Material on the topic: Monitoring the development of the educational program. Monitoring the achievement by children of the planned results of mastering the educational program

21.09.2019 Stoves and fireplaces

Development monitoring educational program as a way to individualize education and optimize work with a group of children in preschool

Popova V.R.

Candidate of Pedagogical Sciences, Associate Professor

Nizhny Novgorod, Russia

Annotation. The article emphasizes the importance of monitoring for individual

differentiated work with children, the requirements for monitoring in the preschool educational institution contained in normative documents. The author's approach to the problem is substantiated, an innovative model for monitoring the educational achievements of children is presented, an algorithm for creating a monitoring map is disclosed, the connection between the results of monitoring and the planning of the educational process in kindergarten is noted.

Keywords: preschool educational institution, monitoring, criteria, content, development, planning, parents

The role of education at the present stage of the country's development is determined by the tasks of Russia's transition to the rule of law, a democratic society and a market economy. The education system in 2001 was proclaimed one of the priority directions of Russia's development; it must be competitive, which is extremely important during Russia's accession to the WTO. To determine the exact actions for the development of the entire system

education in our country, every educational institution and every child, objective and versatile information is needed, which can be obtained in most cases only through the organization of monitoring.

Any monitoring allows you to get a holistic view of the state of the system of work with children for any period of time, about the qualitative and quantitative changes taking place within the system. This requires indicators that monitor the dynamics of children's development, its pace, level, etc., and create the possibility of preventing or minimizing the destructive development of events.

A few years ago, N.A. Korotkova and P.G. Nezhnov created an interesting monitoring system, published on the pages of the magazine "Child in Kindergarten", even before the publication of the FGT. The authors proposed as the main method of monitoring - observation of the dynamics of the development of the four most important initiatives of the child: creative, communicative, cognitive, goal-setting and volitional effort. This diagnosis, despite its "psychological", is simple, informative, technologically advanced, directly related to the educational process and correction of the subjective activity of the child, his orientation, work on the "sinking" areas of children's initiative. Such diagnostics does not exist separately from the educational process, but helps teachers to creatively carry out individually differentiated work,

to achieve positive changes in the personality of each pupil.

Unfortunately, few preschool educational institutions used this diagnostic system. Until the leadership ordered its adoption "from above", the teachers did not dare to take the initiative. So the problem of monitoring in kindergarten remained unresolved for many years.

After the release of the FGT to the structure of the main general education program preschool education» The concept of "monitoring" has firmly entered the practice of preschool educational institutions, requirements for monitoring the educational achievements of children were presented.

The newly emerging requirements have put teachers in difficult conditions: monitoring tools have not yet been developed, and it is already necessary to measure educational results. The methodological services of the preschool education system were puzzled by the selection of suitable diagnostic methods. Then they began to appear guidelines for monitoring. Today, along with special manuals of the authors of complex programs, many systems for monitoring the personal qualities of children and mastering the educational program by children are published (Afonkina Yu.A., Veraksa NE. and Veraksa AN., Vereshchagina N.V., Kalacheva L.D., Prokhorova L.N. and others).

However, books on this issue raised more and more questions, since practitioners did not always understand the principle of determining a set of methods and the very mechanism of monitoring research.

In the pedagogical environment, as a result, the level of anxiety, uncertainty of educators in

their actions, formed a negative attitude towards the monitoring procedure itself.

Lack of understanding of the need for monitoring, too complicated methods, uncertainty of the steps for conducting diagnostics led to the formal implementation of this procedure and the arbitrary filling of the final tables that do not reflect the true picture of the effectiveness of the educational process. The results of such a “research”, beautifully packaged in graphs and tables, existed on their own and were in no way connected with common system work of the preschool educational institution: with planning, correction of deviations, work with families of pupils, etc. Indeed, monitoring in this form is not needed by anyone.

However, today it is difficult to imagine the educational process of a preschool institution without monitoring. Education focused on the development of each child, his uniqueness, abilities and inclinations obliges the teacher to know each child: his interests, opportunities and abilities, which is important for building an individual path for the development of the pupil together with the family, as well as for the competent design of the pedagogical process.

The recently appeared project of the Federal State Educational Standard for Preschool Education somewhat corrects the requirements of the previous document and concretizes the approaches to monitoring the educational achievements of children. Thus, in section III it is written: during the implementation of the Program, an assessment of the individual development of children can be carried out within the framework of pedagogical diagnostics (clause 3.2.3.). And further: the results of pedagogical diagnostics

(monitoring) can be used exclusively to solve the problems of individualization of education and optimization of work with a group of children.

Below is the text regarding psychological diagnostics, which is carried out by qualified specialists and only with the consent of the parents (legal representatives).

As you can see, the concepts of pedagogical and psychological diagnostics (monitoring) quite rightly differ in the draft Federal State Educational Standard. The educator conducts only pedagogical diagnostics of the actual state and specific features of the subjects of pedagogical interaction, which is important for predicting their development trends as the basis for goal setting and designing the pedagogical process.

So, pedagogical monitoring precedes the planning of the educational process, it is necessary to determine the content of individual-group work with children. Diagnosis of the actual level of development of children, its dynamics underlies planning (the first version of the GEF draft).

In addition, the Federal State Educational Standard clarifies that the targets of preschool education (social and normative characteristics of the child's possible achievements at the stage of completing the level of preschool education) should not be diagnosed and evaluated. In terms of content, they coincide with the integrative qualities of a personality (the social portrait of a graduate) described in the FGT for preschool education; their diagnosis was especially difficult for educators. Regulation of the Federal State Educational Standard

regarding the fact that the targets are not measured is completely fair.

Pedagogical monitoring, according to the Federal State Educational Standard, comes down to diagnosing the individual achievements of children in the process of implementing the Program. And the educator again faces questions related to the criteria and indicators of such monitoring, frequency, presentation of results, planning based on the results of monitoring. He is concerned about how applicable in the current situation are the methodological manuals on monitoring developed by the authors of exemplary basic general educational programs.

We will reveal our approach to the procedure of pedagogical monitoring and, perhaps, it will be of interest to the employees of preschool educational institutions. After the release of FGT to preschool education, we, like all teachers, were in search of simple, compact and informative measuring procedures that can be included in the pedagogical process, associated with it. So there was a system for monitoring the development of the program by children, closely related to planning. What can an educator evaluate in the process of pedagogical monitoring

individual development of children? - Only the personal educational results of each of them and the dynamics of their development: these are the knowledge, skills, skills of children, and ways of creative activity. These indicators in the humanistic educational model act not as goals, but as means that contribute to the development of the child's value orientations, his personal qualities.

New knowledge, skills and methods of activity acquired by a preschooler become important

steps in the development of new and new activities. As a child develops, he constantly strives for emancipation from an adult (all developmental crises are connected with this), but in real life, in his self-consciousness, he can feel his growing up only through the development of new ZUNs. In the process of mastering them, a value attitude towards them, a motivational sphere, is formed. It is important to create the opportunity for the child to realize his achievements (I know, I can), assert himself, build his behavior in new situations, using the mastered means and methods. It is knowledge, skills, ways of creative activity (the creative initiative of the pupil) in the process of mastering the Program by children that should be measured by monitoring procedures.

A few words about the frequency of such monitoring. According to order 655, preschool institutions determine the terms themselves, usually it takes place twice (beginning and end of the school year) or once (at the end of the school year). We believe that such timeframes do not allow regular follow-up educational achievements children (in this case, only a statement of the final result is possible). By the end of the year, much has already been forgotten by children, and if during the year the process of mastering the program by children at each stage of work on it was not monitored, then the results would be low. Moreover, not only with regard to "mastering the skills and abilities necessary for the implementation of various types of children's activities", which are based on knowledge, but also in terms of personal qualities.

In our opinion, monitoring should be carried out more often: not once or twice a year, but on each topic.

In preschool institutions today, in accordance with the complex-thematic principle of building the educational process, the educational program is mastered by children by topic. So, during the year, 20-25 topics are planned in each age group, in the process of mastering which, i.e. according to the expected results of the development of the child for each day, it is convenient to monitor. This procedure should be carried out, including by parents (customers educational services), the first and main educators of their children, as defined by the Law of the Russian Federation "On Education" and other documents. Recall that it is the parents who are responsible for raising children, and kindergartens are being created to help them in this activity, organizing the educational process and, accordingly, organizing the activities of parents in raising their own children together with the kindergarten.

Thus, the educator is obliged to constantly bring to parents information about the program of work with children on a specific topic and about the program of each working day. To do this, information about the content being studied and indicators are consistently placed in the parent corner, by which you can check the assimilation of the program by each of the children.

Organizing the educational process on a particular topic, the teacher draws up a monitoring map (table) in advance, in which he records the successes or failures of any of the children. During the day (if possible, on other days), with direct or indirect contact with children, the teacher puts certain icons in

monitoring map. The monitoring card is drawn up in tabular form, where the first horizontal column is the names and surnames of the children, the next few columns are the indicators that are monitored (highlighted at the discretion of the educator from the content mastered by the children in areas - educational areas), as the most significant of the content of the topic. Other options for the structure of monitoring maps are also possible. But the main job of monitoring the development of the program by children is performed by parents.

The map of monitoring the success of the development of the topic

(subject is indicated)

List of children of the group Physical development Positive - but - speech Social and personal Artistic aesthetic

knowledge

1 2 1 2 1 2 1 2 1 2 1 2 1 2 1 2 1 2 3 1 2 1 2

As can be seen from the table, in four areas (educational areas) of a child's development - physical, cognitive-speech, social-personal and artistic - aesthetic (and in 10 educational areas - cultural practices, respectively), the criteria

assessments: knowledge, skills, creative initiative.

On what basis are these criteria identified? The theoretical basis was the ideas of our domestic didacticists I.Ya. Lerner, M.N. Skatkina and V.V. Kraevsky regarding the content of education, its four-component structure (knowledge, skills, ways of creative activity and value attitude to the world).

In the logic of reasoning, we presented the topic as part of the cultural content through which the mentioned components are formed in the personal experience of the pupil. The content of the topic contributes to the formation of a holistic picture of the world in children. For example, the topic: "Hometown": the child learns about the city and understands its significance for himself; acquires the skills and abilities of normative actions and behavior in the city, while showing a value attitude towards it; learns to self-determine, to show creativity and initiative, without violating the norms and without destroying the space surrounding him in the city. Therefore, the teacher needs to monitor

the formation of these structures in the personality of the pupil.

So, based on the four-component content structure, we have identified three criteria. Fourth, the value attitude to the world is difficult to identify separately from all three criteria, it is organically woven into their composition. How can you see the value attitude of the child within the framework of the topic being studied? Its manifestations can be seen in the reflection of knowledge - not only in speech, but also in facial expressions, gestures,

intonation, as well as in relation to work - in its quality, as well as in how the child reacts to non-standard situations: solves the problem with interest and desire. As a result, they form personal qualities pupils that meet the targets of the Federal State Educational Standard.

Let's return to the table. For example, in physical development, we note the formation of three components in children (knowledge, skills, skills and ways of creativity) in the studied content in the educational areas "Health" (number 1) and "Physical culture" (number 2). Opposite the child's surname, some of the icons appear (+ full formation), (+/- incomplete, inaccurate perception), (- lack of formation). So, according to the program “From Birth to School” (topic “Spring”, senior group), students of advanced training courses identified the following measured indicators in the direction: “Physical development”:

F.R. (physical development)

1- Features of the body - the rhythm of life: the need for sleep and rest, business, nutrition:

Information from the sports life of the country;

2- Ability to dress according to the weather, dry clothes;

The ability to throw the ball swing from behind the head, the ability to jump;

3- Interest in sports games (initiative, participation);

Independent organization of familiar outdoor games;

Indicators for the other three areas (areas) are determined by analogy. All indicators are recorded on the back of the monitoring card or on a separate sheet, which is convenient for monitoring the dynamics

development of children from topic to topic and the educator and parents.

Such monitoring of children's achievement of the planned results of mastering the Program is compiled in accordance with the recommendations of the FGT for preschool education (now also the Federal State Educational Standard), allows you to assess the dynamics of children's achievements, is carried out by low formalized methods, and allows you to get a sufficient amount of information in the optimal time frame. The content of the monitoring is closely connected with educational programs for the education and upbringing of children.

In addition, as practice has shown, such an approach to monitoring the development of the program by children (by topic) makes it possible to achieve the maximum quality of children's educational achievements. Thanks to the maintenance of a monitoring map, the educator can: 1) identify lags in the development of the topic by children and timely carry out corrective work with them in the preschool educational institution (there is a place for an individual GCD in the plan); 2) actively involve parents in the educational process (contacts, training, continuous monitoring, assignments, etc.);

3) to make the parent corner an effective means of communication between teachers and parents;

4) not to miss even one child, to provide targeted assistance to each family in organizing activities with children at home;

5) be creative in planning and organizing the educational process.

The presence of a monitoring map that really reflects the level of actual development of children allows the educator to easily determine the direction and content of individually differentiated

work with children and their parents. Information about each of the pupils, daily entered into the map during the study of the topic, is necessary to optimize work with a group of children, plan the educational process in the “zone” of their proximal development, taking into account the potential and capabilities of each child.

Based on the results of the implementation of the program for a specific age group and on the basis of continuous recording of the successes of children in monitoring maps, one can see the results of the joint work of teachers and parents. Using the cards, it is easy to calculate the percentage of mastering the program by each child and draw up a general picture of the quality of the educational process in a group of pupils, which, taking into account all the recommendations, will be as high as possible.

Thus, the achievement of a high level of education quality, starting from preschool age - the first level of the education system (in accordance with the Law "On Education in the Russian Federation"), is associated not only with changes in its goals, content, forms of organization, but also in the organization of monitoring procedures.

Monitoring can and should become essential element educational system, its organization and planning, in the presence of a certain technology for its implementation.

Bibliography 1. Korotkova N.A., Nezhnov P.G. 2005. Age standards and monitoring the development of preschoolers [Text] / N.A. Korotkova, P.G. Nezhnov // Child in kindergarten. No. 3, No. 4.

2. Monitoring in a modern kindergarten [Text]: Methodological guide / Ed. N.V. Miklyaeva. -M. 2008. 64 p.

3. Popova V.R. 2012. Planning the educational activities of subjects - an effective way to implement FGT in the practice of preschool education [Text] // Collection of materials of the First Annual International Scientific and Practical Conference "Education and Education of Young Children" (October 26-27, 2011, Moscow). M. C 372-393.

4. Order of the Ministry of Education and Science Russian Federation(Ministry of Education and Science of Russia) dated November 23, 2009 N 655 "On the approval and implementation of federal state requirements for the structure of the main general educational program of preschool education."

5. Rybalova I. A. 2005. Monitoring the quality of education and the management team in preschool educational institutions [Text] / IA. Rybalova // Management of the preschool educational institution. No. 4.

6. Modern didactics: theory - practice [Text] / Ed. AND I. Lerner, I.K. Zhuravlev. M. 1994.

7. Federal state educational standard for preschool education (draft).

REFERENCE

based on the results of pedagogical diagnostics (monitoring)

development by children of the educational program of preschool education

MADOU Nizhnevartovsk DS No. 4 "Fairy Tale"

for 2015-2016 academic year (end of academic year)

Base : Order "On conducting pedagogical diagnostics (monitoring)" dated April 12, 2016 No. 141.

Target: determining the level of development of the educational program, studying the dynamics of achievements by pupils in all areas of development, building an educational trajectory, predicting pedagogical work with children, determining the effectiveness of educational activities.

Date: 18.04-27.04. 2016

Educators: E.N. Tajieva; T.A.Fomenko

Amount of children: 23

Pedagogical diagnostics was carried out on the basis of conversation, observation, analysis of products of children's activities and diagnostic tasks.

Educational areas	Diagnostic methods	Responsible
Physical development	Assessment of physical fitness - G. Leskova	Physio instructor
	Diagnosis of the development of children's play - N.F. Komarova;	educators
cognitive development	Diagnostics of the development of cognitive processes - G.A.Uruntaeva, Yu.A.Afonkina	educators
Speech development	Methods of studying speech in children from 3 to 7 years old O.S. Ushakova; Learning to speak correctly - T.A. Tkachenko; Album for a speech therapist - O. B. Inshakova	educators
	Diagnostic materials were developed in accordance with the recommendations of T.S. Komarova; T.N. Doronova Diagnostics of the musical development of a preschool child M.B. Zatsepina;	educators Musical director

SUMMARY

About the children's achievement of the planned results

mastering the educational program of preschool education

(INDIVIDUAL DYNAMICS (TRAJECTORY) OF CHILD DEVELOPMENT

clause 2.11.1., clause 3.2.3. GEF DO

Total children: 25

Development levels Direction	High		Average		Short
Development levels Direction	N.g	K.g	N.g	K.g	N.g	K.g
Physical development	14-56%		9-36%		2-8%
Socio-communicative development	13-52%		12-48%
cognitive development	10-40%		15-60%
Speech development	8-32%		17-68%
Artistic and aesthetic development	9-36%		15-60%		1-4%
Total:

Speech development

Quantitative Analysis

Children examined: 25

B - 8 (32%)

C - 17 (68%)

H - 0(0%)

Qualitative analysis:Children develop structure simple sentence, compound and complex sentences are actively used. They can communicate with an adult on topics that go beyond the immediate perceived situation.

Child

Problem

Planned works

Expected Result

Vitaly K.,

Xenia P.,

Zoya M.,

Yura S.,

Timur Sh.,

Rail S.,

Violetta H.

Less active children do not show high initiative in communication, but willingly respond to look at the picture, play with the toy.

Difficulty in retelling literary works, in independent stories based on plot pictures. Vocabulary is poor.

Makes grammatical errors and errors in sound pronunciation, errors in the definition of sound in a word. Difficulties in choosing an adjective for a noun.

Retelling of literary works.

Didactic speech games for development

attention, phonemic hearing, the selection of speech sounds, the selection of adjectives for nouns, synonyms, etc. Stimulate the manifestation of one's own speech activity. Encourage children to ask questions Improve articulation. Improvement of monologue speech.

Exercise children in the correct use of mastered grammatical forms for accurate expression of thoughts.

Learning the sound analysis of words.

The child is quite good at oral speech, can express his thoughts and desires, use speech to express his thoughts, feelings and desires, build a speech statement in a communication situation, highlight sounds in words, the child develops the prerequisites for literacy

cognitive development

Quantitative Analysis

Children examined: 25

B - 10 (40%)

C - 15 (60%)

H - 0 (0%)

Qualitative Analysis

. Children have mastered different ways interactions with other people. They learn to notice the emotional state of others, show attention and sympathy. Children strive for independence, use the available knowledge in various productive activities.

Children develop deeper knowledge about the world around them, they learn to compare objects, classify them according to one or more characteristics.

Child

Problem

Planned work

Expected Result

Xenia P.,

Timur Sh.,

Rail S.,

Yana U.

Violetta H.

Kirill D.,

Ilya Z.

Children who have shown a low level of development show interest in tasks, but they cannot independently analyze a visual task. They have a decrease cognitive activity.

Enrich children's tactile experience with objects.

Continue to enrich the life experience of children by expanding their understanding of the world of people, objects, and the natural world.

To promote the development of children's skills to classify objects according to common characteristics.

Continue work to improve the content of the pedagogical process.

Socio-communicative development

Quantitative Analysis

Children examined: 25

B - 13 (52%)

C - 12 (48%)

H - 0 (0%)

Qualitative Analysis

They have an idea of the rules of the culture of behavior and perform them in a familiar environment, but in new conditions they may experience constraint, need for support and guidance from adults. They are sensitive to the assessment of their actions and deeds, refrain from repeating actions negatively assessed by adults. In communication, they strive for coordinated actions. Exercise basic self-control. Attentive to the emotional state of others, show sympathy. They are persistent in achieving results.

Child

Problem

Planned work

Expected Result

Timur Sh.,

Xenia P.,

Yura S.,

Glory Ch.

Valeria,

Gleb Sh.,

Matthew B.

Reduced speech activity, role repertoire is poor.

Sometimes there are conflicts.

Carry out educational work to expand the play experience of children.

give Special attention the formation of positive relationships between children in the game, the ability to negotiate,use etudes and exercises aimed at relieving emotional tension in all types of activities,

shyness

create and play situations that contribute to the development of verbal communication, the ability to focus on the emotional state of others.

Artistic and aesthetic development

Quantitative Analysis

Children examined: 25

B - 9 (36%)

C - 15 (60%)

H - 1 (4%)

Qualitative Analysis

Children show interest and need to communicate with the beautiful in the world and works of art, experience the joy of meeting with him. They see the characteristic signs of objects and phenomena of the surrounding world.

There are types of art according to their genres, means of expression. They have an idea about the creative work of artists, sculptors, graphic artists, see the peculiarities of the creative manner of some of them.

They can independently and purposefully examine works of art, correlate what they perceive with their experience, feelings and ideas. Communicate about perceived with peers, adults.

They use means of expression, skills and abilities in their own activities to create an expressive image. Show independence, initiative and creativity.

Children with high mastering the program - 9 (36%).

Children with an average levelmastering the program - 15 (60%).

Children lowmastering the program - 1 (4%).

Planned work:

viewing paintings and illustrations by various artists to develop the expression of one's feelings, emotions and aesthetic perception;
the use of decorative applied arts to develop interest in beauty;
work with parents on the formation of aesthetic perception in children.

Predicted result:

Distinguishes works visual arts(painting, book graphics, folk decorative art, sculpture).

Highlights expressive means in different types of art (form, color, color, composition).

Knows the features of visual materials.

Drawing. Creates images of objects (from nature, according to representation); plot images.

Uses a variety of compositional solutions, visual materials.

Uses different colors and shades to create expressive images.

Performs patterns based on folk arts and crafts, years.

Modeling. Sculpt objects of different shapes, using learned techniques and methods.

Creates small plot compositions, conveying the proportions, poses and movements of the figures.

Creates images based on folk toys.

Application. Depicts objects and creates simple plot compositions, using a variety of techniques for cutting and tearing paper.

General conclusion: analysis of the results obtained at the beginning of the school year made it possible to determine that the level of development of children in all types of children's activities is at a low level.

Due to the introduction of both modern health-saving and educational technologies into the educational process, it will increase the level of development of children in all types of children's activities by the end of the year.

Pedagogical monitoring for senior preschool age

The monitoring system contains 5 educational areas corresponding to the Federal State Educational Standard for Preschool Education, Order of the Ministry of Education and Science No. 1155 dated October 17, 2013: “Social and communicative development”, “Cognitive development”, “Speech development”, “Artistic and aesthetic development ”, “Physical development”, which makes it possible to comprehensively assess the quality of educational activities in a group and, if necessary, individualize it in order to achieve a sufficient level of mastering the content of the educational program of the institution by each child.

The assessment of the pedagogical process is related to the level of mastery of each child with the necessary skills and abilities in educational areas:

score - the child cannot fulfill all the parameters of the assessment, the help of an adult is not accepted,
points - the child, with the help of an adult, performs some assessment parameters,
points - the child independently performs all the parameters of the assessment independently.

Tables of pedagogical diagnostics are filled out twice a year, unless otherwise provided in educational organization, - at the beginning and end of the school year (it is better to use pens of different colors), for a comparative analysis. The technology of working with tables is simple and includes 2 stages.

Stage 1. Opposite the last name and first name of each child, scores are put in each cell of the specified parameter, according to which the final indicator for each child is then calculated (average value = add all scores (by line) and divide by the number of parameters, round to tenths). This indicator is necessary for writing a characteristic for a particular child and for individual accounting of the intermediate results of mastering the educational program.

Stage 2. When all children have been diagnosed, then the final indicator for the group is calculated (average value = add all scores (in a column) and divide by the number of parameters, rounded to tenths. This indicator is necessary to describe group-wide trends

(in compensatory groups - to prepare for a group medical - psychological - pedagogical meeting), as well as to keep records of group-wide intermediate results of mastering the general educational program.

The two-stage monitoring system allows you to quickly find inaccuracies in the construction of the pedagogical process in the group and identify children with developmental problems. This allows timely development of individual educational routes for children and promptly provides psychological and methodological support to teachers. Normative developmental options can be considered the average value for each child or a group-wide developmental parameter greater than 3.8. The same parameters in the range of average values from 2.3 to 3.7 can be considered indicators of problems in the development of the child of social or organic origin, as well as minor difficulties in organizing the pedagogical process in the group. Average values less than 2.2 will indicate a pronounced discrepancy between the development of the child and age, as well as the need to adjust the pedagogical process in the group for this parameter of this educational area (The indicated intervals of average values are advisory in nature, since they were obtained using the psychometric procedures, and will be updated as the results of monitoring of children of this age become available.)

The presence of mathematical processing of the results of pedagogical diagnostics of the educational process optimizes the storage and comparison of the results of each child and allows timely optimization of the pedagogical process in a group of children of an educational organization.

The pedagogical diagnostic toolkit is a description of those problematic situations, questions, assignments, observation situations that you use to determine the level of formation of a particular assessment parameter in a child. It should be noted that often during the period of pedagogical diagnostics, these situations, questions and instructions can be repeated in order to clarify the quality of the estimated parameter. This is possible when the child has been absent from the group for a long time or when there are discrepancies in the assessment of a certain parameter between teachers working with this group of children. Musical and physical education leaders, teachers additional education take part in the discussion of the achievements of the children of the group, but develop their own diagnostic criteria in accordance with their job description and the focus of educational activities.

It is important to note that each parameter of pedagogical assessment can be diagnosed by several methods in order to achieve a certain accuracy. Also, one problem situation can be aimed at assessing several parameters, including those from different educational areas.

The main diagnostic methods of the teacher of the educational organization:

observation
problematic (diagnostic) situation
conversation

Forms of pedagogical diagnostics:

individual
subgroup
group

Please note that the parameters being diagnosed can be expanded / shortened in accordance with the needs of a particular institution, so the description of pedagogical diagnostic tools in different educational organizations will be different. This is due to the different content of the developing environment of the institution, the different contingent of pupils, different priority areas of educational activities of a particular organization.

Examples of descriptions of tools for educational areas

Educational area "Social and communicative development"

Tries to follow the rules of conduct in in public places, in communication with adults and peers, in nature.

Methods: observation in everyday life and in organized activities, a problematic situation.

Conduct form:individual, subgroup, group.

Exercise: to fix the style of behavior and communication of the child on a walk, in independent activity.

Material: Ant and Squirrel toys, a model of a forest with an anthill and a tree with a hollow.

Exercise: "Invite Ant to Squirrel for a visit"

Can give a moral assessment of one's own and other people's actions/actions.

Methods: conversation, problematic situation.

Material: a quarrel between children.

Conduct form: subgroup.

Exercise: “What happened to you, why did you quarrel?” What do you feel? Why are you angry? Why is he crying?

He has a preference in the game, the choice of types of work and creativity. Methods: observation (repeatedly).

Material: necessary materials for labor on the site, in a corner of nature, in game room, materials for drawing, modeling, applications, designing, various desktop and printed games.

Conduct form:individual, group.

Exercise: "Choose what you would like to do now"

Educational area "Cognitive development"

Knows his first and last name, address of residence, names and surnames of parents, their profession.

Methods: conversation.

Conduct form:individual.

Exercise: “Tell me, please, what is your name? What is your last name? Where do you live? On which street? What is the name of the father / mother? Who do they work for?

Distinguishes circle, square, triangle, rectangle, oval. Correlates volumetric and planar figures.

Methods: problematic situation.

Material: circle, square, triangle, rectangle, oval of the same color and different sizes, ball, cylinder, cube of different sizes.Conduct form:

Exercise: "Find what fits what in shape"

Educational area "Speech development"

1. Maintains a conversation, expresses his point of view, agreement / disagreement, uses all parts of speech. Selects adjectives for nouns, knows how to select synonyms. Methods:

Material: plot picture "Children in the sandbox", the situation of the children's answers to the questions of an adult.

Conduct form:individual, subgroup.

Exercise: "What are the children doing? How do you think a child in a striped cap feels? I think he is happy. Why do you think so? How can you tell what he is like?

Educational area "Artistic and aesthetic development"

1. Holds scissors correctly, uses a variety of cutting techniques.

Methods: problem situation, observation.

Material: scissors, sheets of paper with drawn contours.

Conduct form Exercise: "Cut it out the way it's drawn."

Educational area "Physical development"

1. Able to throw objects with his right and left hands at a vertical and horizontal target, beats and catches the ball.

Methods: problematic situation, observation in everyday life and organized activities.

Material: ball, basket, rack - goal.

Conduct form: individual, subgroup.

Exercise: “Hit the basket with the ball with your right hand, then with your left hand. Now let's try to get into the rack - the goal. Now we play the game "Catch the ball and beat it back."

Municipal budgetary educational institution

Narimanov district

"Secondary school No. 2"

Structural unit of preschool education "Skazka"

"Monitoring - the level of assimilation of educational areas"

2017

Development is the process of formation of a person or personality, which takes place through the emergence at each stage of new qualities specific to a person, prepared by the entire previous course of development, but not contained in finished form at earlier stages.

(L.S. Vygotsky ).

The main task of the state educational policy of the Russian Federation in the context of the modernization of the education system is to ensure modern quality education, including preschool.

Quality of preschool education - a comprehensive characteristic expressing the degree of compliance of preschool education with the federal state educational standard (requirements for the structure of basic educational programs, the conditions for their implementation and the results of their development) . The system for monitoring the achievements of children in the planned results of mastering the Educational Program is an integral part of the main educational program of the preschool educational institution.

Monitoring should be based on:

- Federal State Educational Standard for Preschool Education (Approved by order of the Ministry of Education and Science of the Russian Federation of October 17, 2013 N 1155);

The implemented basic general educational program of preschool education. Pedagogical monitoring is a form of organizing, collecting, storing, processing and disseminating information about the activities of the pedagogical system, providing monitoring of its state, as well as making it possible to predict the development of the pedagogical system.

Pedagogical monitoring allows not only to quickly monitor the process and dynamics of educational activities, but also to correct it in a timely manner in case of a possible negative impact on the health and mental development of the child.

Purpose of monitoring : identifying the degree of compliance of the results of the activities of the preschool educational institution with the requirements of preschool education in accordance with federal state requirements.

As stated in the Federal State Educational Standard, the planned results of mastering the basic general educational program of preschool education by children are divided into final and intermediate.

Interim (current) assessment (conducted once every six months or a year) is a description of the dynamics of the formation of the integrative qualities of pupils in each age period of mastering the Program in all areas of children's development.

final grade performed when a child is released from kindergarten to school and includes a description of the integrative qualities of a graduate of a preschool educational institution. It is held annually in the group preparatory to school.

The monitoring system should provide a comprehensive approach to assessing the final and intermediate results of the development of the Program, and allow assessing the dynamics of children's achievements.

The main task of monitoring is to determine the degree of mastering the educational program by the child and the impact of the educational process organized in a preschool institution on the development of the child.

Monitoring of the level of development of pupils is carried out twice a year (1.2 weeks of September and 3.4 weeks of May). In the middle of the school year, if necessary, an intermediate examination can be carried out in order to identify the features of the dynamics of the development of each child and make adjustments to individual correction programs. Educators and all involved in the monitoring

Monitoring of the educational process is carried out through tracking the results of mastering the educational program, and monitoring child development is carried out on the basis of an assessment of the development of the integrative qualities of the child.

The planned intermediate results of mastering the Program in the group preparatory to school coincide with the final results of mastering the Program.

Monitoring the development of the educational program is carried out by the teacher on the basis of observation and analysis of the products of children's activities. Table 1 is filled in during monitoring.

Here is the 1st monitoring table. It indicates: the educational area, methods, techniques with the indication of the authors, frequency and performers.

At first, such a table is developed. Methods will be selected by you in accordance with the Program being implemented. These can be test exercises, observations of children, conversations, analysis of children's work, etc.

Kindergarten group

Date of monitoring

Name, surname of the child

The level of mastering the necessary skills and abilities in educational areas

Health

Phys. culture

Evaluation of the level of development:
1 point - most of the components are underdeveloped;
2 points - individual components are not developed;
3 points - corresponds to age;
4 points - high.

Monitoring table

Method/

methodology

Criteria

Periodicity/

Timing

Responsible

Physical Culture

Test exercises, observations

2 p. in year.

September, May

Physical education instructor

Health

Observations, conversation, analysis of diagnostic maps