The article presents the results of an empirical study, as well as the approbation of a model of the educational environment that ensures the development of self-awareness of children of younger preschool age at the stage of formation and development of primary structural units of self-awareness. It is determined that the development of the first links of self-awareness was facilitated by the active formation and development of children’s ability to establish identity. Specific subject-content characteristics of the educational environment, the nature of the child’s adaptation to a preschool institution, and the child’s activity in subject activities have a special impact on the development of prerequisites for self-awareness in children.