Sample “Analytical report” of pedagogical diagnostics

Anufrieva Irina Viktorovna, senior teacher of the Children's Preschool Educational Institution "Kolokolchik" b. Dukhovnitskoye village, Saratov region
Description of material:
In connection with the introduction of the Federal State Educational Standard for Educational Education, the need arose to formalize the results of pedagogical diagnostics (monitoring) in a new way. Nobody knows how to do this correctly. I offer my colleagues, preschool teachers, a sample of the “Analytical Report” that we developed based on the results of diagnostics using the example of one group. I will be very glad if this development is useful to someone, and I will also listen with interest to any comments...

Analytical information
based on the results of pedagogical diagnostics
2015 – 2016 academic year

Group No. ... ... (2nd junior)

Number of children diagnosed: 26
The date of the: September 2015
Monitoring status: at the beginning of the school year
Purpose of monitoring: 1) individualization of education (including support for the child, building his educational trajectory);
2) optimization of work with a group of children.
Tasks: Studying the results of mastering the basic general education program of preschool education and child development.
Monitoring methods: regular observations by the teacher of children in everyday life and in the process of direct educational work with them, analysis of the products of children's activities, conversations, tests, game situations.

Work with children was carried out in accordance with the “Teacher’s Work Program”, created on the basis of the “Basic educational program of the MDOU “Kindergarten “Bell”, r.p. Dukhovnitskoye, Saratov region."
The preschool educational institution is implementing the “Approximate basic general educational program for preschool education “Kindergarten-2100”, edited by O.V. Chindilova.

The following technologies were used in working with children:

1. health-saving technologies;
2. technology of project activities;
3. research technology;
4. information and communication technologies;
5. person-oriented technologies;
6. gaming technologies.

Characteristics of children for the analyzed period:
Average age of children: 2 years 10 months
Total children in the group: 27 people
Diagnosed children: 26 people
Boys: 7 people
Girls: 19 people
Number of undiagnosed children: 1 child who has not attended kindergarten for more than 3 months.

Pedagogical diagnostics for the analyzed period were carried out in two directions:
pedagogical diagnostics of the quality of education in the group (through the implementation of educational areas);
pedagogical diagnostics of child development.

Diagnostics was assessed at three levels: high, medium, low.
According to the results diagnostics of education quality(through the implementation of educational areas) “at the beginning of the school year” the following results were revealed: three children have high level in areas:

Average level in certain educational areas and directions have:
... I.F. child – educational areas, sections
Low level: in all educational areas they have:

Low level according to certain educational areas and directions have:
... I.F. child – educational areas, sections.
Conclusion(exemplary):
Analyzing the diagnostic results, we can conclude that three children partially mastered the program material.
In educational areas and directions, the quantitative composition of children with an average and low level is almost equal:
average level – 22 children
low level – 23 children
Mostly you need to pay attention to the educational areas “Speech development” and “Cognitive development”.
The indicator in the educational areas “Artistic and aesthetic development” is slightly higher - children have sufficiently developed skills of productive activity, fine motor skills of the pupils’ hands are developed, but accuracy, sequence of actions and variability of thinking are not fully developed. There is a lack of proper attention on the part of parents to the educational process; auditory and visual attention and the desire to show interest in the environment are also insufficiently developed.

Annex 1

2. Form the following subgroup to optimize work:
subgroup No. 2, direction of work – “Cognitive development”
... I.F. children
According to the results diagnostics of child development“at the beginning of the school year” the following results were revealed:
High level:
... I.F. children, directions.
Average level:
...I.F. children, directions.
Low level:
... I.F. children, directions.

Comparative data is given in the table Appendix 2

Conclusion(exemplary):
Analyzing the results of diagnostics of child development, we can conclude that the average level of development of children (17 children) in six areas generally prevails. Children have developed the basic cultural methods of activity, they show initiative and independence in various types of activities - play, communication.
With a high level – one child.
Low level – 8 children. These are children who do not strive to participate in practical and play activities together with adults, experience an unstable interest in the actions of their peers, and cannot subordinate their behavior to the rules of communication.
The explanations for these low results are as follows: long-term adaptation of some children, frequent absences with or without reason, due to limited speech contacts, social and communicative qualities are not sufficiently formed, and reluctance to obey general rules.
Recommendations:
Create an individual educational trajectory (route) for the following children:
... I.F. children, the reason for determining the individual educational trajectory

Monitoring was carried out by: ... Full name. educators

Table. Annex 1

Table. Appendix 2.

floor	30m run, s	Running 10 (5+5) m, s	run	Medicine ball throwing (1kg), cm	Throwing a sandbag into the distance cm		Standing long jump cm	Standing high jump cm	Static balance, s	Deadlift strength, kg	Hand strength, kg
					Right hand	Left hand					Right hand	Left hand
	rapidity	dexterity	Endurance	Speed ​​and strength qualities			Speed ​​and strength qualities			force
4 years			100m
boys	10,5- 8,8	3,3-2,4	without leaving new items	117-185	2,5-4,1	2,0-3,4	60-90	14-18	3,1-5,1	14-18	3,9-7,5	3,5-7,1
girls	10,7- 8,7	3,4- 2,6		97- 178	2,4-3,4	1,8-2,8	55-93	12-15	5,2-8,1	12-16	3,1-6,0	3,2-5,6
5 years			200m
boys	9,2-7,9	2,5-2,1	without leaving new items	187-270	3,9-5,7	2,4-4,2	100-110	20-26	7,0-11,8	18-25
girls	9,8-8,3	2,7-2,2		138-221	3,0-4,4	2,5-3,5	95-104	20-35	9,4-14,2	14-20
6 years			300m
boys	7,8-7,0	2,2-2,0	without leaving new items	450-570	6,7-7,5	5,8-6,0	116-123	22-25	40-60	20-23		10,5
girls	7,8-7,5	2,4-2,2		340-520	4,0-4,6	4,0-4,4	111-123	21-24	50-60	19-21

Age and gender indicators of the development of flexibility in children

preschool age.

floor	Tilt below bench level, cm
4 years
boys
girls
5 years
boys
girls
6 years
boys
girls

Studying the degree of dynamics of development of physical qualities in children as an indicator of the effectiveness of physical education in a group.

To assess the increase in indicators of physical qualities (the degree of dynamics of development of physical qualities), the formula of V. I. Usakov is used:

Where W – increase in rate indicators, %

– baseline

– final level

Assessment of the growth rate of physical qualities of preschool children

Growth rate, %	Grade	How was the increase achieved?
Up to 8	Unsatisfactory	Due to natural growth
8-10	Satisfactorily	Due to natural growth and increase in natural physical activity
10-15	Fine	Due to natural growth and a targeted system of physical education
Over 15	Great	Through the effective use of natural forces of nature and physical exercise

Qualitative indicators of mastering elements of the technique of basic movements by children of primary preschool age.

Walking is normal.

1. Straight, relaxed position of the torso and head.
2. Free hand movements (not yet rhythmic or dynamic).
3. Coordinated movements of arms and legs.
4. Approximate adherence to directions based on landmarks.

Gait examination technique.

Time is taken into account with an accuracy of 0.1 s, the start and finish are marked with lines. The child is at a distance of 2-3 m from the starting line. He walks 10 m to an object located 2-3 m behind the finish line. The task is executed 2 times. The best result is recorded.

Run.

No. 1 Speed ​​running.

1. The body is straight and slightly tilted forward.
2. A pronounced moment of “flight”.
3. Free hand movements.
4. Following directions based on landmarks.

Running examination technique

The running track is marked in advance: the length is at least 40 m, there should be 5-6 m before the start line and after the finish line. A bright landmark is placed at the end of the running track. The teacher introduces the children to the commands (“To the start!”, “Attention!”, “March!”), the rules for completing the task (start running only at a signal, return to the starting line only along the edge of the track). It is advisable to organize running in pairs. 2 attempts are given with rest intervals of 2-3 minutes, the best result is recorded.

Jumping.

No. 2 Standing long jump.

1. Starting position: small squat with legs slightly apart.
2. Flight: legs slightly bent, arms position free.
3. Landing: soft, on both legs at the same time.

No. 3 Depth jumps (jumping).

1. IP: small squat with torso tilt.
2. Push: with both legs at the same time.
3. Flight: legs slightly straightened, arms position free.
4. Landing: softly, on both feet at the same time.

Methodology for examining jumps.

At the site, you need to first prepare a pit for jumping: loosen the sand, indicate the take-off location, etc. Each child is given three attempts in a row, and the best result is recorded.

Throwing.

No. 3 Throwing into the distance.

1. IP: standing facing in the direction of the throw, legs slightly apart. The right arm is bent at the elbow.
2. Swing: slight turn to the right.
3. Throw: with force (to maintain the direction of flight of the object).

No. 4 Throwing at a horizontal target.

1. IP: legs slightly apart, hand in front of you (aiming).
2. Throw: a) a sharp movement of the hand up and down;

b) hitting the target.

No. 5 Throwing at a vertical target.

1. I.P.: a) standing facing in the direction of the throw, legs slightly apart, left in front;

b) the right arm is bent at the elbow, at eye level (aiming).

1. Throw: a) sudden movement of the hand from the shoulder;

b) hitting the target.

Throwing examination technique.

Distance throwing is carried out on a platform (length 10-20 m, width 5-6 m), which should be marked in advance by meters with flags or numbers. It is more convenient to put bags or balls in buckets or boxes for each child. The teacher clarifies the order of completing the task: on command, throw a bag or ball in a certain direction, then, on command, collect the bags (balls). Throwing at a target is carried out individually, each child is given three attempts with each hand.

Lasagne.

No. 6 Climbing the gymnastic wall.

1. Firm hand grip. Alternately grab the rail with your hands.
2. Alternating step.
3. Active, confident movements.

Climbing examination technique.

Movement checks are carried out individually. It is necessary to place the mats near the projectile. 1-2 preliminary attempts are possible. The beginning of the ascent is accompanied by the commands: “Get ready!”, “March!”. Each child is given 3 attempts, the best result is taken into account. Simultaneously with the assessment of the quality of movement, the time of ascent and descent is recorded.

Comprehensive diagnostics of the formation of cultural and hygienic skills and the foundations of a healthy lifestyle for children of primary and secondary preschool age

Diagnosis of a child’s attitude to health and a healthy lifestyle.

Item	target	diagnostic tasks	methods	questions
Cultural and hygienic skills in preschool children; healthy lifestyle.	Studying the characteristics of children’s value attitudes towards health	To study the characteristics of a child’s attitude to health and motivation for a healthy lifestyle. To study the features of preschool children’s ideas about health, knowledge, skills and abilities that support, strengthen and preserve it in the following areas: “Healthy person”, “Knowledge about the human body”, “Child in a safe world”, “I and other people”. To study the features of a child’s health-saving competence as readiness to independently decide: Objectives of a healthy lifestyle and safe behavior; Tasks of unexpected behavior in unforeseen situations; The tasks of providing basic medical, psychological self-help and assistance.	Observation; Diagnostic cards; Problem situations; Children's literature: V. Berestov “Sick Doll”, K. I. Chukovsky “Aibolit”, “Moidodyr”; Conversations with children. Diagnostic game tasks.	Tell me, please, do you like the fairy tale “Aibolit”? (show the child the book, let him look through it). !!! Who is your favorite character in this fairy tale? Why? !!! And if you became Aibolit and found yourself in a fairy tale, what would you do? Why would you do this? !!!Imagine that Aibolit had a magic wand in his hands, what wishes do you think he would make?

The structure of the human body.

Target: studying the peculiarities of children's knowledge about the structure of the human body.

Method: individual conversation.

Material: manual "Man".

Questions about the section structure of the human body	View Levels
Who is this?	High: the child knows all the parts of the body, of a person. Names them correctly and correctly explains their meaning. Does not make mistakes, is confident in his knowledge. He demonstrates them easily and is erudite. Average: The child names the parts of the human body and explains their names. While making some mistakes. I am not always confident in my own answers and experience certain difficulties. Short: the child has difficulty naming parts of the human body, often makes mistakes, cannot explain their purpose, refuses to answer or does not answer questions.
Show me what parts the human body has? Name them.
Why does a person need a head?
What does a person do with his hands?
What does a person do with their legs?
Why does a person need a torso? Do you know what is inside the torso? Name it, please (or “Let’s put on magic glasses and see what’s inside our little man”).

Preschool children's ideas about health.

"Neat Rules"

Target: studying the characteristics of the knowledge of young and middle-aged children about health rules (personal hygiene)

Methods: observation of children, individual conversation-game.

Material: filmstrip, sequential plot pictures “cleanliness rules: washing your hands.”

Questions about pictures	Presentation layer
What is the girl doing?	High: knows the rules of personal hygiene, names them correctly and knows how they are performed, understands why they are needed, explains how and why he practices them in his life. Does not make mistakes, is confident in his knowledge. Shows them off easily. Average: The child names the rules of personal hygiene, explains their purpose, the sequence of actions, while making minor mistakes. He is not always confident in his own answers and experiences certain difficulties in answering questions related to personal experience. Short: the child has difficulty naming the rules of personal hygiene, often makes mistakes, and cannot explain why a person needs them. Confused about the algorithm of personal hygiene actions. Refuses to answer or does not answer questions.
Why does she want to wash her hands?
Why soap your hands?
Why wipe your hands?
Why does the girl wipe her hands?
Do you have your own (personal) towel? What do you need it for?
"What are you doing? Why are you doing it? For what?"

Health preserving competence of preschool children.

Diagnostic game situation “Rules of Cleanliness”.

Target – to study the features of the competence of children of primary, secondary, senior preschool age in solving problems related to the observance of cultural and hygienic skills and abilities.

Content – two didactic dolls – Tyopa and Klyopa. Photo album with empty pockets, a set of drawings 9x13 or 10x15 cm, displaying the “Clean Rules” (all cultural and hygienic rules known to the child). The older the child, the more images there are, for example, a child brushes his teeth in the morning, washes his face, wipes himself with a towel, a child brushes his teeth before going to bed; rinses the mouth after eating; washes hands with soap after a walk, after visiting the toilet, before eating; takes a shower, washes in the bathroom with soap and a washcloth; takes care of his appearance, takes care of his hair, combs his hair before going to bed; uses a handkerchief; takes care of his clothes and shoes; changes into home clothes; cleans the room, puts away toys in the group, etc.

Diagnostic progress.

The teacher invites the child to play and acts out a scene in front of him.

Hello!

Hello!

Let's get acquainted. What is your name?

Styopa, but my friends just call me Tyopa.

And I’m Klyopa, but my mother often calls me Clean.

Clean? And why?

Because I love cleanliness and order. I am always neat and tidy.

I also want to be like you. Please teach me!

With pleasure! Listen and remember my rules, “Rules of Cleanliness.” And so that you remember them better, I will make for you a photo album of my rules.

The teacher invites the child to make a photo album for Tyopa, collecting it from the proposed drawings, explaining each rule. It is important that the child complete this task independently, without the help of an adult.

Diagnostic game situation “Daily mode”.

Target – to study the features of the competence of children of primary, middle, and senior preschool age in solving problems related to compliance with the daily routine and correct sequential adherence to individual routine moments.

Content . Pictures depicting routine moments: a child getting ready for bed (spreading the bed, putting on pajamas); eats with parents; eats with a peer at the table; child on a walk; the child reads, draws, watches TV; the child woke up after a nap; woke up at home this morning; goes to kindergarten; the child washes himself, combs his hair, wipes himself with a towel, brushes his teeth, does exercises, washes his hands with soap, dresses, undresses, says hello, greets parents and peers. You can supplement this list with other pictures. The pictures may show not one child, but several children (a boy and a girl) in the same situations.

Diagnostic progress. The teacher invites the child to play a game with him. The cards are placed randomly on the table. Time must be given to familiarize the child with them. Then the teacher asks to lay out the pictures in the correct sequence: “Put the pictures the way you behave when you come to kindergarten. Show me what you do at home in the morning when you wake up.” Be sure to help your child with clarifying questions: “Have you come from a walk or are you going for a walk? What do you do after your walk? Why are we doing this?

After the pictures are laid out in a certain sequence, the teacher asks the child to tell what a boy or girl does during the day or at a certain time of day at home and in kindergarten.

Educational field socialization.

Item - features of social and personal development of children.

Target - studying the characteristics of personal and social development of children in the third year of life.

Method - observation.

Studying the characteristics of the social and moral development of children in the group, the nature of the relationships between children in a group of peers"T.A. technique Repina.

Groups of children.

1. The most sociable with adults; the most unsociable; withdrawn children.
2. The most sociable with children, the most indecisive, withdrawn children.
3. The friendliest, calmest children; the most unfriendly children, often quarreling and fighting.
4. The kindest ones (share toys, gifts with children, treat the teacher); reluctant to share gifts and toys with others.
5. The most responsive (trying to help others, comforting) children; indifferent to the grief and failure of another.
6. The most polite children; impolite children who rarely use “magic words.”
7. The most obedient, flexible children; naughty stubborn children.
8. The most independent children; dependent children who often seek help.
9. Confident children; insecure, timid children.
10. The most hardworking children who willingly carry out the work assignments of an adult; lazy children do not like to work.
11. The most cheerful, cheerful children; sad, gloomy, whiny children.

Features of children’s understanding of norms and rules of behavior, attitude towards them, understanding of individual emotional states.

Methodology – individual conversation. “I will show you different pictures about children. Choose pictures in which children behave well and in which they behave badly.” “Show who is happy in the pictures and who is sad.”

Material – plot pictures with moral standards that are polar in their characteristics.

1. Kindness is greed: the boy treats everyone with candy from the box, smiles; The girl covers all the toys from the surrounding children with her hands.
2. Responsiveness - indifference: a little girl cries, another one consoles her; the expression on the second girl's face is sympathetic; a boy cries over a broken toy, another, pointing a finger at him, laughs.
3. Friendliness - conflict: children play together amicably, build a tower of cubes; a boy takes a toy horse from a girl.
4. Accuracy - sloppiness: girl combing her hair in front of the mirror; a girl in a dirty dress, unkempt, tears out pages from a book.

Instructions : “I will show you different pictures about children. Choose pictures in which children behave well and in which they behave badly.” Then the teacher asks to show who is happy in the pictures and who is sad.

0 points – the child arranges the pictures incorrectly, emotional reactions are inadequate or absent.

1 point – the child arranges the pictures correctly, but cannot justify his actions, emotional manifestations when assessing actions are not expressed.

2 points – by correctly arranging the pictures, the child justifies his actions, emotional reactions are adequate, but weakly expressed. The child correctly names people’s feelings, but cannot always explain their reason.

3 points – the child correctly selects images and justifies his choice.

Mastering the educational field of “socialization. A game"

Diagnosis of subjective manifestations of preschool children in play activities.

Method - observation, diagnostic situations.

Diagnostic situations.

1. The child is a “doctor”, a teacher of “patient” dolls. “Patients” are different - capricious, mischievous, cowardly - in accordance with the personal experience of the child himself. The role behavior of the “doctor” and his responses are studied.
2. The teacher comments on the child’s actions: “Are you a driver? Do you have a bus or taxi? Please take me to the store." The “passenger” talks to the “driver” - what brand is the car, how often does it break down, who fixes it, where does it go for the night? The ability to conduct verbal dialogue is studied.
3. The teacher connects the children to playful interaction with each other: “What other animals were treated by Aibolit? Natasha brought... (a bunny). It hurts... (paw). How did Aibolit feel sorry for the animals? role interaction between children is studied.
4. A game problem situation is created: the toys are sick, the bear’s ear is bandaged, and there is no doctor. “Will you treat me? So I have a mirror and a pipette.” The ability to take a role, conduct a role-playing dialogue with a toy, and use substitute objects is studied.
5. Acting out everyday and fairy-tale situations using small game materials. The plot is created on the basis of a verbal source (using lines from nursery rhymes, works by children's authors). The ability to engage in the director's game, move toys and voice them is studied.

Criteria for evaluation:

0 points – does not want to take part in group games, shows little interest in game activities, does not actively use game material; does not show interest in theatrical activities, does not want to take on a role or is not active in this role, knows what actions this or that character performs, but the movements and facial expressions are unemotional, the text almost does not speak, even for the teacher; in didactic games practically does not follow the rules, quickly loses interest in the game and leaves it before the end

1 point – takes part in a joint game, reluctantly takes on a leading role, inactively shows interest in the development of the plot, knows the purpose of the game material; in the dramatization he feels a desire to try on roles, but is little expressive, the text speaks only with the help of the teacher, he is embarrassed to speak in front of his peers, but wants to; In didactic games, he completes tasks with a little help from the teacher, completes complications with difficulty, and has limited interaction with his friends.

2 points – is active in joint play, follows the rules of the game, takes on leading roles, and can offer his own development of game actions; follows the development of the action and plot, quite expressively imitates the movements of the animal characters, the text tries to speak itself, but sometimes uses the teacher’s hint, and willingly speaks to the audience; in didactic games he completes the task without error, answers questions based on pictures and assembles a simple version without difficulty, thinks about complicating it, but completes it himself.

3 points – willingly takes on leading roles, uses game material in a variety of ways, coordinates the actions of other participants in the game, and can explain why he does this; chooses a role for himself, willingly dresses up, speaks the text without prompting, accompanying it with expressive movements, gestures, facial expressions, gladly arranges the place for the performance and invites the audience; shows initiative in completing the task, does not make a single mistake, accompanies his actions with comments, easily copes with complications, and is friendly with his comrades.

High level – 3 points;

Average level – 2 points;

Low level – 1 point.

Social competence of young and middle-aged children.

statement						statement
Easily interacts with adults						Avoids contact with adults
Responds to requests from adults						Does not respond to requests from adults
Enjoys working together with adults						Does not like to act together with adults
Operates successfully under adult supervision						Inability to act under adult guidance
Easily accepts adult help						Doesn't accept adult help
Frequently interacts with peers						Avoids interaction with peers
Calmly observes the actions of other children						Interrupts and interferes with the actions of other children
Works well on its own						Can't act independently
Can keep himself busy						Can't occupy himself
Sometimes shows sensitivity and notices the experiences of others						May be emotionally deaf to pain, to surrounding people, animals
Able to play with other children						Often refuses to play with other children

Educational field "labor".

"Objective world".

Game test tasks for children of primary preschool age.

Mishkin's suitcase. During the game with the child, pictures (no more than 10) with images of similar objects appear from the suitcase one by one. it can be: cup - mug - glass; socks – knee socks – tights; pan Pan; cloak – coat – fur coat; sweater - jacket. The teacher asks: “What is this? What is the name of this item? How did you know they were tights? And the bear thinks these are socks. Why is he wrong?

Guess who's name is.A plot picture depicting two girls and boys dressed in different clothes is offered. An adult gives a simple descriptive story and asks them to guess their names, for example, “Katya and Natasha are drawn in this picture. Guess who's name is, if Katya is wearing a green dress and has a scarf on her head, and Natasha is wearing a blue blouse, a blue skirt and a Panama hat. How did you guess?" If the child identifies correctly, he is allowed to color the picture.

What's wrong? The child is shown one by one 2-3 pictures depicting simple scenes. For example, a child plays ball near the table. On which stands a large beautiful vase; a book left on a bench in the rain; a child in shorts and a hat plays Easter cakes in the snow. The child is asked to explain to the game character what and why he drew incorrectly.

Master Umelkin. Master Umelkin made different tables: a desk, a dining table, a kitchen table, a coffee table. Table tennis table. The teacher asks to name them and tell how each table is used by a person. How did the child guess that Master Umelkin made only tables this time? What parts of tables can be different? Without which part the table cannot exist?

Masha and mittens. The teacher reads a poem by N. Sakonskaya:

Masha put on her mitten:

Oh, where am I going?

The finger is missing, gone.

I didn’t get to my little house.

Masha took off her mitten:

Pat it, I found it!

You search, you search and you will find.

Hello finger,

How are you?

And he invites the child to help the artist Karandashkin draw an illustration for this poem. It is necessary to explain to the artist what he should draw - to describe the mitten. Karandashkin made 3 sketches, which one is the best, why? (the teacher shows the child 3 subject pictures, where gloves, mittens and children's mittens are drawn).

Low level. Without knowing specific concepts. The child confuses similar objects in his immediate environment. Words. Denoting objects, their qualities and properties, constitute his passive vocabulary.

Average level.The child correctly names objects in his immediate environment and knows their purpose; with the help of an adult, identifies parts of objects and their purpose. Knows how to use objects in accordance with their purposes and properties.

High level.The child establishes connections between the purpose of an object, its structure and the material from which the object is made; with the help of an adult’s questions, he can explain why an object is like that. The child’s behavior is characterized by a careful attitude towards objects.

"adult labor"

Item: children’s ideas about the work of adults, its role in society and the life of each person, the focus of specific labor processes on results.

Method: individual conversation using pictures.

Tell me what mom (dad) are doing at home,

Show me, select pictures of where the person works,

(goal, motive of labor, object of labor, tools, labor actions, result of labor).

Low level. It makes it difficult for a child to differentiated perception of the labor process. Interest in the result of labor is weakly expressed, due to gaming needs.

Average level.Differentiated perception of the child’s labor process. Difficulties, errors in answering questions about how the item was made, what materials, tools, etc. were needed.

High level.differentiated perception of the simplest labor processes in the creation and transformation of objects. The child can independently talk about well-known work processes, name the components and establish connections between them (based on adult questions). Careful attitude towards the results of work, a grateful feeling towards adults for their work and care.

"I myself."

Method: observation.

Low level. The child performs actions with the help of an adult; the desire for independence is not sufficiently expressed; expects help even in mastered microprocesses.

Average level.The child performs actions independently; Requires adult assistance in performing complete work processes and quality control. The desire for independence in self-service and the desire to assert oneself are clearly expressed. At the suggestion of the teacher, he willingly helps his peers (tie a scarf at the back, help remove a fur coat from his shoulders, etc.).

High level.The child performs self-care independently, with good quality, with a little help from an adult or peer. Actively defends independence and shows a strong desire to help adults and peers.

Educational field communication.

Speech development.

1. Target – study of developmental features child's coherent speech.

Tasks:

1. To study the features of understanding and semantic perception of speech.
2. Demonstrate the ability to correlate a word with a picture, recognize an image by a word.
3. Demonstrate the ability to compose a story based on a plot picture.

Material: a gift box decorated with appliqué or drawings of objects and objects of nature, inside there is a toy bear and a set of furniture.

Methodology:

Katya doll has prepared a surprise for you. Do you want to know which one? Let's take a look together. What a beautiful box! Do you like it? Let's see what she's decorated with.

• Find the horse on the box;
• Show me where the cup is;
• Find the boy on the box;
• Show me where the apron is drawn;
• Show me where the flower is.

3 points – accurately shows all objects independently.

2 points – makes 1-2 mistakes in choosing an object or requires repeat naming.

1 point – chooses 3 and 5 items incorrectly.

The teacher opens the box and takes out objects from it.

Who is this?

Where did he come from?

Listen here.

Once upon a time there were three bears. One bear had a father and his name was Mikhail Potapovich. He was big and shaggy. He was wearing a red shirt and blue trousers. The other one was Mama Bear. Her name was Nastasya Petrovna. She was wearing a white sweater and a green skirt. The third was a little bear, his name was Mishutka. He was wearing yellow pants and a white cap. Who do you think it is: Papa Bear, Mama Bear or Mishutka? (names items of clothing, size).

3 points - listens attentively, unmistakably independently immediately recognizes the bear cub and justifies his answer.

2 points - listens to the story, recognizes the bear cub, but cannot justify it.

1 point – listens inattentively, does not understand the task without additional questions and explanations. He agrees that this is Mishutka.

Listen to how affectionately mom calls her little bear: Mishutka, Mishenka. What does your mother affectionately call you?

Look, Teddy Bear drew a picture. Do you like her? Let's tell you what this picture is about.

Beginning of the year:

Who is this?

What is Mishutka doing?

What toys does Mishutka have?

What is this?

The end of the year:

What is this picture about?

What is Mishutka playing?

What toys does he have?

What is his mother doing?

3 points – independently begins a story based on the picture, answers all questions, uses common sentences.

2 points - answers all questions using simple sentences of 2-3 words.

1 point – answers only 2-3 questions, uses situational speech (instead of words - pointing gestures, monosyllabic answers)

Results:

High level - 5-6 points;

Average level - 3-4 points;

Low level - 1-2 points.

1. The goal is to study vocabulary development children.

Tasks:

1. Identify the presence in the children’s dictionary of words denoting household items (furniture, clothing, dishes).
2. Determine the ability to denote in words the parts and features of an object, to see differences in objects that are similar in appearance and purpose.
3. Determine the possibility of using generalizing words in speech (furniture, clothing, dishes).

Material: gift box, teddy bear, pieces of furniture: chair, table, armchair, sofa, wardrobe (no more than 5 items) or cup, glass, mug; trousers, shorts, tights.

Methodology: individual conversation (the little bear came to visit us, but he has nowhere to live. Let’s make a room for him).

What is this?

What is a chair for? How to recognize a chair? Is this also a chair? (Points to the chair). Tell me what the chair has. And here’s another big chair (points to the sofa). How to find out. What is this sofa? What else can you put in the room? (Desk, closet. The child only names objects).

What a beautiful room it turned out to be. What did we put in the room?

3 points – names all objects correctly, identifies 2-3 parts of the object, its properties. Independently distinguishes objects that are similar in appearance and purpose (armchair, chair, sofa). Determines the purpose of the object, names a generalizing word.

2 points – names all objects correctly, identifies the parts and purpose of not all presented objects. Distinguishes objects that are similar in purpose and appearance with the help of a teacher. Cannot name a generalizing word.

1 point – makes mistakes in the names of objects, names individual parts and properties of objects with the help of the teacher. Visually distinguishes, but does not verbally indicate differences between objects that are similar in appearance and purpose.

Instead of furniture, you can take dishes or clothing. Then the topic of the task changes: “Let’s treat Teddy bear to tea” or “Let’s help Teddy bear get dressed.”

High level – 3 points;

Average level – 2 points;

Low level – 1 point.

1. Target – study of the features of developmentgrammatically correct speech.

Tasks:

1. Demonstrate the ability to correctly name baby animals. Use these nouns in singular and plural, nominative and genitive cases.
2. Reveal the skill of word formation: the suffixal way of forming words based on onomatopoeia.
3. Identify the level of understanding and use of prepositions with spatial meaning - “in”, “on”, “behind”, “under”, “about”.
4. Determine the ability to coordinate nouns and verbs, change words by gender.

Material: images of a hare, duck, hedgehog, dog, chicken and their young.

Methodology: Our Mishutka has many friends, do you want to know who his friends are?

Content: He brought photographs of them (it is proposed to call them Chicken - pee-pee-pee, what is he doing? Squeaking). Mishutka loves to play hide and seek with animals. Do you want to play with them? Look and remember who is sitting where (repeat the name of the cubs again). And now you and Mishka close your eyes, and one of the animals will hide. Who is missing? And now Mishutka will hide. And the rabbits will lead and close their eyes. (turns over the picture with bunnies. Invites the child to hide the bear “in the closet”, “behind the closet”, “on the closet”, “under the closet”, plant it “near the closet”. Then he hides the bear, and the child looks for it and says where it was . Repeating prepositions).

The animals miss their mothers. Let's help them find their parents. Who came running for their child?

• The hen came running for the chicken. The hedgehog came running for his hedgehog. The dog came running for the puppies. The hare came running for his bunnies.
• The duck has ducklings. The hen has chicks. The hedgehog has a hedgehog. The dog has puppies. The hare has hares.

3 points – independently and correctly names all baby animals, accurately establishes the agreement of nouns and verbs, knows the methods of word formation, understands and correctly uses prepositions.

2 points - names all the baby animals, makes 1-2 mistakes. Coordinates nouns and verbs, has difficulty in word formation. Acting like a teacher, he understands prepositions of spatial meaning, but finds it difficult to use them independently (makes 1-2 mistakes).

1 point - names baby animals, makes more than 3 mistakes; makes mistakes in using the category of gender (at least once), cannot cope with word formation; has difficulty understanding and correctly using prepositions of spatial meaning (makes more than 3 mistakes).

High level – 3 points;

Average level – 2 points;

Low level – 1 point.

1. Target – clarification of the statussound pronunciation, level of general speech skills.

Tasks:

1. To study the features of children's sound pronunciation and compare them with indicators of the physiological norm.
2. Assess the level of development of phonemic hearing, the ability to hear specially accentuated sounds in words.
3. Identify the child’s literary experience, the ability to read a poem, the ability to feel rhyme and solve descriptive riddles with a rhyming answer.
4. To identify children’s attitude to the task of artistic and speech content.

Method: observation of children’s speech, recording difficult sounds: sonorant [r], [ry], [l], [l], hissing [sh], [z], whistling [z], [z], [s], [s ], sounds [ch], [ts], noting replacement, distortion, lack of sound.

To identify ability to hear the sound specially emphasized in the teacher’s speecha diagnostic task is used.

Someone else will read the poem to you. Listen and guess who.

Mouse-sh-shonk sh-sh-whispers mouse-sh-sh:

“Are you making sh-sh-noise. Aren't you sleeping?

Mouse-sh-shonok sh-sh-whispers mouse-sh-shi:

Shh-sh-sh-I’ll make noise-sh-sh-she.”

- Why do you think it’s a mouse?

The beetle has fallen and cannot get up.

He's waiting for someone to help him.

- Why do you think it's a beetle?

3 points– the child pronounces words correctly, conveying the rhythm; Produces sounds clearly and consistently. In addition to hissing and sonorous ones. Hears and names the sound emphasized in speech (“this poem is read by a mouse”, “this poem is read by a beetle”) and can explain.

2 points– the child pronounces most words correctly. Allows individual distortions in complex words (corridor); Pronounces most sounds clearly. In addition to sibilants and sonorants. He hears an accented sound, but does not give an explanation.

1 point– correctly conveys the rhythm of the word, but rearranges syllables in many words; many violations of sound pronunciation are observed; reacts vaguely to the accented sound in poetry (laughs, does not answer questions)

Teddy bear came to play with you. He loves poetry and riddles. Do you like poetry? Mishutka asks the child to read her favorite poem. If the child does not accept the task. Then Mishka begins to read a poem by A. Barto from the “Toys” series, and the child helps him.

- And the bear also likes to ask riddles.

Sitting on the fence.

“Ku-ka-re-ku,” he shouts,

There is a comb on the head,

Who is this?

(cockerel)

Shaggy, mustachioed, drinks milk,

“Meow-meow” sings.

(cat)

If the child finds it difficult to guess the riddle, he is shown 3 pictures. From which he chooses the correct answer. In case of difficulty, the teacher shows the correct answer in the picture and repeats the riddle again, observing the child’s reaction.

3 points– emotionally positively perceives the task, knows and emotionally reads the poem independently; solves riddles and makes his own (whether known to him or invented by himself).

2 points– perceives the task positively. Reads the poem together with the teacher, finishing the words and phrases; guesses the riddle from the pictures, choosing the correct answer from several pictures; He can’t figure out the riddle himself.

1 point- perceives the task positively, only listens to the poem read by the teacher, does not participate in the reading process; finds it difficult to independently guess the riddle even from pictures, but when presented with a picture of the answer, he correlates the text and the picture (smiles joyfully, repeats the answer, onomatopoeia). Can't tell a riddle.

Results:

High level– 5-6 points;

Average level– 3-4 points;

Low level– 1-2 points.

Score assessment of the general level of speech development.

High level– 18-21 points;

Average level– 11-17 points;

Low level– 5-10 points.

Mastering mathematical concepts, means and methods of cognition.

target	content	Level Criteria
Beginning of the school year. Children's age 2.8 – 3 years
Identification of skills to combine objects into pairs.	“help the boy get ready for a walk.” Material. Cards with images of clothes, shoes, accessories for a ski trip. (Appendix, Fig. 3). Instructions.The boy Dima wants to go for a walk, but cannot find his things. Help Dima pack his things. Questions for the child. - Do the boys have the same felt boots? boots? skis? How many mittens (boots) does a boy need?	High level.The child selects pairs based on the names of the objects. Names the number of objects (one, two). Average level.Finds a second, identical object. Doesn't mention the quantity. Makes mistakes and partially corrects them. Low level.Picks up random objects, does not focus on pairs either by purpose or by their quantity. Doesn't correct errors.
Identification of skills to perceive conventional images, correlate them with groups of objects by size and quantity.	“Who’s coming to visit?” Material.Images of two houses and a labyrinth. (Appendix, Fig. 4). Instructions.A bear lives in one house. He is expecting guests and has prepared stumps for them to sit on. Show them. - who will come to visit the bear? Look at the pictures, choose guests and bring them to the bear. A hare lives in another house. He is also expecting guests and has also prepared stumps for them to sit on. Show them. - who will come to visit the bunny? Look at the pictures, choose guests and bring them to the hare.	High level.The child perceives the goal and correlates the size and number of animals depicted with conventional images of objects, names the number of large and small animals in the group. Average level.Perceives a goal and correlates images of animals with conventional images of objects only by size or quantity. Makes mistakes and corrects them. Low level.He rejoices at the opportunity to lead guests through the labyrinth to the houses without taking into account the type of animals, their number and size. There may be random coincidences with the conditions. Doesn't correct errors.
Identification of skills to correlate figures by shape and color.	"Let's play dominoes." Material.Game "Let's make a train." (Appendix, Fig. 5). The plates of the domino game “Figures” are used. Instructions.Look and name the domino shapes. Show me the round ones. Not round shapes. - let's build a train from these cards. I put the first card on the locomotive, and you put the second, etc. (all cards are placed next to each other according to the rules of the game of dominoes).	High level. The child names the shapes correctly. Follows the rules of the game of dominoes. He notices mistakes and corrects them. Average level.Shows the figures, names only the circle. Uses the words “such”, “not such”. Follows the rules for laying out plates. Makes mistakes and partially corrects them. Low level.names only circles. Uses the words “same”, “different”. Without correlating them with the shape of the figures. Uses dominoes as a building material without following the rules of the game.
target	content	Level Criteria
Mid-school year. The age of the children is 3.4 – 3.8 years.
identifying the ability to establish the correspondence of objects by size; height and length at the same time; ability to explain your choice.	"Choose a garage" Material.A drawing depicting cars and garages for them of different sizes (Appendix, Fig. 6). Instructions.Look at the picture and say what the names of the cars you see are called. The cars pulled up to the garages. Now everyone will take their place. Which? Questions for the child. - how do you distribute cars among garages? - why is there only one car left? (the child selects pairs - car and garage - and connects them with a line in the picture).	High level. The child distributes the cars correctly. Names and shows their height and length. Explains why he distributed the cars this way. Average level.Distributes cars, and correlates only large and small ones with the size of garages. Corrects any mistakes made. He doesn't mention the height or length. Low level.As a rule, it distributes only a part of the machines. Big and small. Height and length are not highlighted.
identifying skills to compare and differentiate objects; unite them according to a common characteristic.	“Put things back where they belong.” Material.Drawing depicting various items of children's clothing (Appendix, Fig. 7). Instructions.Look at the drawing. Now the children will put their things in the locker, matching them according to the pattern. Name all the things and help the children not to confuse them. Question to the child. - how would you do it? (the child uses a pencil, connecting the item and the desired cabinet with a line).	High level.The child correctly selects objects based on comparing them by pattern. Explains his choice. Average level.The child chooses objects in pairs. He distributes clothes sequentially among the children, commenting: “you have a sweater and you have a sweater, you have gloves and you have gloves,” etc. he makes mistakes in explaining the choice, but corrects them when he finishes the mistake. Low level.The child selects objects haphazardly, and may accidentally make the correct choice of 1-2 objects. He does not explain his decision.
identifying the skills to recognize and name figures, highlighting one or two features in them: size; shape and size.	“Where are you going?” Material.A drawing depicting a road made up of different stone figures (Appendix, Fig. 8). Instructions. You want to treat the animals, but you can only get to them along the road through the stream. Look at the rocks in the stream. Questions for the child - what size are they? In form? - Who lives to the right of the stream? - Walk over the big rocks. Who have you come to?	High level.The child chooses the roads correctly, names the size and shape of the stones and the direction of movement. Average level.The child follows the roads according to the rules, but makes mistakes along the “path” and corrects the mistakes himself. Names the size and shape of the stones. Low level.The child chooses the path without perceiving the sign suggested by the teacher. Focuses on the final goal (for example, to come to the hare).

“Mathematics is interesting” Z. A. Mikhailova, I. N. Cheplashkina S.-PB. "Childhood-Press" 2004 pp. 23-24, 36-37.

Educational field "ARTISTIC CREATIVITY"

Target: identifying the features of artistic and aesthetic development and the development of visual activity of preschool children.

Diagnostic tasks:

1. To study the features of the development of visual creativity in preschool children.
2. Determine the features of the development of children's aesthetic abilities.

Productivity Analysis.

Topic of work:

• compliance with the topic provided by the adult;
• Self-selected topic.

Visual and expressive skills.

Submitting a form:

• The form is conveyed accurately – 2 points;
• The form failed – 0 points.

Transfer of proportions:

• The proportion is met – 2 points;
• There are minor distortions – 1 point;
• The proportions of the object are created incorrectly - 0 points.

Item structure:

• The parts are located correctly - 2 points;
• There are minor distortions – 1 point;
• Parts of the object are located incorrectly - 0 points.

Transfer of the main typical and individual features of the subject:

• The main and typical features, characteristic features, structure of the subject are conveyed - 2 points;
• The main features and characteristics of the subject are conveyed - 1 point;
• The main features are schematically conveyed - 0 points.

Composition:

• Arrangement throughout the entire sheet, there are attempts to convey perspective (distance), obscurity, the plot-compositional center is highlighted, proportionality is maintained in the depiction of different objects, etc. - 2 points;
• On the strip, objects are “arranged” sparingly, but occupy a certain space of the sheet; there are distortions in the proportional relationship of different figures - 1 point;
• Random, not thought out – 0 points.

Motion transmission:

• The movement is conveyed clearly – 2 points;
• The movement is conveyed uncertainly – 1 point;
• Static image – 0 points.

Color scheme, color correspondence to the actual color of objects:

• Correct color scheme – 2 points;
• Generally correct – 1 point;
• Violation – 0 points.

Levels of artistic and aesthetic development:

High level– predominance of 2 points for most indicators.

Average level- predominance of 1 point for most indicators.

Low level- prevalence of 0 points for most indicators.

“Registration of the monitoring results of the approximate basic general education program of preschool education “Childhood”

From the work experience of M.V. Pankova,

senior teacher

MBDOU d/s No. 17 “Salyut”, Belgorod

In accordance with the “Federal state requirements for the structure of the basic general education program of preschool education” aboutone of the most important tasks associated with the implementation of an exemplarybasic general education program of preschool education“Childhood” is the task of the teacher studying the possibilities and success of the child’s mastery of the proposed content, determining the development prospects of the preschooler.

In this regard, the authors of the program have developed scientific and pedagogical tools for monitoring the development and upbringing of a child in the educational process, includedin the manual “Monitoring in children’s garden."

It is noted that the key to effective design of the pedagogical process is that the teacher has information about the capabilities, interests and problems of each child.

Educational monitoringcan be defined as a system for organizing the collection, storage, processing and dissemination of information about the activities of the pedagogical system, providing continuous monitoring of its condition and forecasting of development.

M monitoring involves:

· constant collection of information about objects of control, that is, performing a tracking function;

· studying an object using the same criteria in order to identify the dynamics of changes;

· compactness, minimalism of measuring procedures and their inclusion in the pedagogical process.

The optimal mode for organizing a monitoring system is recognized to be the inclusion of primary (at the beginning of the school year), intermediate and final (at the end of the school year) diagnostic measurements.

At the beginning of the school year (approximately during September), the main primary diagnostics are carried out: starting conditions are identified (initial level of development), the child’s achievements by this time are determined, as well as developmental problems, the solution of which requires the help of a teacher. Based on this diagnosis, the teacher, in collaboration with a psychologist and specialist teachers, formulates a diagnosis (that is, problem areas that interfere with the child’s personal development are identified, and his achievements and individual manifestations that require pedagogical support are highlighted), work tasks are determined and the child’s educational route is designed. year.

At the end of the school year (usually in May), the main final diagnosis is carried out, based on the results of which the degree to which the kindergarten staff has solved the assigned tasks is assessed and the prospects for further design of the pedagogical process are determined, taking into account the new development tasks of the child. The “ideal norm” for this diagnosis is a developmental characteristic that already corresponds to the age of the children (for the older group - a characteristic of the achievements of a 6-year-old child).

In the period between the primary and final diagnostics, intermediate diagnostics are carried out. It may not be carried out with all children in the group, but selectively - only with those who exhibit significant developmental problems. Both participant observation and simple test tasks for children can be used as methods of pedagogical monitoring. The purpose of conducting intermediate pedagogical diagnostics is to assess the correctness of the educational strategy chosen for the child and to identify the dynamics of development. Based on the results of this type of diagnosis, the teacher, psychologist, and specialist teachers can, if necessary, make adjustments to the pedagogical process.

Pedagogical diagnostics does not require complex tools. At its core, this is rapid diagnostics. The method of systematic participant observation should be preferably used. It is indispensable in determining the primary diagnosis and makes it possible to see the overall picture of the emotional and psychological climate in the group, determine the level of general development and mastery of certain types of activities by children, and identify the behavioral characteristics of each child.

Basic diagnostics solves the problem of identifying the actual state of the diagnosed object, its specific features and development trends (development forecast). The main method of conducting this diagnosis is the method of participant observation, supplemented by a number of other methods.

Based on this diagnosis, educators, in collaboration with a psychologist and specialist teachers, formulate a diagnosis, determine work tasks, and design the child’s educational route for the year.

First stage - preliminary, presumptive diagnosis - requires the primary use of the observation method. Observing the behavior of children in various types of children's activities (play, communication with adults and peers, child labor and self-service, visual and constructive activities, etc.) makes it possible to see the overall picture of the emotional and psychological climate in the group and determine the specifics of development and features of the child’s interaction with peers and adults.

The result of the first stage(which lasts about two weeks) the teacher will have an approximate idea of ​​the child’s developmental characteristics. To clarify and concretize this idea, a second diagnostic stage is carried out.

Second phase - clarifying diagnosis - relies on methods that complement observation: analysis of the products of children's activities, conversations with children, surveys, questionnaires of teachers and parents, small experimental tasks and simple tests.

These methods are carried out selectively, and not with all children in the group, and only if observation has not made it possible to study the manifestation of any quality and evaluate it. The second stage takes one to two weeks.

Third stage - final diagnosis - consists not only in summarizing the data obtained as a result of preliminary and clarifying diagnoses, but also in comparing and contrasting them. The process of analyzing the data obtained and drawing a certain conclusion from it is called their interpretation. The method of expert assessments is predominantly used. At this stage, all teachers who interact with the children of the group gather together and discuss the information obtained as a result of the diagnosis.

The result joint discussion there will be a completed diagnostic card, which reflects in color the score for each diagnostic indicator for each child.

We developed such diagnostic cards in full accordance with the content presented by the authors in the manual “Monitoring in Kindergarten”. We also used the experience of teachers of kindergartens in Belgorod in filling out diagnostic cards developed in 2008-2009. They reflect the main components summarized by specialists based on the results of the diagnostics.

This takes into account the possibility of a more in-depth examination of children who are accompanied by primary medical care of preschool educational institutions, pupils who rarely attend preschool educational institutions, etc. The protocols for such individual examinations were presented by the authors of the manual “Monitoring in Kindergarten” and do not require additional modification. But we propose to record generalized materials on pupils of individual age groups in the tables we have developed. (Appendix No. 1, No. 2, No. 3, No. 4)

The color reflecting the level of manifestation of the studied indicator can be chosen arbitrarily; we suggest choosing the following colors:

“red” - the indicator is clearly visible, this is the child’s achievement;

“green” - the indicator manifests itself unstable, unstable, the child needs support in this manifestation;

“blue” - the indicator almost does not appear; the child needs help in this direction.

The horizontal cells of the diagnostic card help to “see” the general development situation of a particular child. Vertical cells reflect the picture of the group as a whole.

Based on the results of pedagogical diagnostics, the design of the pedagogical process is carried out.

Filling out tables reflecting the degree of children’s mastery of educational areas (the corresponding sections of the “Childhood” program) will ultimately allow, during a collegial discussion by all teachers interacting with children of this group, to determine the formation of integrative qualities in preschoolers in accordance with the criteria defined by the program “ Childhood" for each age group. (Appendix No. 5)

Thus, if no significant problems are identified, the emphasis in the project is on areas characteristic of a given age stage. Pedagogical means and methods are provided to preserve, support and develop the child’s individuality. If problems are observed in the child’s development, it is advisable to concentrate efforts on solving those aspects of development where problems are more pronounced or where these problems significantly affect the child’s development process.

The diagnostic card also reflects the general picture of the development of children in the group; the most problematic areas can be identified in the vertical cells, which requires setting educational goals for a subgroup or the entire group of children.

Thus, pedagogical diagnostics is the basis for constructing educational work with children.

Let's take a closer look at the technology for filling out card data.

The most unique way is to fill out tables based on the results of a survey of children’s physical development. If a physical education instructor works in a kindergarten, then when carrying out this diagnostic, he simultaneously records the result of testing the physical qualities of preschoolers (based on their performance of control exercises offered to children in a playful or competitive form) and at the same time evaluates the quality of performance of these tasks (in this case, the assessment The results are recorded according to the five-point system set out by the authors of “Monitoring in kindergarten”). The interpretation of these results is entered into 2 different tables. In this case, the results are correlated with the table “Age and gender indicators of the development of motor qualities of preschool children.” Their level is defined as: norm – “average”, above norm – “high”, below norm – “low”.

The final assessment of the quality of execution is determined as the arithmetic mean and is correlated accordingly:

up to 2.5 – as “low level”

from 2.5 to 4.5 – as “average level”,

above 4.5 – as a “high level”.

The results tables take into account the possibility of recording the dynamics of results by the end of the year, if their correlation with the level does not change, and the indicators themselves have changed for the better or for the worse. This can be recorded in a special column using any convenient designation (for example, “+”, “-” or “^”, “v”). At the same time, we considered it necessary to take into account the somatic “physical education group” of children (basic, preparatory, special).

When forming quality assessment tables, we developed 2 options - a more detailed one to determine further work by teachers and a generalized one - for inclusion in the final materials (for the senior teacher)

Based on the results of filling out the diagnostic cards, thediagnostic map for monitoring the developmental qualities of children of each age group. Intermediate criteria for each age group are correlated with the descriptions of integrative qualities presented at the end of the description of each age period (age group). The final results are with those described in the manual “Monitoring in kindergarten”. We propose to evaluate integrative qualities according to the principle of “formed” and “not formed.”

To summarize the materials on kindergarten by the senior teacher, we have developed a summary table (Appendix No. 6), which allows us to track the multidimensionality and complexity of the diagnostics and monitoring carried out as a whole.

Testing of filling out diagnostic card data in 9 kindergartens in the city of Belgorod showed the possibility of their further use.

We present the following tables:

Literature:

1. Childhood: approximatebasic general education program for preschool education / T.I. Babaeva, A.G. Gogoberidze, Z.A. Mikhailova and others - St. Petersburg: LLC "FROM PUBLISHING HOUSE “CHILDHOOD-PRESS”, 2011.- 528 pp.

2. Monitoring in kindergarten. Scientific and methodological manual. - SPb.: “FROM PUBLISHING HOUSE “CHILDHOOD-PRESS”, 2010, - 592 p.

A.N. Mayorov: “Educational monitoring is a system for organizing the collection, storage, processing and dissemination of information about the activities of the pedagogical system, providing continuous monitoring of its condition and forecasting its development” “Pedagogical diagnostics is the process of recognizing various pedagogical phenomena and determining their state at a certain moment in time.” based on the use of the parameters necessary for this"

Positive aspects Negative aspects In the manual “Monitoring in kindergarten” for the “Childhood” program, ed. T.I. Babaeva - presented theoretical principles on the development of monitoring; -diagnostic methods for educational areas are described; -diagnostic techniques for assessing integrative qualities are described; - diagnostic methods for assessing integrative qualities only for graduates of preschool educational institutions; -diagnostic methods are not presented in full by age groups; - the predominant method is observation; - a large volume of diagnostic techniques, the results of which are not comparable; The manual “Results of monitoring the educational process” edited by N.V. Vereshchagina Ready-made notebooks for teachers are offered. -does not have a multi-level approach; - the criteria in the tables do not reflect the full content of the program and FGT; - for one age it is necessary to fill out two notebooks; -no pivot tables. Analysis of materials proposed for the “Childhood” program

1. monitoring maps at three levels of management; 2. applications to monitoring cards of the 1st level - pedagogical; 3. practically convenient tools; 4. combining in monitoring cards the child’s mastery of the general education program and the levels of development of the preschooler’s integrative qualities through color schemes; 5. a unified rating scale; 6.developed macros “Digital monitoring solution” (software). The monitoring system developed at the MDOU “TsRR-d/s 137” provides an integrated approach to assessing the results of a child’s development and his achievement of the planned final and intermediate results of mastering the “Childhood” program.

Objectives: to implement an integrated approach to assessing the final and intermediate results of mastering the “Childhood” program (in accordance with the FGT), obtain operational information, identify the degree of compliance of the results of the educational process with the requirements of the program and expected results, monitor the dynamics of the quality of the results of the educational process, prevent and correct negative trends in the course of the educational process. The purpose of the creative group’s work: to create a technology for monitoring children’s achievement of the planned results of mastering the “Childhood” program

Algorithm of actions: Definition of goals, objectives and objects of monitoring; definition of criteria and indicators; selection of monitoring methods; preparation of implementation maps, monitoring maps, tools; software development; collection of information; systematization and analysis of the obtained data; correlation with previous monitoring results; development of recommendations, correction.

The monitoring system is based on the regulatory and methodological base: the Law of the Russian Federation “On Education”; Order of the Ministry of Education and Science of the Russian Federation (Ministry of Education and Science of Russia) dated November 23, 2009 655 “On the approval and implementation of federal state requirements for the structure of the basic general education program of preschool education”; Charter of the preschool educational institution; Educational program of preschool educational institution; Annual plan of the preschool educational institution; exemplary educational program “Childhood” edited by T.I. Babaeva; regulations of the preschool educational institution on the creative group for the development of monitoring; order for the preschool educational institution on a creative group for the development of monitoring.

Educational areas, additional educational services Diagnoses Monitoring dates September May 1 week 2 week 3 week 4 week 1 week 2 week 3 week 4 week Physical education physical education++ Analysis of monitoring results ++ Health educator ++++ Safety educator ++++ Socialization educator++ ++ Labor educator+++ Cognition (mathematical development of the child) Developmental education teacher++++ Cognition (development of sensory culture, development of horizons and cognitive research activities in nature) educator++++ Communication (dictionary, grammatical structure of speech, sound culture of speech, preparation for learning to read and write) Developmental education teacher++++ Communication (coherent speech, practical mastery of speech norms, development of free communication with adults and children) educator+++ Reading fiction educator++++ Artistic creativity Guide. Fine Arts++ ++ Music Music. manager ++++ Planned result psychologist Implementation map for monitoring the achievement by children of the planned results of mastering the Program in a preschool educational institution

Level 1 monitoring card for the educational field “Health” F.I. child carries out personal hygiene processes knows how to dress and undress, keeps a closet in order knows the culture of eating has ideas about healthy lifestyle learns new things about a person likes to talk shows sensitivity to sick people ready to help transfers experience health saving activities in the game is able to practically solve some problems of a healthy lifestyle Has mastered the skills and abilities of NK NKNKNKNKNK NKNK NKNKNKKBURB Ivanov P,6 S 4,4 V/S Petrov V V/S 4,9 V Sidorov N,7S4, 7B TOTAL for group 3,74,34,3553,34,6453,344,33,8С4,7В

The results are recorded in points; the indicator is clearly expressed and stable – 5 points. the indicator is well expressed – 4 points. the indicator is present, not stable – 3 points. the indicator is weakly expressed – 2 points. the indicator is not expressed – 1 point. Converting the amount to a high level indicator – 4.6 – 5 points; above average - 4 – 4.5 points; average – 2.5 – 3.9 points; below average - 1.5 – 2.4 points low – 1 – 1.4 points.

Performs personal hygiene processes knows how to dress and undress, keeps a closet in order knows the culture of eating has an idea about healthy lifestyle learns new things about a person likes to talk shows sensitivity to sick people Ready to help Transfers experience of health-saving activities into a game knows how to make practical decisions some tasks of a healthy lifestyle and safe behavior - knows how to look after oneself and has good habits, basic personal hygiene skills (take care of one’s appearance, one’s belongings and toys, use a handkerchief, know how to dress and undress quickly and neatly, keep order in locker. Active in self-care, strives to help an adult in organizing routine moments. masters the culture of eating (sits calmly, chews food carefully, takes his time, does not speak with his mouth full, uses a fork and knife correctly, uses a napkin, etc. .) distinguishes between healthy and unhealthy foods and uses them wisely. Familiar with the human body, some organs and their functioning. Motivated to preserve his health and the health of those around him. Has ideas about his health, likes to talk about a person, about the factors that ensure health, stories and fairy tales, poems about a healthy lifestyle, asks questions, draws conclusions. He knows how to speak about his well-being and, name and show that he is paying attention to a sick loved one, knows how to take pity on an upset child, tries to distract him from his worries, cheer him up, captivate him with games. ready to provide basic help to himself and others (wash, treat it, turn to an adult for help) Transfers the experience of health-saving activities into the game, follows the rules of health-saving and safe behavior in interaction with peers. complies rules of health-saving and safe behavior; he knows how to practically solve some problems of a healthy lifestyle and safe behavior: * knows how to determine the state of his health (he is healthy or sick), * knows how to perform breathing exercises and gymnastics for the eyes, physical exercises that strengthen posture, musculoskeletal musculoskeletal system, morning exercises; * shows the Appendix to the level 1 monitoring card in the educational field “Health” (older age)

Evaluation criteria Tools for collecting information 1. Carry out personal hygiene processes 1.1 Game-conversation “Rules of Cleanliness” Purpose: to study the peculiarities of knowledge of older preschool children about the rules of personal hygiene. Questions about the pictures: What is the girl doing? Why does she want to wash her hands? Why lather your hands with soap? Why wipe your hands? What does the girl wipe her hands with? Do you have your own (personal) towel? What do you need it for? Are you doing this? Why are you doing it? For what? What will happen to your favorite toy if she stops washing her hands, brushing her teeth, etc. 1.2 Diagnostic game tasks “Imagine and show how to teach a small child to wash his hands, wash his face, wipe his hands dry with a towel, etc.” Goal: to identify interest in the rules and regulations of a healthy lifestyle. 1.3 Observation of children in free activities. Goal: to identify the presence of personal hygiene skills, the ability of children to be neat. Toolkit for collecting information on the educational field "Health" preparatory preschool age

Color designation of integrative qualities Physically developed, mastered basic cultural and hygienic skills Curious, active Emotionally responsive: Mastered the means of communication and ways of interacting with adults and peers Able to manage their behavior and plan their actions based on primary value concepts, observing basic generally accepted norms and rules of behavior Capable of solving intellectual and personal tasks (problems) appropriate to age Having primary ideas about oneself, family, society, state, world and nature Having mastered the universal prerequisites of educational activity Having mastered the necessary skills and abilities

Level 1 monitoring card for the educational field “Communication” gr. Sunflower p/n F.I. child development of all components of children's oral speech practical mastery of speech norms development of free communication with adults and children mastery of skills and abilities vocabulary grammatical structure of speech sound culture of speech preparation for learning to read and write connected speech Dialogue Monologue NKNKNKNKNKNKNKNKNKNKKB 1Bulygin Andrey 2Burlakova Dasha 3 Nastya Vinichenko 4 Denis Garber 5 Andrey Zagidulin 6 Ksyusha Ishimova 7 Masha Kalugina 8 Matvey Karpov 9 Denis Yagudin 10 Siraj Yakubov Result

Monitoring card of the 1st level in the educational field “Artistic creativity” younger age mm Introduction to the fine arts Emotional response Artistic activity and children's creativity Collective creative work Mastered the skills DrawingAppliqué Modeling Construction of NK Monitoring card of the 1st level in the educational field " Artistic creativity" older age Introducing to the fine arts Analysis of a work Artistic activity and children's creativity Collective creative work Mastered the skills DrawingAppliqueModeling Construction of NK 2 1

Group teacher Mandatory part Having mastered skills and abilities Physical education HealthSafety Socialization LaborKnowledgeCommunication Reading fiction Artistic creativity Music burb b b b b b b b b b “Sunflower” Yudenkova O.A. “Swallow” O.M. Total for preschool education: Group teacher 1. Physically developed 2. Curious, active 3. Emotionally responsive 4. Mastered the means of communication 5. Able to manage one’s behavior 6. Able to solve intellectual and personal problems 7. Having primary ideas 8. Having mastered the universal prerequisites of educational activity 9. Having mastered the necessary skills and abilities burb b b b b b b b “Sunflower” Yudenkova O.A. “Chamomile” Nagusheva L.N. Total for preschool educational institutions: Map 1. Comparative characteristics of monitoring results by groups and educational areas for the academic year Map 2. Comparative characteristics of monitoring results by integrative qualities and groups for the academic year

Map 1.2 Comparative characteristics of monitoring results by year Year Mandatory part Mastered skills and abilities Physical culture Health Safety Socialization Labor Cognition Communication Reading fiction Artistic creativity Music burb b b b b b b b b b Year 1. Physically developed , who has mastered the basic cultural and hygienic skills 2. Curious, active 3. Emotionally responsive 4. Mastered the means of communication and ways of interacting with adults and peers 5. Able to manage one’s behavior 6. Able to solve intellectual and personal tasks (problems), adequate age 7. Having primary ideas about oneself, family, society, state, world and nature 8. Having mastered the universal prerequisites for educational activities 9. Having mastered the necessary skills and abilities burb b b b b b b b Total for preschool education: Map 2.2. Comparative characteristics of monitoring results for integrative qualities by year

Indicative indicators SunflowerSunSwallowBeeCornflowerTeremokChamomile RowanTotal: drill 1. Level of planned results of children mastering educational activities 2. Level of child mastering integrative qualities 3. Morbidity 4. Planned result 5. Readiness of the child to study at school (old and pre-advanced age) 6. Quality of implementation of educational process by teachers. map 1 “Indicative performance indicators of the teaching staff of preschool educational institutions for the academic year”

Indicative indicators Year Year Year Year Year Beginning of the year End of the year Beginning of the year End of the year Beginning of the year End of the year Beginning of the year End of the Year Beginning of the year End of the Year burb b b b b b b b b 1. Level of planned results of children's mastery of OOP 2. Level of child's mastery of integrative skills qualities 3. Morbidity 4. Planned result 5. Readiness of the child to study at school (old and ready age) 6. Quality of implementation of the educational process by teachers. map 2 “Indicative performance indicators of the teaching staff of preschool educational institutions for the 2011–2016 academic year. year"

Summary table on the integrative qualities of preschool children gr. Bee F.I. Child Integrative qualities Physically developed, having mastered basic cultural and hygienic skills Curious, active Emotionally responsive Having mastered the means of communication and ways of interacting with adults and peers and Able to manage one’s behavior Able to solve intellectual and personal tasks (problems) that are age-appropriate Having primary ideas about oneself, family, society, state, world and nature Having mastered the universal prerequisites of educational activities and Having mastered the necessary skills and abilities nncncncncncncncncnc 1Vasiliev Serezha3,04,03,04,0 3,04,03,04,0 5 ,03.0 3.44.0 2 Voronin Egor 3 Gracheva Varvara 4 Gryaznova Lera 5 Emelyanova Katya 6 Kadoshnikov Ars 7 Korolev Vanya 8 Kotkin Kirill 9 Kohistani Ruslan 10 Lykova Anfisa 11 Medvedeva Sofia 12 Danilenko Vika 13 Mulyukina Eva 14 Pozdnyak Lera 15Polenova Yulia Total0,02,10,02,30,02 ,30,01,00,02,10,01,40,01,60,01,90,03,5

Integrative qualities in accordance with FGT Educational areas FZBSPKCHHTM Physically developed, mastered basic cultural and hygienic skills ++ Inquisitive, active Emotionally responsive: Mastered the means of communication and ways of interacting with adults and peers Able to manage one’s behavior and plan one’s actions based on primary value ideas, observing basic generally accepted norms and rules of behavior Able to solve intellectual and personal tasks (problems) adequate to age Having primary ideas about oneself, family, society, state, world and nature Having mastered the universal prerequisites of educational activity Having mastered the necessary skills and abilities Abbreviations: F - “Physical” culture", W - "Health", B - "Safety", C - "Socialization", T - "Labor", P - "Cognition", K - "Communication", H - "Reading fiction", X - " Artistic creativity", M - "Music"

Level 1 - teachers 10 cards in total Specialists fill out monitoring cards for educational areas: 1. “Physical education” 2. “Artistic creativity” 3. “Music” The teacher fills out monitoring cards for educational areas: 1. “Health” 2. “Safety” 3. “Socialization” 4. “Work” 5. “Cognition” 6. “Communication” 7. “Reading fiction”
Thanks to the developed technology, we automate and optimize the working time of our team!!! Key points of the developed system: 1. provides an integrated approach; 2. monitors criteria from the junior group to the preparatory group; 3. reflects a multi-level approach; 4. presents complete methodological and software; 5. allows you to use a variable method of storing information; 6. makes it possible to adapt monitoring to any general educational program; 7. saves working time and material resources;

Lyubov Parakhina
Pedagogical diagnostics according to the “Childhood” program

Problem pedagogical diagnostics remains one of the urgent tasks of the theory and methodology of educating preschool children.

Pedagogical diagnostics is a mechanism, allowing us to identify the individual characteristics and development prospects of the child.

According to clause 3.2.3 of the Standard, when implementing educational programs preschool education in preschool educational institutions, an assessment of the individual development of preschool children can be carried out within the framework of pedagogical diagnostics(monitoring).

Target diagnostics: study of a preschool child to understand his individuality and assess his development as a subject of cognition, communication and activity.

Structure pedagogical diagnostics:

The first stage is design. Defining goals and methods diagnostics.

The second stage is practical. Carrying out diagnostics. Determination of those responsible, designation of time and duration, methods of recording.

The third stage is analytical. Analysis of the obtained facts.

The fourth stage is data interpretation. This is the main way of understanding the child and forecasting prospects for its development.

The fifth stage is goal-forming. Involves identifying current educational objectives for each child and for the group as a whole.

Diagnostics carried out in all age groups 2 times a day year: at the beginning and end of the year.

Pedagogical diagnostics child's achievements program« Childhood»

aimed at studying:

The child’s activity skills;

Interests, preferences, inclinations of the child;

Personal characteristics of the child;

Behavioral manifestations of the child;

Features of the child’s interaction with peers;

Features of child interaction with adults.

Diagnostics according to the program« Childhood» It is recommended to follow the manual by N.V. Vereshchagina. « Diagnostics of the pedagogical process» .

The manual is developed for each age group and contains structured tables diagnostic material aimed at assessing quality pedagogical process of preschool educational organization of any orientation.

For children of all age groups, five tables have been developed in accordance with educational regions: cognitive development, speech development, artistic and aesthetic development, social and communicative development, physical development.

Conduct table data pedagogical diagnostics developed taking into account the Federal State Educational Standard for Educational Education and an individual approach to students.

The technology for working with tables is simple and includes 2 stage:

1) Points from 1 to 5 are given next to each surname and first name of each child. Then the final indicator for each child is calculated.

2) When all the children have passed diagnostics the final indicator for the group is calculated.

This monitoring system allows you to quickly find inaccuracies in the construction pedagogical process in the group and identify children with developmental problems.

Basic diagnostic methods:

Observation;

Problematic (diagnostic situation) ;

Product Analysis children's activities.

Forms of conducting pedagogical diagnostics:

Individual;

Subgroup

Group.

The main disadvantage of carrying out diagnostics for this manual is the lack of detailed tools. Every teacher independently selects methods for each educational area.

Publications on the topic:

Features of project-based comprehensive thematic planning of the educational process under the “Childhood” program The complex - thematic nature of planning involves a comprehensive solution of pedagogical problems from different educational areas.

Daily planning of educational work in the middle group according to the “Childhood” program Daily planning of educational work in the middle group according to the program "Childhood" Daily planning of educational work in.

Pedagogical diagnostics to identify the level of formation of the perception of fiction Task No. 1. Identify the ability to determine the genre of a work: fairy tale, story, poem. Game “Help Dunno” Dunno can’t figure it out.

Comprehensive thematic planning in the First Junior Group according to the Childhood program 3rd week of February “Visiting Moidodyr” Tasks for the week.. Formation of self-care and personal hygiene skills that promote...

Educational situation as the main form of planning for the “Childhood” program EDUCATIONAL SITUATION AS THE BASIC UNIT OF PLANNING FOR THE “CHILDHOOD” PROGRAM. Y. E. ZEMSKOVA Preschool childhood is bright, unique.

Pedagogical diagnostics I bring to your attention a method for preparing pedagogical diagnostics in a preschool educational institution using the example of a junior group. For each educational field.