Preschool education, monitoring: requirements, program and functions

Legislation in the field of preschool education and monitoring

In 2013, the Law “On Education” was adopted. The document emphasized the obligation to conduct monitoring and place the obtained data in the public domain. A definition of the procedure itself is given: systematic monitoring of the education sector according to developed criteria. The assessment parameters included: the dynamics of educational results and the population, learning conditions, educational achievements.

Preschool education also had to join this process. However, the introduction of the federal standard made some adjustments. The procedure for monitoring preschool education according to the Federal State Educational Standard is presented somewhat contradictorily. On the one hand, it is noted that educational targets should not be directly assessed. On the other hand, a procedure for pedagogical monitoring is provided. As a result, the objects of assessment were the educational process and the conditions created by the teaching staff to achieve the requirements of the standard.

Who is monitoring?

Considering the number of monitoring parameters, the circle of individuals and organizations involved in it becomes quite extensive. The law mentions external and internal monitoring. The first is carried out by special organizations for assessing the quality of education, the second is carried out by educational institutions themselves, based on criteria approved at the federal level. Categories of monitoring participants in the institution: director, educators, specialists, educational psychologists, parents.

Levels of monitoring: federal, regional, local. The assessment can be carried out by regional institutions of further professional education. As part of the monitoring of preschool education, the IED (Institute for Educational Development) provides data on the availability of its services to the population. The results of such research are freely available.

Availability and quality of preschool education

Several parameters have been identified by which their level is assessed. This is the state of the kindergarten network, the degree of implementation of preschool education development programs, the coverage of children, the personnel potential of institutions, etc.

Responsibility for conducting the analysis lies with regional executive authorities, but powers are often delegated to subordinate institutions. The IRO monitors preschool education using automated information systems; the data is posted on the institution’s website. The statistics reflect:

• number of preschool educational organizations;
• the total number of preschool children in the region;
• the number of children who received preschool education services (including by age group);
• the number of children not covered by preschool services;
• number of waiting lists;
• the population's need for preschool services;
• information about teachers and other preschool education workers.

Methodological development “Monitoring results in the senior group of preschool educational institutions”

Results of monitoring the educational process at the beginning of the 2020-2021 academic year in the senior group “Watercolors”.

(teachers Vilman L.G., Kiryanova L.V.)

In the senior “Watercolors” group, monitoring of the educational process was carried out in order to identify the levels of mastery of the necessary skills by preschoolers in educational areas. Monitoring was carried out in October. 19 out of 26 people took part in the diagnosis; 7 people did not take part in the diagnostic study.

1 person (Eva Vasyukova) - absence due to illness.

3 people (Kendys Adelina, Dyakonov Viktor, Tagirova Angelina) - absence due to parents.

3 people (Corlesi Lorenzo, Ilyina Veronica, Sorokina Eva) - adaptation period.

Diagram of the results of monitoring the educational process at the beginning of the 2020-2021 academic year in the senior group “Watercolors”.

Conclusion:
analysis of diagnostic results at the beginning of the school year shows the dynamics of children’s development in all types of activities.
Basically, the indicators for the implementation of the educational program of preschool education are within the limits of high and average levels of development. This means that it is necessary to outline a plan for the future prospects and development of each child:

1. Continue to carry out targeted work to improve the quality of mastering program material in all educational areas during the academic year.

2. Throughout the year, continue to develop children’s speech and communication skills in organized educational activities and in individual work with children based on an integrated approach.

3. Lead individual routes for mastering program material in problem areas.

4. Together with parents and the music director, eliminate gaps in the educational activities of children.

5. Involve an educational psychologist in joint work.

6. Continue to conduct individual work with parents.

Social and communicative development:

The majority of students showed average and high results. Children at this level have an idea of ​​“what is good and what is bad.” They strive to comply with the norms and rules of behavior in public places, in communication with adults and peers, and in nature. Understand the importance of moral behavior. They can give a moral assessment of their own and others’ actions and actions. They are becoming more and more interested in social problems and discussing them. Ask appropriate questions. They use expanded speech in communication. They show a need for cooperation with other children, they know how to negotiate, but sometimes they resort to the help of a teacher. Children with an average level determine their behavior by the rules of everyday life, acting in familiar situations. Moral norms are formed too generally or too specifically. They may violate them in a real situation, but they react positively to the teacher’s comments. They know and follow the rules of communication culture in joint activities with adults and peers, they can violate them, and sometimes need a reminder from an adult. They strive to express their proposals, but they may be unrealistic. In difficult situations they ask for help, but avoid solving the problem, needing the guidance of a teacher. They have a general understanding of emotions and feelings and find it difficult to explain the reasons for their occurrence on their own. In the game, they are aware of the need to follow the rules and follow them, but they need the help of an adult and can break them if their own preferences and interests prevail.

A low level of PLL was shown by 4 people, which amounted to 22%.

These are, first of all, children who know how to design a game using a variety of materials (attributes, improvised material).
They are often organizers of the game, capable of accepting a problematic game situation, changing their own role behavior, and showing respect for peers and adults. They partially see their mistakes and correct them with the help of an adult.
The supposed reason for such a quality of assimilation of program material by children in this section: age and individual characteristics of children. Recommendations:

continue working with children through the use of didactic games on the problem; interest children through play situations and reading books with problem situations. Use didactic games more often when working with children. It is necessary to pay attention to enriching the plot of games, strengthening the ability to conduct role-playing dialogues, accept game tasks, and communicate with adults and peers. Conduct individual conversations with parents, involve a teacher-psychologist in the work.

Cognitive development:
10 pupils have a high level, which is 52%.
This is a fairly high result. They show a variety of cognitive interests and, when perceiving something new, try to understand the essence of what is happening. Systematically apply independently acquired knowledge and methods of activity to solve new problems. Determine and compare the properties of objects and materials from which familiar and unfamiliar objects are made. Classify objects according to their properties, qualities and purpose. They demonstrate exploratory behavior and systematically strive to independently acquire new knowledge about a subject of interest. They know their first and last name, residential address, first and last names of their parents, and their professions. They know the capital of Russia and can name some of the sights of their hometown.

with an average level of development – ​​4 people ( 21%)

.
The main percentage of pupils has an average level of development.
Children at this level take an interested part in experimentation organized by adults. They strive to experiment on their own, but need the help of an adult. The speech reflects the progress and results of the experimentation and asks questions. Experience difficulties in applying knowledge and methods of activity. The game content is not varied enough. They have separate ideas about their life activities. They express their needs in individual words, gestures, and postures. With the help of an adult, they reflect on their practical experience. They know their first and last name, residential address, and parents’ names. Sometimes they find it difficult to name the last name and profession of their parents. They know the capital of Russia and can name some of the sights of their hometown. A low level of learning skills was shown by 5 pupils (27%). These children

distinguish a circle, square, triangle, rectangle, oval, but do not know how to compare objects based on characteristics; they know the days of the week in the correct sequence, but make mistakes in the sequence of months.

Recommendations

: conduct individual work with children using didactic games. It is necessary to pay attention to the formation of a holistic picture of the world, sensory standards and elementary mathematical concepts, the development of constructive skills, as well as to use experimentation activities in the work, which contributes to the formation of cognitive interest in children, develops observation and mental activity. In the activity of experimentation, the child acts as a kind of researcher, independently influencing in various ways the objects and phenomena around him in order to more fully understand and master them. We also recommend that parents do not miss preschool education without a good reason.

Speech development: Average level 4 people (21%).

Children with an average level have some skills in this area, show interest in speech development, namely: maintain a conversation, express their point of view, agreement/disagreement, use all parts of speech. They select an adjective for a noun, know how to select a synonym, and determine the place of a sound in a word. They dramatize a short fairy tale, read a poem in roles, examine and analyze illustrations of children's books, show interest in them, and with the help of an adult, retell short literary works.

Pupils with a high level (12 people-63%)

making their first attempts at reading. Children at this level use words denoting all parts of speech, their lexical means are varied, they use synonyms and antonyms. When telling a story through a series of pictures, all parts are connected into a single whole, the composition of the stories is consistent, and literary works are retold relatively accurately. Sounds are pronounced clearly and speech is clear. They understand what they read well and answer questions about the content in detail. Retold individually and collectively. They have preferences in literary works and name certain writers. They can tell a short fairy tale expressively, coherently and consistently, and can learn a short poem. They dramatize short fairy tales and read a poem based on roles. They highlight the first sound in a word, compare words by duration, and select words with a given sound.

Children with low (16%)

experience difficulties in all tested parameters; due to limited speech contacts, social and communicative qualities are not sufficiently developed, and they are unwilling to obey general rules.

Recommendations

: It is necessary to continue to pay serious attention to the development of speech and communication skills of children through individual work and organized activities. Teach children to listen carefully to literary works, use nouns with a general meaning in speech (vegetables, fruits, animals, etc., expand knowledge about literary genres, memorize poems, proverbs, sayings). Conduct individual work with parents, recommend joint work with an educational psychologist.

Artistic and aesthetic development:
A high level in this area has not been identified.
Children with an average level of proficiency (68%) are able to create images of various objects and toys, combining them into a collective composition;
Carefully paste images of objects consisting of several parts, paint over the image without going beyond the outline. They are not always able to design according to their own plans. Sometimes they resort to the help of an adult. Able to use simple schematic diagrams for simple tasks. The scissors are held correctly. The same type of cutting techniques are used. Children with a low level (32%)
do not have sufficient skills in arts and crafts, find it difficult to distinguish between genres of musical works, cannot create individual and collective drawings, plot and decorative compositions, using different materials and methods of creation, including based on folk arts and crafts. creativity, hold and use scissors correctly.

Recommendations

: Continue to introduce children to the types of fine arts, more often use different materials and methods of creating images, pay special attention to decorative and applied arts (elements of Dymkovo and Filimonov painting). Learn to use scissors correctly, cut straight, diagonally, cut a circle from a square, smoothly cut and round corners. It is also necessary to continue to work individually with children.

Physical development: In this educational area, the average level of knowledge and skills prevails among students (68%).

They know about important and harmful factors for health, about the importance of morning exercises, hardening, and daily routine for health.
They observe basic rules of personal hygiene, self-care, and neatness, but cannot always dress and undress quickly and neatly, or keep their lockers in order. Children with a low score (32%)
do not know how to throw objects with their right and left hands at vertical and horizontal targets, hit and catch a ball, form a column of three or four, line up, break apart, and perform turns in a column.

Recommendations

: It is also necessary to continue to work individually with children.

Monitoring functions

Research of this kind is carried out to analyze professional activities, making it possible to improve the pedagogical process. Therefore, the requirements for monitoring preschool education highlight a number of functions:

1. Informational. The opportunity to obtain comprehensive information about the quality of the educational process in a particular kindergarten. As a result, participants in educational relations (teachers, governing bodies, parents, representatives of the public) are involved in managing the pedagogical process.
2. Control and diagnostic. Monitoring is primarily a tool for assessing the quality of training. Allows you to control the degree of compliance of the educational process with the necessary parameters.
3. Reflective. Provides feedback from the educational institution and interested categories of the population. Promotes cooperation between participants in educational relations.
4. Integrative. Allows you to objectively assess the educational situation in the city (district), see the full picture, since the monitoring results are analyzed at the internal and external levels.
5. Prognostic. It makes it possible to determine the vectors for the further development of the kindergarten and make the necessary amendments.

What is monitoring? article on the topic

Consultation for educators

MONITORING IN KINDERGARTEN

What is monitoring?

The concept of “monitoring” as a method of scientific research is widely used in ecology, biology, sociology, economics, and management theory. From an environmental point of view, this is “continuous monitoring of the state of the environment in order to prevent undesirable deviations in the most important parameters,” and from a sociological point of view, this is “the determination of a small number of indicators that reflect the state of the social environment.”

In the preschool education system, “monitoring” is a relatively new concept, and therefore it is necessary to clarify its relationship with the more established ones – “pedagogical diagnostics” and “control”.

Within the framework of control as a type of management activity, the planned and actual state of the controlled object is compared, for example, the achievements of children in the framework of mastering an educational program.

Pedagogical diagnostics is a pedagogical activity aimed at studying the actual state and specific characteristics of the subjects of pedagogical interaction.

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.

What are the characteristics of educational monitoring tools in kindergarten?

Determining the direction of monitoring as the next step involves the development of measurement tools: criteria and methods for conducting diagnostic procedures within the framework of monitoring.

A criterion is understood as a sign on the basis of which something is assessed, determined and qualified; a criterion is a measure of judgment, evaluation.

In monitoring, there is one extremely important requirement for criteria - the criterion must allow measurement. Some criteria have very weak dynamics, and it makes sense to measure them once every few years.

The next step after developing monitoring criteria is to determine methods, the use of which will allow obtaining the required amount of information in the optimal time frame.

Let us consider the characteristics of these methods and the features of their use.

Highly formalized methods include tests, questionnaires, projective techniques and psychophysiological methods. They are characterized by a certain regulation, objectification of the examination or test procedure (exact adherence to instructions, strictly defined methods of presenting stimulus material, non-interference of the researcher in the activities of the subject, etc.), standardization (establishing uniformity in the processing and presentation of the results of diagnostic experiments), and reliability.

Less formalized methods include observation, conversation, and analysis of activity products. These methods provide very valuable information about the child, especially when the subject of study are phenomena that are difficult to objectify (for example, value orientations, the child’s attitude to various phenomena) or are extremely variable in content (dynamics of goals, states, moods, etc. .). It should be borne in mind that poorly formalized methods are very labor-intensive; Only the presence of a high level of culture during observation and conversations with children helps to avoid the influence of random and side factors on the results of an examination or test.

How should monitoring be organized in kindergarten?

The most optimal mode for organizing a monitoring system would be to include 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

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.

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.

Recommendations for conducting basic primary diagnostics.

In order to conduct pedagogical diagnostics, it is necessary to determine its purpose. In accordance with the goal, the criteria are determined by which the diagnostic results will be assessed (ideal result), which must be accurate, unambiguous, and objective.

Next, methods of pedagogical diagnostics are defined. The choice of methods depends on the purpose of diagnosis. At the same time, pedagogical diagnostics does not require complex tools. At its core, this is rapid diagnostics. The method of systematic participant observation should be preferably used.

This material can help the practicing teacher conduct basic primary diagnostics, on the basis of which work with children will be designed. 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.

To carry out basic primary diagnostics you will need:

small tear-off notepad with adhesive backing;

pencil or pen for writing;

a large screen sheet (you can draw a Whatman paper), on which the teacher will record sheets of paper with notes from a notebook;

description of the quality/qualities that will be diagnosed (as an ideal comparative norm);

criteria and indicators by which diagnostics will be carried out.

The screen sheet should be placed in a place in the group where it will not be visible to visitors (parents, preschool employees).

The description of the quality being diagnosed (in our case, an approximate characteristic of development) must be taken from scientific and methodological literature, from the educational program. In this case, the characteristic should reflect what can already be achieved by the child. So, if a diagnosis of the development of children of an older age group is carried out, then for the main primary diagnosis a description of the achievements for a child of middle preschool age is taken.

Primary diagnosis is carried out in September, during the period of adaptation to kindergarten. At this time, both problems and positive aspects in the child’s development appear, so it becomes easier to understand what manifestations and qualities require support, what educational tasks are relevant for each child in the group.

The 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, determine the specifics of development and characteristics interactions of the child with peers and adults.

Observation technology involves the following algorithm of actions, implemented daily during this stage.

Determine the goals and objectives of observation (for example, to identify the features of the child’s development of ways of knowing, to study the child’s behavior in a situation of joint activity, etc.). Determining the topic of observation helps the teacher see what would otherwise go unnoticed.

Identify 3 to 5 children who will be monitored during the day. This must be done, since it is almost impossible to observe all the children in the group. Every day you need to select other children to observe. Within two to three weeks of diagnosis, almost all children will come to the attention of the teacher.

Select observation situations when it is most appropriate to observe the child’s manifestations in accordance with the goal, so as not to disrupt the natural flow of the educational process.

Choose a method for recording the observation results (recording in a notebook, on forms and technological maps, on a tape recorder, video camera, etc.). When conducting observations, it is important to record information objectively, factually, without interpreting the fact. Compare, for example, two entries: “Seryozha tried to take the machine that Oleg was playing with at that moment” and “Seryozha started a fight with Oleg to take the machine.” In the second option, the child’s assessment is clearly visible, and not a positive one. This overly emotional attitude can reduce the objectivity of the conclusions.

When conducting diagnostics, you should rely on the following principles.

Pedagogical diagnostics is aimed at helping the child in the educational process. The diagnostic results should not receive an emotional or ethical connotation in the teacher’s opinion about the child (“This is bad, but this is good”). Diagnostic results should be treated as confidential information. It is not up to them to properly organize educational work, to understand how and how to help children.

Pedagogical diagnostics are carried out in a familiar environment for the child. During free play, during routine moments, on a walk or in class, the teacher observes the behavior of interest or boredom, joy or sadness, pays attention to the child’s achievements, etc. The teacher records the results of his observations on recording sheets and attaches them to the diagnostic screen. It is better to do this unnoticed by children. You can also use various schemes and forms of observation.

The teacher’s idea of ​​the child’s development is made up of many private assessments, so observation should be carried out for at least two weeks. In addition to his own observation, the teacher can obtain information about the child from conversations with parents and kindergarten staff.

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

The second stage - clarifying diagnosis - is based on additional methods: analysis of children's activity products, 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.

The third stage - the final diagnosis - consists not only of summarizing the data obtained as a result of preliminary and clarifying diagnoses, but also of 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 experimental 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 of the joint discussion will be a completed diagnostic card

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

Basic principles

Like any standardized system, monitoring the quality of preschool education is built according to certain rules.

Key monitoring principles:

• the presence of a number of regulatory rules and social demands (legislative framework, scientific research, requirements of student parents, ideas of teachers);
• specificity of the objectives (on their basis the entire process is built and the results are evaluated);
• repeatability (analysis for specific positions at a clearly defined time);
• the number of diagnostics should be sufficient to create a complete picture of the educational process, but not excessive;
• predictability (information obtained during monitoring allows one to assess the prospects for further work);
• During monitoring, teachers act in a coordinated manner, based on common criteria;
• collegiality in analyzing the results (at least two experts).

Monitoring of Federal State Educational Standards

Monitoring of the Federal State Educational Standard of Preschool Education is an intraregional invariant periodic procedure for assessing the quality of preschool education, carried out annually in the form of collecting information through the module “Monitoring of the Federal State Educational Standard of Preschool Education” of the information system for monitoring the quality of the conditions for the implementation of basic and adapted programs in accordance with the requirements of the Federal State Educational Standard of general education in educational organizations of the Chelyabinsk region ( hereinafter referred to as “Monitoring of the Federal State Educational Standard” IS “Monitoring of the Federal State Educational Standard”).

The purpose of the functioning of the module “Monitoring Federal State Educational Standards of Preschool Education” of the IS “Monitoring Federal State Educational Standards” is information and technological support for assessing the quality of compliance with the requirements of the federal state educational standard for preschool education and other regulatory requirements for the quality of preschool education in educational organizations of the Chelyabinsk region operating under educational programs of preschool education, as well as assessing the activities of local government bodies exercising management in the field of education regarding the powers of preschool education.

Based on the results of monitoring the quality of preschool education, based on the received annual automated reports in the education system of the Chelyabinsk region, objective information is generated and accumulated on the state and dynamics of the quality of preschool education for all studied assessment objects:

1. Assessment of the quality of educational programs for preschool education, including adapted ones.
2. Assessment of the quality of the content of educational activities in a preschool educational organization.
3. Assessment of the quality of educational conditions in a preschool educational organization.
4. Assessing the quality of interaction with families in a preschool educational organization.
5. Assessment of the quality of health, safety and quality of supervision and care services in a preschool educational organization.
6. Assessment of the quality of management of a preschool educational organization.

The information obtained during monitoring the quality of preschool education is necessary and sufficient for analysis and making effective management decisions within the framework of the regional (municipal, institutional) system for assessing the quality of preschool education.

"Regulations"

• Order of the Ministry of Education and Science of the Chelyabinsk Region dated May 25, 2021 No. 01/1498 “On approval of the methodology for monitoring the quality of preschool education in the education system of the Chelyabinsk Region”
• Order of the Ministry of Education and Science of the Chelyabinsk Region dated June 17, 2021 No. 01/1654 “On monitoring the quality of preschool education in preschool educational organizations of the Chelyabinsk Region in 2021”
• Order of the Ministry of Education and Science of the Chelyabinsk Region dated June 15, 2021 No. 01/1641 “On the commissioning of the module “Monitoring Federal State Educational Standards of Preschool Education” of the information system “Monitoring Federal State Educational Standards”

"Methodological materials"

• Instructions for working in the module “Monitoring Federal State Educational Standards of Additional Education” of the information system “Monitoring Federal State Educational Standards”

What exactly is being assessed?

The main task of monitoring is to improve the quality of preschool education and further development. The work of a kindergarten includes a number of areas, so the assessment system is multifaceted. Monitoring the preschool education system primarily includes analysis of:

• process of education and development;
• the conditions under which this process occurs;
• final educational results.

There are also several additional areas of assessment:

1. Monitoring of the management system (meeting the needs for educational services, range of forms of preschool education, technical equipment of premises, safety, social partnership).
2. Analysis of interaction between kindergarten and family.
3. Monitoring of personnel work (improving professional qualifications, introducing new pedagogical technologies).
4. Evaluation of additional paid services.

Methodological work based on diagnostics

To optimize the management of preschool educational institutions, it is necessary to increase the efficiency of methodological work with teachers. When this type of work is based on diagnostics, it becomes possible to optimize the pedagogical process, since such a basis involves a detailed study of the needs of both children and parents, the capabilities of each teacher and the entire team, and this makes it possible to determine the most effective set of forms, techniques and methods of methodological work, which improve pedagogical skills, professional qualifications, and stimulate the creativity of teachers.

A low level of quality of education may have several reasons: shortcomings in the training of educators, lack of interaction with parents, an outdated education program, methods and technologies for working with children, or an unsystematic set of innovations, etc. Main direction

methodological work is to identify these reasons, provide consultations and specific recommendations to educators, and develop a plan for the implementation of improving the quality of educational services of preschool educational institutions.

When studying the pedagogical activity of a teacher, it is necessary to evaluate his ability to organize and conduct various types of children’s activities (work, play, art and theater), the ability to develop speech, qualities and skills for communicating with preschoolers.

Advanced training

educators are provided with information about scientific and theoretical knowledge. The educator must understand that the teacher’s diagnosis is a theoretical foundation for the implementation of practical activities. Diagnosis of the development of preschoolers should be subject to correction by the methodologist, and the teacher should have an idea of ​​\u200b\u200bthe diagnosis of the pedagogical process. The creativity and freedom of educators should be both encouraged and corrected.

Modern educators must master methods of psychological and pedagogical diagnostics of development, studying the pedagogical culture of parents, self-diagnosis of their professional and psychological activities; skills to assess the conditions in which preschoolers live.

Quality of the educational process

Quality assessment primarily means monitoring the main educational programs of preschool education, their content and the dynamics of students’ mastery. The standard defines 5 main areas of child development (artistic and aesthetic, physical, communicative, cognitive, speech). During the monitoring, the forms and techniques used by teachers in each area, the achievements and problems of children are analyzed. The conclusions drawn are taken into account when planning further development work.

Monitoring of the educational process is carried out by educators and specialist teachers (each assesses the success of children’s mastery of their section of the program). The frequency of analysis is determined by the work plan: at the beginning and at the end of studying a topic or implementing a project. Methods are selected based on the main tasks (diagnostic situations in the form of a game, compiling a portfolio of the child’s work, etc.). If problems are identified, a correction plan is drawn up.

Monitoring the educational process in preschool educational institutions

The development of a child in the preschool period is a complex and multifaceted process. Every day a child discovers new boundaries of the world around him. A huge thirst for knowledge makes a child interested in everything and take an active part in everything, passing through himself - to give his assessment of what he understands, to invent, to create, and most importantly to develop further, rising every day to a new stage of development.

Monitoring is a derived form of the Latin monitor, meaning the implementation of an action that is aimed at implementing functions such as observation, control and warning.

Monitoring is defined as a specially organized, systematic observation of the state of objects, phenomena, processes using a relatively stable limited number of standardized indicators that reflect priority causal dependence for the purpose of assessment, control, forecast, and prevention of undesirable development trends. Monitoring includes the collection of information carried out according to a standard set of indicators using standard procedures, and the output provides an assessment of situations and the state of objects, also in a standard form.

The main goal of monitoring is to study the process of children achieving the planned final results of mastering the basic general education program of preschool education on the basis of identifying the dynamics of the formation of integrative qualities in students, which they should acquire as a result of its mastery by the age of 7.

Academician A.G. Asmolov writes: “One of the most important factors determining the motivated activities of adults (parents and teachers) aimed at the development of the child are target norms that define expectations in the field of child development. At the same time, the child should be considered not as an “object” of observation, but as a developing personality, the development of which can be beneficially influenced by an adult in accordance with consciously set goals. Thus, the prerequisites for a humanistic approach must be laid down initially - through a generalized image of the child’s personality, set by an adequate system of developmental norms. The activities of children in given educational conditions should give teachers and parents the opportunity to directly, through ordinary observation, obtain an idea of ​​their development in relation to the psychological and pedagogical normative picture.”

The Law “On Education” (dated December 29, 2012 N 273-FZ (as amended on July 13, 2015)) introduced a rule prohibiting any form of certification of preschool children. But with the help of monitoring and other studies at different stages, it is possible to record the level of development of the child, so that teachers of preschool institutions and parents understand how to work with them further.

The Standard for Preschool Education (“On approval of the federal state educational standard for preschool education” dated October 17, 2013 No. 1155) deals only with personal results. In this regard, monitoring the dynamics of a child’s development is allowed, but it is not needed for assessment in itself, but to identify the ways in which a teacher can help a child develop, discover some abilities, and overcome problems.

The system for monitoring children’s achievement of planned results, children’s mastery of the basic general education program of a preschool educational institution, provides an integrated approach to assessing the final and intermediate results of mastering the Program, and makes it possible to assess the dynamics of children’s achievements.

Monitoring of the achievement of planned intermediate results in children's mastery of the basic general education program of preschool educational institutions is carried out, as a rule, twice a year (August - May). It provides the opportunity to assess the dynamics of children's achievements, and is characterized by a balance of methods that prevent overwork of students and do not disrupt the course of the educational process.

During the monitoring process, the physical, intellectual and personal qualities of the child are examined through observations of the child, conversations, and expert assessments.

Based on the results of monitoring, a map of an individual educational route is drawn up for each student, which defines the goals and objectives of educational work on the formation of those integrative personality qualities, as well as skills and abilities in those sections of the main educational program of the preschool educational institution for which the lowest indicators were identified. For example, in accordance with low indicators for the integrative quality “Mastered methods of communication and ways of interacting with adults and peers,” and also depending on the child’s behavior, the following is indicated: “It is difficult to change the style of communication with adults and peers depending on the situation, reacts aggressively when conflicts that arise, does not know how to negotiate with peers, has a negative attitude towards an adult’s comments,” etc.

Monitoring methods are varied:

— Observation

— Examination of children

— Analysis of children's activity products and special pedagogical tests organized by the teacher

— Collection of information in the Data Bank about kindergarten teachers

— Questioning parents

Monitoring of child development includes assessment of the child’s physical development, his state of health, as well as the development of general abilities: cognitive, communicative and regulatory.

Diagnosis of cognitive abilities includes diagnosis of perceptual development, intellectual development and creative abilities of children.

Diagnosis of communication abilities involves identifying the child’s ability to understand the states and statements of another person in the observed situation, as well as express his attitude to what is happening in verbal and non-verbal form. Particular attention is paid to diagnosing the construction of a child’s statement and diagnosing interpersonal relationships within the group.

Diagnosis of regulatory abilities includes diagnosis of the emotional and voluntary regulation of a child’s behavior, in particular the ability to act, plan complex actions, as well as distribute roles and negotiate with activity partners.

During the school year, it is important to carry out individual work with children, replenish the educational and methodological base of the preschool educational institution, replenish the subject-development environment in the group, conduct hardening activities, and also actively work with parents.

Thanks to all this, the level of children’s mastery of the program by the end of the year increases.

To increase the level of children’s mastery of the program to familiarize themselves with the world around them, it is necessary to use conversations, visual aids, didactic games, for example: “Collect plants”, “Seasons”, “Professions”, “Wild - domestic animals”, “Mushrooms, berries” ", etc. Board and printed games, for example, such as "Professions" (lotto), "Animal World" (lotto), "Transport" (lotto), etc.

In artistic creativity, visual aids, toys, and coloring books should be widely used.

In terms of social and personal development, throughout the year it is necessary to use conversations in work with children, for example, such as: “Home alone”, “The street is full of surprises”, “Be careful, the road”, “Who is your friend”, “Old age must be respected”, etc. Widely use outdoor games in work, such as: “Tram”, “Find your color”, “Sparrows and a car”, “Colored cars”, “Pick up a sign”, “Talking signs”, etc.

After monitoring the quality of mastering the basic general education program of preschool education, the results are discussed at the pedagogical council. The Pedagogical Council forms a list of children who have shown low results in mastering the basic general education program of preschool education and who need an individual educational trajectory.

Educators, together with specialized specialists, develop an individual educational route (content component), then the developed method of its implementation (technology for organizing the educational process) is recorded in the calendar plan.

Teachers of a preschool educational institution are developing a form for an individual educational route.

The main goal of creating an individual educational route: creating conditions in kindergarten that promote the positive socialization of preschoolers, their social and personal development, which is inextricably linked with the general processes of intellectual, emotional, aesthetic, physical and other types of development of the child’s personality.

The educational route includes the main directions:

— organization of movement (development of general and fine motor skills);

— development of skills (cultural-hygienic and communicative-social);

- formation of activities (manipulative, sensory-perceptual, objective-practical, playful, productive types - modeling, appliqué, drawing);

— development of speech (formation of the sensory basis of speech, sensorimotor formation of ideas about the environment (the objective world and social relations);

— mechanism, speech functions;

- formation of ideas about space, time and quantity.

A modern specialist in almost any field of activity must be able to design and create at least simple databases. This will help automate and speed up the process of solving many routine tasks. A mandatory requirement for building a monitoring system in a preschool educational institution is the use of only those methods, the use of which allows you to obtain the required amount of information in the optimal time frame. The content of monitoring should be closely related to educational programs for teaching and raising children. The frequency of monitoring is established by the educational institution and should ensure the ability to assess the dynamics of children’s achievements, balance the methods, not lead to overwork of students and not disrupt the course of the educational process. A mandatory requirement for building a monitoring system is a combination of low-formalized (observation, conversation, expert assessment, etc.) and highly formalized (tests, samples, instrumental methods, etc.) methods, ensuring the objectivity and accuracy of the data obtained.

Literature:

1. Davydov, V.V. The problem of developmental training / V.V. Davydov. - M.: Pedagogy, 2012. - 320 p.

2. Malofeev N. N. From the history of integrated education: how it all began // Inclusive education: problems, searches, solutions: materials of the international. scientific-practical Conf., Sept. 2011/rep. ed. E. I. Mikhailova, Doctor of Pedagogical Sciences: editorial board: A. A. Grigorieva, Doctor of Pedagogical Sciences, etc.]. - Yakutsk: Offset, 2011. - 276 p. - With. 31.

3. Pildes, M. B. System of work of an educational institution in the context of modernization of education: educational program of the school / M. B. Pildes, E. D. Tenyutina. - Volgograd: Teacher, 2010. - 211 p.

4. Order of the Ministry of Education and Science of the Russian Federation (Ministry of Education and Science of Russia) dated October 17, 2013 N 1155 Moscow “On approval of the federal state educational standard for preschool education.”

5. Sokolkov, E. A. Problem-based modular training: textbook / E. A. Sokolkov. - Moscow: University textbook, 2012. - 390 p.

6. Federal Law of December 29, 2012 N 273-FZ (as amended on July 13, 2015) “On Education in the Russian Federation” (as amended and supplemented, entered into force on July 24, 2015).

7. Khutorskoy, A.V. Pedagogical innovation: a textbook for university students studying pedagogical specialties / A.V. Khutorskoy. — 2nd ed., erased. - Moscow: Academy, 2010. - 252 p.

Monitoring of psychological and pedagogical conditions

The success of mastering the basic program largely depends on the atmosphere in which the child finds himself upon entering kindergarten. The standard specifies diagnostic and monitoring criteria in preschool education regarding the conditions for organizing the learning and development process.

The staffing conditions of a preschool institution are assessed by the deputy head or methodologist. Their task is to collect information about specialists, educators, and other employees using the form of account cards and portfolios.

Psychological and pedagogical conditions are analyzed by the administration and teachers of the kindergarten. The emotional atmosphere in groups and the level of professional competence of employees are assessed. For this purpose, methodologists use methods of operational control, educators use mutual assessment, self-analysis, conversations with children, and questioning of parents.

Monitoring system in DOU article on the topic

MONITORING SYSTEM IN DOW

Due to the fact that the priority direction of the new educational standards is the implementation of the developmental potential of general secondary education, the urgent task of preschool education is to ensure the development of integrative qualities as the basis for universal educational activities, along with the traditional presentation of the subject content of specific disciplines. The most important task of the modern preschool education system is the formation of integrative qualities that provide children with the further successful development of learning skills, the ability for self-development and self-improvement. All this is achieved through the conscious, active appropriation of social experience by children. At the same time, knowledge, abilities and skills (KUNs) are considered as derivatives of the corresponding types of purposeful actions, i.e. they are formed, applied and stored in close connection with the active actions of the children themselves.

The system for monitoring children’s achievement of the planned results of mastering the approximate basic general education program of preschool education (hereinafter referred to as GEP) is designed to provide an integrated approach to assessing the results of mastering this program and the dynamics of children’s development.

The pedagogical process of a modern kindergarten should be focused on ensuring the development of each child, preserving his uniqueness and identity, and creating opportunities for the development of abilities. Therefore, the key to effective design of the pedagogical process is that the teacher has information about the capabilities, interests and problems of each child.

Thus, in the “Federal state requirements for the structure of the basic general education program of preschool education” (approved by order of the Ministry of Education and Science of the Russian Federation on November 23, 2009 No. 655) in the section “System for monitoring the achievement of children’s planned results in mastering the Program” it is indicated that the monitoring system should provide an integrated approach to assessing the final and intermediate results of mastering the program, allow for an assessment of the dynamics of children’s achievement and include a description of the object, forms, frequency and content of monitoring.” It is also stated here that the frequency of monitoring is established by the educational institution and should provide the opportunity to assess the dynamics of children’s achievements, balance the methods, not lead to overwork of students and not disrupt the course of the pedagogical process.

What is MONITORING?

Monitoring is a system for collecting, processing, storing and distributing information about the state of the educational system or its individual elements, which makes it possible to effectively predict the ways of its further development and self-improvement.

(Monitoring is the systematic collection and processing of information that can be used to improve decision-making, and also, indirectly, to inform the public or directly as a feedback tool for the purposes of project implementation, program evaluation or policy development.)

Monitoring is specially organized, targeted observation, constant monitoring and diagnosis of a condition based on existing sources of information, as well as specially organized research and measurements.

Monitoring is a continuous process of observing and recording the parameters of an object in comparison with specified criteria.)

The basis for organizing a monitoring system in a preschool educational institution is the following documents:

1. Order of the Ministry of Education and Science of the Russian Federation dated November 23, 2009. No. 655 “On approval and implementation of federal state requirements for the structure of the basic general education program of preschool education”);

2. Letter of the Ministry of Education and Science of the Russian Federation to the executive authorities of the constituent entities of the Russian Federation exercising management in the field of education “On the development of the basic general education program for preschool education” dated October 21, 2010 No. 03-248 (methodological recommendations).

3. Basic general education program (BEC) of the institution.

The main task of monitoring is to determine the degree to which the child has mastered the educational program and the impact of the educational process organized in a preschool institution on the child’s development.

Monitoring should comply with the following principles:

• Scientific (taking into account the patterns of child development, using scientifically based methods and forms of monitoring)
• Continuity and cyclicality (constant assessment of children’s achievement of the planned results of mastering the educational program, frequency of implementation)

• Humanization (respect for the child’s personality, his interests, rights)
• Collegiality (involvement in conducting and discussing the results of monitoring of all teachers and other preschool specialists)

I agree with paragraph 2 of Article 32 of the Law of the Russian Federation “On Education”: a preschool educational institution is responsible for the implementation of educational programs and for the quality of education of its graduates. The content and set of monitoring methods is determined by the type of preschool educational institution, and therefore by the presence (or absence) of certain specialists on the institution’s staff.

The monitoring involves:

- educators working with this group of children; musical director

— preschool educational institution specialists (teacher-psychologist, teacher-speech therapist)

- medical worker (senior nurse)

Child development monitoring is carried out twice a year:

- October

- April

In the process of monitoring, the physical, intellectual and personal qualities of the child, the degree of mastery of the educational program by the child, his educational achievements, the degree of readiness of the child for school education are examined through a combination of low formalized and highly formalized methods that ensure the objectivity and sufficiency of the data obtained.

Monitoring methods: Low formalized methods (used by educators):

• Observation is a descriptive psychological research method consisting of a purposeful and organized perception and recording of the behavior of the object being studied (it makes it possible to see the overall picture of the emotional and psychological climate in the group, to determine the level of general development and mastery by children of certain types of activities (play, child labor and self-service, fine arts) and constructive activities, etc.), identify the behavioral characteristics of each child, the characteristics of interaction with peers and adults)
• Conversation is a question-and-answer method of organizing and implementing the process
• Expert assessment is a set of procedures aimed at obtaining information from specialists, analyzing and summarizing it in order to prepare and select rational decisions (Examination of children using special methods (assignments, home games, tasks, etc.), allowing to identify the child’s social status in the peer group , emotional well-being in the family, features of speech and intellectual or physical development, creativity and creative potential, emotional responsiveness, cognitive activity, etc. These methods are carried out selectively if observation has not made it possible to study the manifestation of any quality)
• Questioning parents, etc.

Highly formalized methods (used by preschool education specialists):

• Criterion-oriented non-test methods (intended to determine the level of individual achievements)
• Criteria-Based Testing
• Screening tests (a simple diagnostic test used to study a large number of respondents in order to identify individuals with a high probability of having a certain quality)
• Special pedagogical tests (various techniques, tests, other diagnostic methods)

Organization of monitoring in kindergarten

Organization of monitoring involves tracking intermediate and final results of program development.

The developed integrative qualities of a child are the final result of mastering the basic general education program of preschool education. Throughout preschool childhood, their changes occur, which reflect the age and individual characteristics of children and their compliance with the teacher’s activities in implementing the educational goals of the Program.

In each period of preschool age, the emerging integrative quality as a set of signs and properties has its own specifics. Throughout the entire period of development of the Program (from 3 to 7 years), its individual components are formed - intermediate results.

Intermediate results.

Monitoring of intermediate results of program development is carried out at the end of each psychological age, and based on its results, conclusions can be drawn about the success of solving program educational tasks.

At the beginning of the school year, the main primary diagnosis is carried out: 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 educator, in collaboration with a psychologist and specialist teachers, identifies problem areas that interfere with the child’s personal development, and also highlights his achievements and individual manifestations that require pedagogical support, determines work tasks and designs the child’s educational route for the year.

Intermediate diagnostics may not be carried out with all children in the group, but selectively - only with those who exhibit significant developmental problems. Both 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 and other specialists, if necessary, can make adjustments to the pedagogical process.

At the end of the school year, 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 example, for the older group, a characteristic of the achievements of a 6-year-old child).

Recommendations for basic primary diagnostics

In order to conduct pedagogical diagnostics, it is necessary to determine its purpose. In accordance with the goal, the criteria are determined by which the diagnostic results will be assessed, which must be accurate, unambiguous, and objective.

Pedagogical diagnostics does not require complex tools. At its core, this is express diagnostics. The method of systematic participant observation, supplemented by a number of other methods, should be used predominantly.

The description of the diagnosed quality must be taken from scientific and methodological literature, from the educational program. In this case, the characteristic should reflect what can already be achieved by the child. So, if a diagnosis of the development of children of an older age group is carried out, then for the main primary diagnosis a description of the achievements for a child of middle preschool age is taken. It should be remembered that the ideal norm is only a guideline in educational work. It helps to determine the direction of the child’s development, highlight his achievements or possible problems. It is not used to differentiate children into groups of low or high levels of development.

The surveillance technology involves the following algorithm of actions, implemented daily during this stage:

1. Determine the goals and objectives of observation (for example, to identify the features of the child’s mastery of ways of knowing, to study the child’s behavior in a situation of joint activity, etc.). Determining the topic of observation helps the teacher see what would otherwise remain invisible.
2. Identify 3 – 5 children who will be monitored during the day, since it is practically impossible to monitor all the children in the group. Every day you need to select other children to observe.
3. Choose observation situations so as not to disrupt the natural flow of the educational process.
4. Choose a method for recording the observation results (recording in a notebook, on forms, technological maps, etc.).

When conducting diagnostics, you should rely on the following principles:

1. The diagnostic results should not receive an emotional or ethical connotation in the teacher’s opinion about the child (“This is bad, but this is good”).
2. Diagnostic results should be treated as confidential information.
3. Pedagogical diagnostics are carried out in a familiar environment for the child. During free play, during routine moments, on a walk or in class, the teacher observes the children’s behavior and their communication with each other, notes the child’s state of interest or boredom, joy or sadness, pays attention to the child’s achievements, etc. It is better to do this unnoticed by children.
4. In addition to his own observation, the teacher can obtain information about the child from conversations with parents and kindergarten staff. It is important to gather information about communication and cognitive tendencies. It is necessary not only to record any fact, but also to try to understand its reasons (analyze).

When organizing monitoring, L. S. Vygotsky’s position on the leading role of education in child development is taken into account, therefore it includes two components: monitoring the educational process and monitoring child development.

— Monitoring of the educational process is carried out through tracking the results of mastering the educational program.

— Monitoring of child development is carried out based on an assessment of the development of the child’s integrative qualities.

Monitoring the educational process

Monitoring of the educational process (monitoring of mastery of the educational program) is carried out by teachers working with preschoolers. It is based on an analysis of children’s achievement of intermediate results, which are described in each section of the educational program.

Using educational process monitoring tools, you can assess the degree of progress of a preschooler in the educational program.

Data on the monitoring results are entered into a special child development card as part of the educational program.

Development level assessment:

3 points - High level of development

2 points - Average level of development

1 point - Low level of development

Child development monitoring

Monitoring of child development (monitoring of the development of integrative qualities) is carried out by teachers, a preschool psychologist and a medical worker. The main task of this type of monitoring is to identify the individual developmental characteristics of each child and, if necessary, outline an individual route of educational work to maximize the potential of the child’s personality.

Monitoring of child development includes assessment of the child’s physical development, his state of health, as well as the development of general abilities: cognitive, communicative and regulatory.

Diagnosis of cognitive abilities includes diagnosis of perceptual development, intellectual development and creative abilities of children.

Diagnosis of communication abilities involves identifying the child’s ability to understand the states and statements of another person in the observed situation, as well as express his attitude to what is happening in verbal and non-verbal form. Particular attention is paid to diagnosing the construction of a child’s statement and diagnosing interpersonal relationships within the group.

Diagnosis of regulatory abilities includes diagnosis of the emotional and voluntary regulation of a child’s behavior, in particular, emotional acceptance or rejection of the situation that has developed in a preschool institution, the ability to act, plan complex actions, as well as distribute roles and negotiate with activity partners.

Monitoring of child development is carried out using the observation method, criterion-based diagnostic techniques and test methods.

Development level assessment:

3 points - High level of development,

2 points - Average level of development,

1 point - Low level of development

Based on the methods carried out, an individual development map of the child is drawn up and an individual development trajectory is built.

Assessment of the developmental and material environment

The modern educational process is impossible in the absence of the necessary technical means. During monitoring of preschool education, special attention is paid to this.

The financial capabilities of the institution are assessed by the head. Incoming funds, needs and expenses are taken into account. Monitoring is carried out continuously throughout the year.

Material and technical conditions are analyzed by deputy heads or senior educators. Their compliance with specified standards is assessed, and the need for the purchase of new equipment is identified.

Monitoring of the subject-development environment is carried out by all teaching staff. The features of the developmental environment in groups and the surrounding area are taken into account. Methods: self-control, competitions, mutual control, questioning. Based on the results, analytical reports are compiled.

Pedagogical observation

The standard allows for the assessment of a child's individual development. It is carried out with the help of pedagogical monitoring in preschool education. In this case, the actions of educators are assessed first. Each institution has its own system of pedagogical diagnostics, which makes it possible to build the process of individual support for a preschooler. The frequency is determined by the program. The data obtained is used in the work and is not subject to verification by regulatory authorities.

Using recommended methods, the teacher determines the needs, interests, and preferences of children. This makes it possible to adjust your own pedagogical actions. There are direct observations (by the teacher himself), indirect (by other persons), included (the teacher participates in the action), open (children know about it) and closed.

Presentation “Pedagogical monitoring in a preschool organization”

Petrova Tatyana

Presentation “Pedagogical monitoring in a preschool organization”

Monitoring

• The concept of “ monitoring ”

is a derived form from the Latin monitor and means the implementation of some action aimed at implementing the functions of observation, control, and warning.

• Pedagogical monitoring is a form of organization , collection, storage, processing and dissemination of information about the activities of the pedagogical system , providing monitoring of its condition, as well as making it possible to forecast the development of the pedagogical system .

Educational monitoring

• aimed at studying and assessing children’s mastery of the educational program,

• to assess achievement based on targets of the planned results of the implementation of the educational program,

• to assess educational conditions (in accordance with the Federal State Educational Standard for Education)

.

• The general purpose of monitoring is to assess the quality of the educational process of the kindergarten,

• subject of monitoring – educational conditions, achievements and problems of preschool organizations in achieving educational goals.

• The purpose of monitoring is to improve the quality of preschool education , make the right management decisions and plan, based on the results of monitoring , current tasks for the development of an educational organization in particular and the preschool education system in general .

Monitoring is carried out

• in the form of regular observations by the teacher of children in everyday life and in the process of direct educational activities with them.

• in the form of observation, it is carried out throughout the school year in all age groups.

• The identified indicators of the development of each child are recorded by the teacher .

• It is proposed to carry out monitoring at the beginning (October)

and the end of the academic year
(April - May)
.

Pedagogical diagnostics

• This is an assessment practice aimed at studying the individual characteristics of students, their level of development in a certain direction

•Assessment of children's individual development may consist of analyzing their mastery of the content of educational areas: social-communicative, cognitive, speech, artistic-aesthetic, physical development.

Carrying out pedagogical diagnostics ( monitoring )

The individual development of children is also provided for by the authors of exemplary basic educational programs
for preschool education . In particular, in the program:
“FROM BIRTH TO SCHOOL”
(edited by Veraksa N. E.)
Assessment of the individual development of children

The results are used only for:

• optimization of educational work with a group of preschoolers

• to solve the problems of individualization of education through building an educational trajectory for children experiencing difficulties in the educational process or having special educational needs.

ACCORDING TO FEDERAL LAW OF 12/29/2012 No. 273-FZ “ON EDUCATION IN THE RUSSIAN FEDERATION”

• Parents (legal representatives)

pupils HAVE THE RIGHT to get acquainted with the content of education, the methods of teaching and upbringing used, educational technologies, receive information about all types of planned examinations (psychological,
psychological-pedagogical , give consent or refuse to conduct such examinations or participate in them, receive information about the results of examinations conducted students
Monitoring methods

• Lowly organized

o Observations

o Conversations

o Analysis of children's activity products

(conducted by educators, in a normal setting)

The frequency of monitoring is determined by the educational institution itself and is prescribed in the regulations on internal monitoring , which also defines goals and objectives, directions, tools and methods.

Monitoring form

mainly represents:

• monitoring the child’s activity during various periods of stay in a preschool institution ,

• analysis of children's activity products

• special pedagogical tests organized by the teacher .

Monitoring allows you to evaluate the organization of the educational process in the group and in the kindergarten as a whole.

The results of pedagogical diagnostics are brought to the attention of parents in order to develop a unified general strategy for overcoming the identified problems

Monitoring children's progress in the preschool education program

Achieving educational results is the most delicate point in the assessment system. Monitoring of preschool education in this area determines the level of organization of educational activities, achievements and shortcomings in the work of the teaching staff. Planned and carried out by the head of the kindergarten with the participation of all employees.

In the process, we use proprietary methods or develop our own criteria, assessment tools, and comparative scales. Training of employees in assessment techniques may be required. Duration: 2-4 weeks. Based on the results, diagnostic sheets and analytical reports are prepared and available for study.

Parents' opinion

An important indicator of the quality of the educational process in kindergarten remains the opinion of the families of pupils and their satisfaction with the services provided. Therefore, the traditional form of monitoring preschool education is conducting surveys and questionnaires to assess the position of parents. Their results are used when planning work with families of pupils. In most cases, such surveys are anonymous.

Parents are invited to evaluate the work of the kindergarten according to the following criteria:

• teacher qualification level;
• material equipment of the institution;
• dynamics of child development;
• safety of life and health;
• feedback and forms of interaction between employees and parents;
• availability of gaming materials and equipment;
• equipment of the adjacent area;
• methodological support of the educational process.