Preschool age, grades 1–4, 5–7, and 8–11.

Developmental Environment is a program of the Sberbank Charitable Foundation "Vklad v Budushchee" (Investment in the Future), which since 2018 has been developing a set of instructional and methodological materials for children's and adolescents' social-emotional development. Its current name is an updated version of the foundation's earlier program, "Development of Personal Potential," as stated on the foundation's website.

The program helps children learn to manage their own inner resources, thinking, emotions, and behavior, build relationships with others, set goals, and take responsibility for their own lives. The idea is to connect children's personal development with a transformation of the educational environment itself: learning conditions should become opportunities for choice, self-determination, and growth rather than simply a framework to be followed.

The methodology is based on children's social-emotional and cognitive development combined with an environmental approach. The foundation's catalog includes age-specific instructional materials, diagnostic tools, and training for teachers and parents.

The program is organized by age level, with each level having its own duration and session structure.

Preschool age (5–7 years) — 2 years of instruction, 30 sessions per year (60 sessions total).

Grades 1–4 — also 2 years of instruction: 33 sessions in the first year and 34 in the second; each session lasts 35 minutes. Sessions are grouped into three content areas: perceiving and understanding emotions, emotional regulation, and social interaction.

Grades 5–7 and 8–10(11) (the adolescent curriculum "Development of Adolescents' Personal Potential") — a modular structure: 1 mandatory (invariant) module and 5 additional (variable) modules, each containing 5–10 sessions. The mandatory module focuses on class cohesion and establishing rules of interaction; the variable modules cover self-regulation, managing emotions and behavior, time management, communication, goal-setting, and planning for the future.

At every age level, separate parent meetings and family assignments are provided to complement classroom sessions.

More than 150,000 students and more than a thousand educational organizations.

Implemented in 30 regions of Russia. In addition, the foundation has an international track: together with the UNESCO Institute for Information Technologies in Education (UNESCO IITE), the program's methods are adapted and implemented in partnership with Kazakhstan and Kyrgyzstan.

Russian.

The program's instructional materials underwent a psychological-pedagogical review by the Russian Academy of Education and are included in the instructional packages of the Russian Ministry of Education. Some of the methods were also included in a top list of recommendations from UNESCO and UNICEF via the UNESCO Institute for Information Technologies in Education (UNESCO IITE), with which the foundation collaborates on projects in Kazakhstan and Kyrgyzstan. An important caveat: all of the above represents institutional and expert recognition of the instructional materials, not an independent randomized controlled trial (RCT) evaluating the program's effectiveness for children. No such evaluation could be found in verified sources.

No independent RCT or large-scale independent effectiveness evaluation with a control group was found in verified sources. There is data on internal piloting: in 2017–2019, the instructional materials were tested in 14 schools in Moscow and Tyumen with the participation of 212 teachers and 4,000 children; the pilot results noted an increase in children's emotional intelligence, improved peer relationships, and prevention of dependent and antisocial behavior. This is the foundation's own internal pilot, not an independent scientific evaluation.