of participants in the educational process is one of the most important prerequisites for a person-centered education. A sensory enriched environment is a set of conditions (in an iestablishment, family) that maximally contributes to the chilldren's personal development in their meaningful activities. Approaches to the creation of a sensoryenriched environment have been focused on the values and interests of younger children, taking into account their age potential, preserving the infant subculture, enriching, amplifying the sensory development, interconnecting all aspects of the baby's life. In our opinion, creating a sensory enriched environment in the establishment and in the family will provide: optimal sensory load on the child to protect against fatigue sensory stimuli; creation of conditions for sensory development; interaction with the family to ensure full sensory development of the child; free time provided to the child during the day. The structure of a sensory-enriched environment in a preschool educational establishment has been considered as a multicomponent system consisting of such elements as: the purpose of creating a sensory-enriched environment (why...