Municipal preschool educational institution
« Kindergarten No. 14 "Sunshine", Rtishchevo Saratov region
Analytical report
according to the results
final monitoring
middle group children
for the 2015-2016 academic year.
Prepared by the teacher:
Ivanova Olga Sergeevna
Rtishchevo 2016
In the middle group of MDEI No. 14 "Solnyshko", Rtishchevo, Saratov Region, final monitoring was carried out to solve the following tasks:
Identification of the level of formation of knowledge, skills and abilities in: " Physical development",
"Social and communicative development", "Speech development",
"Artistic and aesthetic development", "Cognitive development", as well as identifying the level of developmentintegrative qualitiesat the time of the study;
Summarizing the results of the study, comparing the results of the final diagnosis with the diagnosis at the beginning of the year;
Tracking the dynamics of children's development;
Identification of children lagging behind in the development of the educational program, as well as the reasons for their poor progress;
Summing up the results of the 2015-2016 academic year.
Used:
the following diagnostic methods:
- surveillance,
- analysis of products of children's activities,
- didactic games,
- individual conversations,
- solution of problematic (diagnostic) situations.
forms of pedagogical diagnostics:
- individual;
- subgroup;
- group.
List composition of the group at the beginning school year was 24 students, at the end of the academic year - 22 students, 21 students took part in the monitoring, which is 95.5% of total number group pupils.
The results of the final monitoring of the development of sections of the program
"Childhood" (educational areas) of the middle group
For the 2015-2016 academic year.
According to the indicators identified during the diagnostic examination, it can be noted that since the beginning of the year, in the process of developmental education, there has been a significant dynamics in the development of children, namely:
An analysis of the mastering of the OO program by children of the middle group allows us to draw the following conclusion:
Top scores:
According to the NGO "Physical Development":
High level - 62%;
Medium - 38%;
Low-0%;
Children began to confidently and actively perform the basic elements of the technique of general developmental exercises, basic movements, follow the rules in outdoor games and control their implementation, independently conduct outdoor games and exercises, began to more confidently navigate in space, perceive the show as a model for independent exercise, evaluate the movements of peers and notice their mistakes.
Children have improved indicators of speed-strength qualities, coordination, general endurance;
a need for motor activity has formed, an interest in the implementation of elementary rules healthy lifestyle life;
skills were formed to independently and correctly perform the processes of washing, washing hands; independently monitor their appearance; behave for
table during meals; dress and undress independently, take care of their
things (things for personal use).
To achieve the highest performance in educational field
"Physical development" it is necessary to organize joint activities and independent motor activities of children to develop skills in throwing, catching, throwing; outline work on the development of a more confident and active implementation of orientation in space.
The same indicators for the NGO "Social and communicative development":
High level - 62%;
Medium - 38%;
Low - 0%.
Children successfully learned:
norms and valuesaccepted in society, including moral and ethical values;
ways of communication and interactiona child with adults and peers during educational and play activities;
learned to establish role-playing relationships, create a game environment using real objects and their substitutes for this, act in a real and imaginary game situation; enrich the themes and types of games, game actions, plots;
become more independent, emotionally responsive;
began to show interest in game experimentation;
more clearly they began to follow the game rules in didactic, mobile, developing games; they formed a willingness to work together with their peers, the experience of game interaction was enriched;
developed a respectful attitude and a sense of belonging to one's family and to
the community of children and adults in the organization;
Positive attitudes towards various types of labor and creativity; the basis of safe behavior in everyday life, society, nature.
It is necessary to continue work on the development of game skills in director's games, on the development of creative skills in inventing and creating plots of director's games with the help of toys and objects for showing to peers. It is also necessary to pay attention to games-experiments with various subjects and materials.
Below are the results for the NGO "Cognitive Development":
high level- 57%;
average - 33%;
low - 9.5%.
Work in the educational field was aimed at developing children's interests, curiosity and cognitive motivation; the formation of cognitive actions, the formation of consciousness; development of imagination and creative activity; the formation of primary ideas about oneself, other people, objects of the surrounding world, about the properties and relations of objects of the surrounding world (shape, color, size, material, quantity, number, part and whole, space and time, movement and
peace, cause and effect), about small homeland and Fatherland, ideas about
socio-cultural values of our people, about domestic traditions and holidays,
about the planet Earth as a common home of people, about the features of its nature, diversity
countries and peoples of the world.
You need to pay attention to:
Development of the ability to establish links between the qualities of an object and its purpose, to identify the simplest dependencies of objects (in shape, size, quantity) and to trace changes in objects according to one or two signs;
develop ideas about your hometown and country;
development of the ability to compare objects by spatial arrangement (left (right), in front (behind ...)), determine the location of an object in a row (second, third);
determine the sequence of events in time (what comes first, what comes next)
from pictures and simple models.
According to the NGO "Artistic and aesthetic development" the following indicators:
High level - 52.3%;
average - 33.3%;
low - 14.5%.
Children developed an interest in handicrafts, illustrations in
children's books, small sculptures, unusual architectural buildings,
description of architectural objects in illustrations for fairy tales.
The skills of artistic and aesthetic perception developed: consistent
examining objects and works, recognizing the depicted objects and phenomena; the ability to see their expressiveness, to correlate with personal experience; highlight their sensory features, visually and tactilely examine toys, attractive objects, small sculptures.
Developed the ability to create an image of individual objects and simple
stories in different activities; in drawing, modeling to depict typical and
some individual features, in the design to convey spatial
structural features of the building.
Developed visual and expressive skills:
The ability to correctly position the image on a sheet of paper, highlight the main thing with color, size, location on the sheet; create distinctly basic shapes, compose an image from several parts, using the rhythm of spots, geometric
elements of a pattern, in modeling - by means of moldings, a pattern in a stack;
children learned to choose the color corresponding to the depicted object;
use a variety of colors; use color as a means of expression
character of the image.
Children have acquired more precise technical skills.
In drawing : the ability to select visual arts when reminded by the teachermaterials and tools, image methods in accordance with the createdway; the ability to confidently draw lines, stripes, rings, arcs; perform hatching;
work with a bristle brush, combine some materials.
In the application : mastering the available methods and techniques of cutting and breaking
applications; from stripes and cut out forms to make images of different objects.
Ability to use scissors correctly, carefully cut and paste parts;
the ability to use non-pictorial materials to create expressive
image.
in modeling : mastering some modeling techniques: pulling from a whole piece; topping; smoothing the surface of molded figures, the junction of parts; rolling plasticine in a circular motion of the hands into balls; rolling with direct movements of the hands into columns, sausages; pressing the middle of the plasticine ball, cylinder with your fingers.
In constructionfrom ready-made geometric shapes: ability to analyze
object, highlight the main parts and details that make up the structure. Creation
variants of familiar structures from ready-made geometric shapes;
from the theme constructordetails of different sizes:
ability to perform simple constructions; mastering methods of replacing forms, giving them stability, strength, using overlaps.
paper construction: mastering generalized methods of folding various crafts; gluing to the main shape of the parts.
Construction from natural material: the ability to see the image in the natural
material, make an image of the parts, use glue to fix the parts,
plasticine.
In order to achieve the best results, it is necessary to pay attention to the development of the ability to compose a new color tone on the palette, to apply one paint to another, to transfer certain details in the works;
on the ability to smear plasticine balls on cardboard, apply plasticine to the borders of the desired contour to create a flat plasticine picture on cardboard (plasticineography).
Reading fiction was aimed at:
Expanding the reading interests of children
getting pleasure from communicating with a book, the desire for a second meeting
with her.
Perception of a literary text
mastering the ability to listen carefully and hear a literary work,
sympathize and empathize with the heroes of the work, imagine
heroes, features of their appearance, some character traits, isolate
the actions of the heroes and give them an elementary assessment, explain the obvious motives
actions, with the help of the teacher to understand the general mood of the work.
Creative activity based on a literary text -
The manifestation of a desire to memorize poetic texts, retell familiar and
re-read fairy tales and stories based on illustrations and without them to other children
and adults, toys. Learn different ways to express your attitude towards
a literary work, its heroes: in a story, drawing, application, modeling; at
retelling and reading by heart the text; in different types of theatrical
activities.
It is necessary to pay attention to the ability to realize the importance of some means of linguistic and intonation expressiveness for conveying the images of heroes, attitudes towards them and events.
The lowest results were obtained for the NGO "Speech Development":
High level - 19%,
average - 61.9%,
low - 19%.
Work in this educational area was directed to the possession of speech as a means of communication and culture; enrichment of the active dictionary; development of coherent, grammatically correct dialogic and monologue speech; development of speech creativity; development of sound and intonation culture of speech, phonemic hearing; acquaintance with book culture, children's literature, listening comprehension of texts of various genres of children's literature; formation of a sound analytic-synthetic
activity as a precondition for literacy.
It is necessary to pay attention to the development of the ability of clear pronunciation of sounds mother tongue, correct pronunciation; development of the ability to retell fairy tales, compose descriptive stories about objects and objects, using pictures.
Use in speech of complete, common simple with homogeneous
members and complex sentences for the transfer of temporary,
spatial, causal relationships; use of suffixes and
prefixes in word formation; proper use of the ending system
nouns, adjectives, verbs for the design of a speech statement;
compilation of descriptive sentences from 5-6 sentences about objects and narrative
stories from personal experience; to develop the ability to compose narrative stories based on toys, paintings; compiling descriptive riddles about toys, objects of nature.
Analysis of the quality of assimilation by children of this group of individual integrative qualities allows us to draw the following conclusion:
The highest results are shown by children in mastering the following integrative qualities:
- "Emotionally responsive":
High level - 85.7%
Average - 14.2%.
Children respond to the emotions of loved ones and friends. Use in speech the words of participation, emotional sympathy, compassion to maintain cooperation, establish relationships with peers and adults. Experience the joy of communicating with animals and plants. Empathize with the characters of fairy tales. Emotionally react to works of fiction.
- "Having mastered the means of communication and ways of interacting with adults and peers" -
High level - 80.9%;
Average level - 19.04%
Most children actively show a desire to communicate with peers, need meaningful contacts with peers about toys, joint games, and common affairs. Speech contacts are longer and more active, the first friendships between children are being established. Children strive for self-expression in activities, for recognition and respect of their peers.
Children actively cooperate with adults not only in practical matters, but also actively strive for cognitive, intellectual cooperation with adults; they ask many questions of a exploratory nature.
Somewhat lower results in the development of the following integrative qualities:
"Inquisitive, active" -
high level - 66%,
average - 28.5%;
low level - 9.5%.
Most of the children are highly active and inquisitive. Children strive to establish connections and dependencies in nature, the social world. They own the basic methods of cognition, have some experience of activity and a stock of ideas about the environment, with the help of an adult, they are included in the activities of experimentation, research activities, naming properties and qualities of objects, features of objects of nature, combining objects and objects into species categories, indicating characteristic features.
“Physically developed, having mastered the basic cultural and hygienic skills"- high level - 61.9%;
Average level - 38%
Children's movements have become much more confident and varied. Children perform age-appropriate hygiene procedures, follow the elementary rules of a healthy lifestyle, talk about the sequence and the need to perform cultural and hygienic skills, strive for independence in self-service, set goals themselves and see the need to perform certain actions.
- "Able to manage his behavior, plan his actions based on primary value ideas, observing elementary generally accepted norms and rules of behavior" -
High level - 61.9%,
the average level is 38%.
Children have mastered different ways of activity, show independence, strive for self-expression. The behavior of children is determined by the requirements of the adult and the primary value ideas about "what is good and what is bad." With the help of an adult, children can outline actions aimed at achieving a specific goal. At the reminder of an adult, they try to adhere to the basic rules of behavior in everyday life and on the street.
- "Having Primary Ideas (General Awareness)" -
high level - 52%;
average - 38.09%;
low-9.5%.
Children know their first name (full and short), last name, age, gender. They are aware of some of their skills, knowledge, what they have learned. They seek to learn from an adult some information about their body.
They know the composition of the family, the activities of its members, talk about family events, holidays.
They have an idea about the professions of kindergarten workers. Know the name of the country and hometown.
The following integrative qualities turned out to be the least successful for mastering by children:
- "Able to solve intellectual and personal tasks (problems), adequate to age" -
high level - 47.6%;
average - 33.3%;
low - 19.04%.
Half of the children can apply the acquired knowledge and methods of activity to solve simple tasks set by adults, show interest in various types of activities, actively participate in them, use knowledge to solve intellectual and everyday problems.
“Having mastered the universal prerequisites for educational activity” -
high level - 47.6%,
These are children who are good at working according to the model, listening to an adult and completing his tasks, answering when asked.
Medium - 38.09%,
These children need a little help from an adult, leading questions to get the right answer.
Low - 14.2%.
These are children who find it difficult to work according to the model, do not know how to work independently, their work does not correspond to the plan. They need repeated repetition of the question.
- "Having mastered necessary skills and skills"
high level - 47.6%;
These are children who have developed special skills and abilities necessary for the implementation of various types of children's activities.
average - 38.09%;
These are children who have minor problems in mastering special skills and abilities.
Low level - 14.2%.
These children need individual work on the formation of skills and abilities corresponding to middle-aged children. preschool age.
To achieve high results in the course of the upbringing and educational process, problematic practical and cognitive situations were used, in which children independently applied the mastered techniques that contribute to the development of a system of various exploratory actions, techniques simple analysis, comparisons, the ability to observe.
For the development of children's independence, methods of an individual approach were used, which made it possible to pay attention to the real level of skills, which differ significantly in different children.
The main form of organization of children's activities is the game, therefore, preference was given to the game construction of their entire lifestyle.
An opportunity was also created for children's variable play activities through an appropriate subject-developing environment: a variety of toys, substitute items, materials for play creativity, rational placement of play equipment.
Game motivation was actively used. All types of developing educational situations took place either in the form of a game, or were composed of game techniques and actions. Due to the peculiarities of visual-figurative thinking of the middle preschool age, preference was given to visual, game and practical methods.
In children of this age, there is an active maturation and development of the emotional sphere: feelings become deeper, more stable. Therefore, by supporting them, situations were specially created in which children acquired the experience of friendly communication, attention to others. This is a situation of mutual support and help for children, showing attention to elders, caring for animals, caring for things and toys.
When interacting with preschoolers, several pedagogical positions were used:
- partnerships and collaborations;
- transfer of experience;
- seeking help from children.
Such interaction helps children to become independent and competent faster.
According to the results of the final monitoring (formation of knowledge, skills and abilities inmain educational areas, level of developmentintegrative qualities)in the middle group, the average was obtained:
55.6% of children have a high level,
Medium - 36.35%,
Low - 8.19%.
(middle group)
Dear colleagues!
The proposed tables are designed to optimize the educational process in any institution that works with children aged 4-5, regardless of the preferred program of education and upbringing and the contingent of children. This is achieved by using generally accepted criteria for the development of children 4-5 years old and a tiered approach to assessing the achievements of the child according to the principle "The lower the score, the more problems in the development of the child." The monitoring system contains 9 types of activities that correspond to the Federal State Educational Standard: motor, play, communicative, self-service and elementary household work, perception of thin. literature and folklore, cognitive research, construction from various materials, visual, musical. All this allows for a comprehensive approach to assessing the development of the child.
Assessment of the level of mastery of the child with the necessary skills and abilities in educational areas:
- 1 point - the child cannot complete all the proposed tasks, does not accept the help of an adult;
- 2 points - the child, with the help of an adult, performs some of the proposed tasks;
- 3 point - the child performs all the proposed tasks with the partial help of an adult;
- 4 points - the child performs independently and with the partial help of an adult all the proposed tasks;
- 5 points - the child completes all the proposed tasks independently.
Tables of pedagogical diagnostics of the educational process are filled out twice a year - at the beginning and end of the school year (it is better to use pens of different colors) for comparative diagnostics. The technology of working with tables is simple and includes two stages.
Stage 1. Opposite the last name and first name of each child, scores are put down in each cell of the specified parameter, according to which the final indicator for each child is then calculated (the average value can be obtained if all scores are added (in line) and divided by the number of parameters, rounded to tenths). This indicator is necessary for writing a characteristic for a particular child and for individual accounting of the intermediate results of mastering the general education program, as well as for compiling an individual educational route for children 4-5 years old.
Stage 2. When all the children have been diagnosed, the final indicator for the group is calculated (the average value can be obtained by adding all the scores (in a column) and dividing by the number of children, rounded to tenths). This indicator is necessary to describe the group-wide trends in the development of the personality of children (in compensatory groups - to prepare for a group medical-psychological-pedagogical meeting), as well as to keep records of the group-wide intermediate results of mastering the general education program.
A two-stage diagnostic system allows you to quickly identify children with problems in personality development. This allows timely development of individual educational routes for children. Normative variants of personality development can be considered average values for each child or a group-wide development parameter greater than 3.8. The same parameters in the range of average values from 2.3 to 3.7 can be considered indicators of problems in the development of a child of social and/or organic origin. Mean values less than 2.2 will indicate a pronounced discrepancy between the child's development and age. ( The specified intervals of average values are advisory in nature, since they were obtained using the psychometric procedures used in psychological and pedagogical research, and will be refined as the results of children of this age become available).
The presence of mathematical processing of the results of monitoring the levels of children's mastery of the necessary skills and abilities in educational areas is due to qualification requirements to modern teacher and the need to take into account the intermediate results of mastering the basic general education program by each child preschool education.
Pedagogical diagnostics of children in accordance with GEF DO
(the report was prepared using an article from the magazine "Senior Educator" No. 5 dated April 29, 2015)
At present, the formation of the organizational structure of the management of preschool educational institutions, as well as improving the quality of education, is an important task facing every leader. The quality of education can be considered as the degree of compliance of the set of properties and results of the education of preschool children with the predicted goals of the preschool educational institution based on the requirements and standards, needs and expectations of the subjects of the educational process (children, teachers, parents).
In order to effectively assess the quality of educational services in the field of preschool education, such assessment methods as monitoring and diagnostics are widely used.
Traditional Methods collection of information about the object (observation, conversation, questioning, analysis) are typical for monitoring and diagnostics.
It should be noted that diagnostics and monitoring complement each other. For example, monitoring may include diagnostics as a method of collecting information. Only a combination, interrelation and complementarity of these methods will provide comprehensive information about the quality educational activities DOW, as well as reflect the dynamics of the development of the educational process.
Consistently organized results information pedagogical process allows:
create an information bank;
to summarize;
set perspective;
determine the direction in the activities of teachers.
Purpose of monitoring:
identification of the degree of conformity of the results
activities of the DOU GEF of preschool education.
It is necessary to constantly study and evaluate the development of each pupil of the preschool educational institution based on information from all specialists: educator, psychologist, music director, speech therapist, physical education instructor, etc. This information entered in individual card child development is analyzed by teachers, and on its basis development is assessed, problems are identified and timely corrective actions are developed.
To monitoring methods quality of education in preschool educational institutions include:
study of products of children's activities;
game test tasks;
conducting control and evaluation classes;
interviews with teachers, parents and children;
questioning;
analysis of documentation and timing of the daily routine, etc.
The methods of monitoring the study of the educational process include:
– in vivo :
observation, conversation, questioning, analysis
documents, products of activity, work experience of teachers;
- in specially modified conditions: experiment and experimental verification of the research findings;
– qualitative analysis and quantitative processing of results;
– individual and group expert assessment.
The main ideas of pedagogical monitoring:
identification of developmental features of children for subsequent accounting for
planning and conducting the educational process;
identifying negative trends in development to determine the need for further in-depth study;
identification of changes in the development of children to determine the effectiveness of pedagogical activity.
Types of monitoring
Information monitoring - involves the accumulation and dissemination of information.
Basic monitoring - identifies problems, allows you to collect information for subsequent research.
Management monitoring - monitors and evaluates the effectiveness of the adopted management decisions.
Comprehensive monitoring - focused on comprehensive deep research.
The objects of monitoring can be
The quality of the educational process
Resourcing quality
Quality control
Quality of work results educational system DOW
According to paragraph 4.3 of the federal state educational standard preschool education, approved. By order of the Ministry of Education and Science of Russia dated October 17, 2013 No. 1155 (hereinafter referred to as FSES DO, Standard), targets (social and normative age characteristics of a child’s possible achievements at the stage of completing the level of preschool education) are not subject to direct assessment, including in the form of pedagogical diagnostics (monitoring), and are not the basis for their formal comparison with the real achievements of children. Thus, monitoring regarding the development of children is not expected today and is even prohibited by modern regulatory requirements.
However, according to clause 3.2.3 of the Standard, when implementing the educational program of preschool education in a preschool educational institution, an assessment of the individual development of preschool children can be carried out as part of pedagogical diagnostics (monitoring). Conducting pedagogical diagnostics (monitoring) of the individual development of children is also envisaged by the authors of drafts of exemplary basic educational programs for preschool education, in particular in the programs: “From birth to school” (edited by N.E. Veraksa, T.S. Komarova, M.A. . Vasilyeva), "Sources" (under the editorship of L.A. Paramonova), "Childhood" (under the editorship of T.I. Babaeva, A.G. Gogoberidze, O.V. Solntseva), etc.
Such an assessment may be associated with the development by pupils of the main educational program of preschool education due to the fact that the content of the program should ensure the development of the personality, motivation and abilities of children in various activities and cover certain areas of development and education (educational areas). Thus, the assessment of the individual development of children may consist in the analysis of their development of the content of educational areas: social and communicative, cognitive, speech, artistic and aesthetic, physical development.
An assessment of the individual development of children can be carried out by a teacher in the course of internal monitoring of the formation of indicators of the development of a child’s personality, the results of which are used only to optimize educational work with a group of preschoolers and to solve the problems of individualizing education through building an educational trajectory for children who experience difficulties in the educational process or have special educational needs.
Monitoring is carried out in the form of regular observations of the teacher for children in everyday life and in the process of directly educational activities with them. Monitoring in the form of observation is carried out throughout the academic year in all age groups. The identified indicators of the development of each child are recorded by the teacher. It is proposed to bring some "reference points" in the middle (December) and the end of the school year (May).
Fixation of development indicators is expressed in verbal (indirect) form: * not formed;
* is in its infancy;
*formed.
External (observable) manifestations in his behavior, activities, interaction with peers and adults, which reflect his development at each age stage and, therefore, throughout the entire preschool age, are identified as indicators for assessing the development of the child's personality.
Big Picture by group will allow to single out children who need special attention of the teacher and in relation to which it is necessary to adjust, change the ways of interaction.
According to federal law dated December 29, 2012 No. 273-FZ “On education in Russian Federation» parents (legal representatives) of pupils have the right to get acquainted with the content of education, the methods of teaching and upbringing used, educational technologies, as well as the grades of their children, receive information about all types of planned examinations (psychological, psychological and pedagogical) of students, give consent to conducting such surveys or participating in such surveys, refuse to conduct or participate in them, receive information about the results of the surveys of students.
Monitoring data should reflect the dynamics of the formation of indicators that develop in preschoolers throughout the entire educational process. Tracing the dynamics of a child's development by indicators, identifying whether it has an unchanging, progressive or regressive character, one can give a general psychological and pedagogical assessment of the success of the upbringing and educational influences of adults at different stages of the educational process, as well as identify areas of development in which the child needs help .
The selected indicators reflect the main points in the development of preschoolers, those characteristics that are formed and developed in preschool childhood and determine the success of the child's transition to the next age stage. Therefore, monitoring data - features of the dynamics of the formation of indicators of the development of the child's personality in preschool education - will also help the primary teacher. general education to build more effective interaction with the child during the period of his adaptation to new conditions of development when entering school.
In our opinion, in the absence of such monitoring aimed at individualizing education, the dynamics of the development of each pupil from 3 to 7 years old will not be monitored, the portfolio of children will not be formed and replenished taking into account their achievements, characteristics and abilities, which can lead to a loss of continuity. between preschool and primary education.
AT recent times widespread practice in the system of preschool education of the Russian Federation has received the practice of conducting psychological and pedagogical diagnostics of children tei preschool age. In itself, the use of diagnostics is a positive aspect of the educational process.
Diagnostics of the development of preschool children, being included in preschool education, is designed to help teachers and parents of the child to build pedagogical communication with him correctly.
However, today's the state of this practice is characterized by a number of negative trends (Kiryanova R.A.):
1. P ri in diagnosing children, teachers usetechnologically undeveloped, not tested, having doubtful scientific and practical valuediagnostic methods .
2. Teachers difficult to select didactic material necessary for the examination of children, the formulation of tasks offered to children to perform.
3. In the process of diagnosing specialists are involved, not themeating corresponding qualification.
4. Teachers find it difficult to explain criteria for assessing the quality under study.
5. Rresults diagnostics are not used teachers and specialists in planning and organizing the life of preschool children.
The trends in the indicated negative practice of examination, testing of children are caused by a number of objective reasons, including:
insufficient provision preschool qualifiedspecialists (social pedagogue, pedagogue-psychologist, teacher-speech therapist, teacher-defectologist);
lack of information, systematic knowledge in the area of psychodiagnostics.
It is known that the most informative diagnostic techniques allow the greatest freedom in interpreting their results. In the hands of a qualified psychologist, these techniques are a tool for obtaining deep and accurate information about the level of development and inclination of the child. At the same time, it is these methods that pose the greatest danger if they fall into the hands of an unqualified researcher (Information letter of the RF Ministry of Defense “On the practice of diagnosing a child’s development in the DO system” dated 01.01.00 No. 10 / 23-16).
Social and communicative competence of the child
The child's entry into modern world impossible without mastering the initial ideas social character and its inclusion in the system of social relations, i.e. outside of socialization (from lat. socialis - general, public), as well as outside of its communication and active interaction with the outside world, i.e. outside of communication (from lat. communico - I do general, connect, communicate).
Specification social and communicative development in an exemplary BEP, the DO "From birth to school" is represented by several blocks:
Socialization, communication development, moral education;
The child in the family and community, Patr. upbringing;
Self-service, independence, labor education;
Formation of the foundations of security.
Social and communicative development in the preschool educational institution is aimed at developing social and communicative competence in children. In total, there are three main competencies that a child needs to master within the framework of this institution: technological, informational and socio-communicative.
The organization of work on the social and communicative development of preschoolers also implies compliance with the following conditions for effective communication:
Desire to make contact with others;
Ability to organize communication - listen to the interlocutor, emotionally empathize, decide conflict situations;
Knowledge of the norms and rules that must be followed when communicating with the environment
reaping.
Forms of educational activity
on social and communicative development of preschoolers
Forms of organization of children's activities
group
subgroup
individual
subgroup
Educational activities
in day mode
Independent activity of children
- integrated classes;
Game situations, games with rules (didactic (verbal, desktop-printed), mobile, folk, chance), creative games (plot, plot-role-playing, theatrical, constructive);
Conversations, speech situations, writing stories and fairy tales, creative
retelling, guessing riddles, situational conversations, situations of moral choice, speech training, joint projects with adults, etc..
individual and joint creative (plot-role-playing, theatrical, directing) games; all types of independent activities involving communication with peers; performance of independent labor operations in nature, household
work; independent activity in seclusion corners, zoned plot corners, disguise corner, theater corner, car town;
Independent recitation by children of short poems, telling fairy tales and stories, looking at books and magazines; making crafts, designing, coloring; developing desktop-printed games, auto-didactic games (puzzles, insert frames, paired pictures); the simplest experiments and experiments; independent activity in the sensory corner, book corner, ecological corner, sand and water corner, children's laboratory
The process of implementing the tasks of the social and communicative development of preschoolers is aimed at gaining experience in various types of children's activities, and each type of activity makes its own special contribution to this process:
Game activity makes the child feel like an equal member of society. During the game, the child develops confidence in own forces, in the ability to get real results;
Research activity enables the child to independently find a solution, confirmation or refutation of his own ideas;
Visual activity allows the child, with the help of elementary labor in the process of creating products of children's creativity based on imagination and fantasy, to get to know the world of adults, to know it and take part in it;
cognitive activity enriches the experience of the child, stimulates the development of cognitive interests, creates and consolidates social feelings;
Communicative activity (communication) unites an adult and a child, satisfies the various needs of the child in emotional closeness with an adult, in his support and appreciation;
Constructive activity makes it possible to form complex mental actions, creative imagination, mechanisms for controlling one's own behavior;
Project activity activates the independent activity of the child, ensures the unification and integration of different types of activities.
In turn, social and communicative competence includes two aspects: Social- the ratio of one's own aspirations with the aspirations of others; productive interaction with group members united by a common task. Communicative- the ability to obtain the necessary information in the process of dialogue; willingness to present and defend one's own point of view with direct respect for the position of other people; the ability to use this resource in the process of communication to solve certain problems.
The program gives the organization the right INDEPENDENT the choice of tools for pedagogical and psychological diagnostics of the development of children, including its dynamics.
Therefore, using materials from various literature, analyzing new developments in periodicals, Internet resources and their practical experience, each preschool educational institution must create its own monitoring system in the preschool educational institution.
The assessment of the individual development of children may consist in the analysis of the development of the content of the socio-communicative educational area using the following methods:
A large block of methods is based on a linguodidactic approach to communicative competence and a great role is paid to the speech development and dialogical communication of the child with peers and adults. At the same time, work can be built in various types of activities.
D.N. Dubina, Yu.A. Sudaplatov (2013) based their work on folk tale. They believe that one of the ways to expand linguistic behavior, the formation of communicative skills of a preschooler's personality is dialogical communication based on works of oral folk art.
N.K. Ledovskikh (2003), N.A. Bogdanova (2010) see visual activity as a communicative reason for communication between a teacher and children. The authors believe that communication about visual activity- this is an emotionally rich communication that brings children and adults together. Visual activity requires communicative interaction at all stages: at the stage of discussing the topic, choosing the means and technique of the image, in the process of direct visual activity and at the stage of understanding its results.
There are a lot of projects (G.A. Saitova, 2012; N.N. Kulish, 2011; S.S. Maltseva, 2012; S.A. Murzina, 2011) related to the game as a means of developing communicative competence. At the same time, the authors solve as many tasks: they form monologue and dialogic speech, teach cooperation. And this is very reasonable, because the game is a joint activity of children. Common interests, goals, tasks, collaboration in the game contribute to the education of positive relationships between peers. It is the game that allows you to identify the makings of the child and turn them into abilities, develops skills and abilities, stimulates the development of the preschooler as a whole.
As methodological material teachers use fairly well-known manuals among kindergarten teachers: L. Dubinina “Communicative competence of preschoolers: a collection of games and exercises”; K. Fopel "How to teach children to cooperate." (2008)
There are also more private programs for the formation of communicative competence in children of older preschool age. Among them:
T.A. Blagoveshchenskaya (2003) - Development of the foundations of communicative competence in the study of English language in preparatory group;
I.A. Lykova (2008) - Development of communicative competence through dialogue with art: semantic communication in the language of images, signs and symbols of culture;
M.I. Lisina "Methodology for identifying the level of development of communicative activity for children 3-7 years old"
Yu.A. Afonkina, G.A. Uruntaeva "Test for studying the communication skills of children 4-7 years old"
A.M. Shchetinina "Diagnosis of children's ability to partner dialogue"
E.O. Smirnova, E.A. Kalyagina Test "Pictures"
T.A. Repina’s methodology “Studying the characteristics of the social and moral development of children in a group, the nature of the relationship of children in a peer group”;
V.N. Chirkova (2005) Health-saving communicative environment.
Methods for studying the understanding of moral standards:
R.M. Kalinina "Subject pictures";
R.M. Kalinina “Finish the story” Methodology “Could this happen to you?” to study the well-being of the relationship between older preschoolers and the teacher of the group;
Methodology "My family" for studying the ideas of preschoolers about their family, the nature of relationships with loved ones;
A.B. Wenger's methodology for studying the formation of the image of "I";
Methodology of E.I. Nikolaeva, M.L. Behavior for the study of ethno-tolerance in older preschoolers;
Methodology for studying the features of ideas about the native country;
Methodology of E.O. Smirnova "Method of verbal elections" for studying the relationship of children with peers.
As an example, the appendix presents some indicators of the development of the child's personality in the educational field of social and communicative development under the Veraks program (Appendix No. 1).
(Group work)
I would like to hear the advantages and disadvantages of each of the presented diagnostics.
Quantitative levels of social and communicative development of preschoolers
Depending on the degree of formation of skills that determine social and communicative development according to the Federal State Educational Standard, we can distinguish:Formed , respectively, takes place at high degree development of the parameters discussed above. At the same time, one of the favorable factors in this case is the absence of problems in the sphere of communication between the child and adults and peers. The dominant role is played by the nature of relations in the family of a preschooler.
Is in the development stage, is characterized by insufficient formation of skills in some of the selected indicators, which, in turn, gives rise to difficulties in the sphere of communication of the child with others. However, the child can compensate for this lack of development on his own, with little help from an adult. In general, the process of socialization is relatively harmonious.
Not formed, those. according to some of the selected parameters, it can give rise to significant contradictions in the sphere of communication between the child and the family and others. In this case, the preschooler is not able to cope with the problem on his own - the assistance of adults, including psychologists and social educators, is required.
In any case, the socialization of preschool children requires constant support and periodic monitoring by both the child's parents and the educational institution.
Conclusion: a selection of diagnostic complexes of methods (Martsinkovskaya T.D. focuses on) allow us to consider the personality of a child from different angles and form a holistic view of his psyche", in diagnostics "... the most important thing is to establish the relationship between the characteristics of the child's psyche (cognitive abilities, personal qualities, the nature of communication)" and contribute to:
more successful the work of the preschool educational institution whose functioning and development depends on the exchange of information and on the ability of people to jointly solve problems;
rapid adaptation of the preschool educational system to changes in the external environment and improving the quality of educational services;
improving management efficiency based on the ability of the head of the preschool educational institution to work not with individuals, but with a group of subordinates;
professional growth of each member of the DOW team.
To select the optimal course for the development of the educational system, objective and versatile information is required, which can be obtained by monitoring procedures that make up a holistic view of the system of work with children over a selected period of time, quantitative and qualitative changes that occur in the education system.
Monitoring in preschool educational institution involves a system for collecting and processing information that reflects the level of development of children in the intellectual, physical, social and personal spheres, the readiness of preschool children for school. Monitoring procedures are used as a tool for monitoring the effectiveness and quality of the educational process in kindergarten. With their help, you can:
- track and analyze the dynamics of development and children, their educational achievements;
- systematically monitor performance pedagogical system planning its work and predicting the results;
- set operational and long-term goals, determining the links between the participants in the educational process.
Integrated and monitoring in kindergarten according to GEF by regions involves analytical work aimed at establishing the relationship between the structural elements, the quality of the educational process, the search for and overcoming difficulties. The state of the developing environment and the variety of activities of children, the relationship of pupils and the level of their physical / mental health, the formation of personal qualities and attitude towards themselves and others are assessed.
The Federal State Educational Standard of preschool education regulates the need to analyze the educational results of pupils, including:
- intermediate assessment of the degree of mastering the program - based on the features of the development of integrative qualities;
- final assessment, carried out at the end of the stage of preschool education and the transition to school.
System monitoring in senior group or younger involves an analysis of the obtained intermediate and final results, followed by an assessment of the dynamics of development of preschool children.
Monitoring allows diagnosing the personal, intellectual and physical qualities of pupils through expert assessments, observations, conversations, the use of testing and non-test methods. To key methods diagnostics of the pedagogical process in the preschool educational institution according to the Federal State Educational Standard refer game tasks and creation problem situations, sociometry, observation and surveys (interviews), experimentation (laboratory, psychological-pedagogical and natural), analysis of the results of child labor, design, interviews with parents of pupils and teachers, control and evaluation classes, questionnaires.
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The combination of all types of diagnostic methods used provide maximum objectivity and accuracy of the data obtained.
Monitoring the educational process in kindergarten
The monitoring system in the preschool educational institution has gone through a difficult path of development. The concept of monitoring became firmly established in pedagogical practice only after the introduction of federal state requirements into the educational program, which fixed the need for diagnostics in junior, middle, senior and preparatory groups. But even at this stage, teachers were faced with the lack of a developed methodology and tools for monitoring procedures. Fortunately, in a fairly short time, effective methods for monitoring the development of an educational program and evaluating personal qualities authorship:
- Afonkina Yu.A;
- Veraksa N.E. and Veraksa A.N.;
- Vereshchagina N.V.;
- Kalacheva L.D. and others.
Initially, there was an acutely negative perception of monitoring in the pedagogical environment, which caused a formal approach to the implementation of the procedure and filling in the final tables, as well as a misunderstanding of the need for diagnostics. In this way, diagnostics according to Verakse according to GEF or other monitoring procedures did not reflect the true picture of the effectiveness of the educational process, since the data obtained were not related to the system of work in kindergarten (error correction, planning, interaction with the families of pupils). Unfortunately, not all teachers know what is the difference between monitoring and diagnostics in preschool educational institutions because these procedures are very similar.
Leading experience preschool institutions proved the effectiveness of the following monitoring algorithm:
- definition and justification of monitoring objects;
- finding suitable assessment methods;
- planning and implementation of monitoring procedures;
- analysis, systematization and structuring of the collected information;
- evaluation and interpretation of data;
- correlation with the results of past research;
- forecasting possible changes;
- making managerial decisions.
Monitoring in the kindergarten is carried out by an analytical and diagnostic group, which includes educators, music directors, physical education teachers, a medical worker, a teacher-psychologist, a teacher of fine arts, and a deputy head of educational resources. Based on the information received, the expert group makes conclusion on diagnostics in the middle group, older or younger. The Education Quality Monitoring Service relies on the work of five key specialists:
- head of the preschool educational institution - supervises evaluation procedures, conducts sociological monitoring, controls the staffing of the process, collects data for the formation of the state order;
- Deputy for ACH - conducts an assessment of material and technical equipment;
- Deputy for educational and methodological work - supervises pedagogical diagnostics, correlates the results of the educational process with federal requirements;
- nurse - performs medical and valeological control, checking the health status of children and their main functional systems, the level of physical development;
- teacher-psychologist - responsible for socio-psychological monitoring, evaluating the personal and cognitive development of pupils, monitors the nature of the relationship between preschoolers.
Goals and objectives of monitoring in preschool educational institutions
Pedagogical diagnostics or monitoring in preschool necessary to determine the content of individual-group work with children and underlie advanced planning. Monitoring comes down to diagnosing the individual achievements of pupils in the process of mastering the program. Such indicators of the humanistic educational model as skills, knowledge, skills and ways of creative activity are considered from the position of means that contribute to the development of personal qualities and value orientations of the child.
Monitoring according to GEF in junior, middle, senior and preparatory group is carried out in order to develop the institution, identify the results of its activities and determine their compliance with regulatory requirements. It is closely related to research and analysis work, identification and elimination of difficulties.
Monitoring aims to:
- determination and analysis of the level of achievements in artistic and aesthetic, cognitive and speech, social and personal and physical development in accordance with regulatory indicators;
- control of the dynamics of the development of personal qualities and the subsequent psychological and pedagogical support of children.
Tasks of monitoring in preschool educational institutions:
- determination of the level of development of the integrative qualities of kindergarten students, relevant at the time of diagnosis at each age stage;
- assessment of the degree of mastering the educational program and starting readiness for schooling (for pupils of preparatory groups);
- designation of personal achievements of preschool children and, based on them, the development of an individual program of psychological and pedagogical support.
Through monitoring how in junior group 2, as well as in the older according to GEF to achieve an integrated approach to the evaluation of results, you can study the quality of:
- educational activities - how children learn educational program what achievements and qualities demonstrate how ready they are for school and to what extent the parents of the pupils are satisfied with the quality of the services provided in the kindergarten;
- the educational process - how educational and independent activities are organized in the institution, interaction with parents is established;
- conditions in the preschool educational institution - how the developing environment is equipped in the kindergarten, what is the personnel potential.
Evaluation procedures are based on the principles of dynamism, predictability, continuity, scientific character, collegiality and interdisciplinarity, and therefore involve systematic collection of information, a unified data collection format, and provision of operational feedback.
Frequency of monitoring in kindergarten
Preschool institutions independently determine the timing of monitoring procedures. Monitoring "From birth to school" according to GEF, as well as diagnostics of the degree of development of other programs, is carried out twice a year (most often in August and May), which allows us to assess the dynamics of the development of pupils and their personal achievements.
- in the younger groups in parallel with pedagogical diagnostics to monitor the neuropsychic development of children, proposed by Pantyukhina G.V. and Pechora K.L.;
- in medium groups, it is more expedient to carry out diagnostics not once or twice a year, but after mastering each topic, thanks to which it will be possible not only to state the final result, but also to analyze the process of mastering the program by children at each stage;
- monitoring in the preparatory group is carried out annually when pupils graduate, including an assessment of the integrative properties of children. The teacher draws up a portrait of a kindergarten graduate, based on the main educational program, the features of the educational process in the institution, and staffing.
Using the results of monitoring the educational process in preschool educational institutions according to GEF
The results of studying the integrative qualities of the personality of children correlate with the results of monitoring the levels of children's mastery of the necessary skills and abilities in the educational areas: "Health", "Physical culture", "Socialization", "Labor", "Safety", "Cognition", "Communication" , "Reading fiction", " Artistic creativity", "Music". The presence of mathematical processing of the results of monitoring the educational process in preschool educational institutions according to the Federal State Educational Standards is due to the qualification requirements for a modern teacher and the need to take into account intermediate results personal development every preschooler.
Sample tables for monitoring the educational process in preschool educational institutions according to the Federal State Educational Standards are presented in the Appendices.
Monitoring report in PEI includes an assessment of the integrative qualities of pupils, reflecting their physical and cultural and hygienic skills, emotional responsiveness, activity and curiosity, sociability, the ability to plan and manage their behavior, the ability to solve personal and intellectual problems, possession of the prerequisites for universal learning activities, primary ideas about the world, the state, nature.
Based on the results of monitoring for each preschooler, it is possible to develop an individual educational route, define the goals and objectives of the implementation educational technologies according to the Federal State Educational Standard in the preschool educational institution on the formation of integrative qualities, skills and abilities of a preschooler in those sections of the PEP, for which the most low rates. When re-monitoring the educational process at the end of the school year, the last column is filled in, the achievements of the preschooler in the monitored period of time are described as a result of pedagogical work carried out with children.
In general, the results of continuous monitoring of the educational process in the preschool educational institution according to the Federal State Educational Standard make it possible to see the individual and group results of the work of teachers. A structured and formalized presentation of the results allows you to adjust the areas of work with preschoolers and plan the use of all resources available in the preschool educational institution as efficiently as possible.
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Nadezhda Parasovskaya
Report on the diagnostics of the pedagogical process in the middle group for the 2015–2016 academic year
Compound groups:
total person: 25 Age children: from 4 to 5. At the beginning of the year, boys 12, girls 13. At the end academic year - 26 people.
For educational years, the children developed according to their age, studied the program material and showed positive dynamics in all areas of development.
Work middle group was carried out on the basis of the main annual
tasks and in accordance with the annual work plan of MDOU TsRR No. 20 for 2015-2016 academic year. The training was carried out according to the work program, which consists of an exemplary basic general education program for distance learning "Birth to School" under the editorship of N. E. Veraksa, T. S. Komarova, M. A. Vasilyeva - 60% of the volume. 40% occupied by partial programs "TRIZ Technologies" and "Welcome to Ecology" O. A. Voronkevich.
Organized educational activities were systematically carried out with children.
activities in accordance with the main general educational program implemented in the preschool educational institution and the approved schedule directly educational activities. The goals set were achieved in process various types of activities: game, communicative, labor, cognitive research, productive, musical and artistic and reading. All activities represent the main directions of development children: physical, cognitive, speech, artistic and aesthetic, social and communicative. To integrate different types of children's activities within the theme and distribution directly educational and joint activities in regime moments new forms of planning educational work were proposed (promising and calendar plans) and drawn up working programm groups.
In order to determine the level of development by children of the main general educational program of distance learning and the effectiveness of the organization of educational process in the group at the beginning and end of the training year, monitoring of the level of development of children was carried out for the following educational areas:
Social and communicative development;
cognitive development;
Speech development;
Artistic and aesthetic development;
Physical development.
Diagnostics was carried out on the basis of observations, conversations, problem situations, analysis productive activity children. Identification of knowledge levels is carried out in points according to the following testimony:
High level - 5 points - the child performs all the parameters of the assessment independently.
Above middle- from 4 to 5 points - the child performs independently and with the partial help of an adult all the parameters of the assessment.
Average level - from 3 to 4 points - the child performs all the parameters of the assessment with partial help from an adult
Low level - below 3 points - the child, with the help of an adult, fulfills all the parameters of the assessment.
According to the diagnostics the level of children's mastery of the BEP DO at the beginning and end educational year was identified following:(see presentation)
Educational area
September May levels
High __ 16% (4p)
Above average 28%(7d) 44% (11d)
Average 48%(12d) 36% (9d)
Low 24% (6d) 4% (1r)
Educational area "Cognitive Development"
September May levels
High __ 4% (1r)
Above average 32%(8d) 68% (17d)
Average 48%(12d) 28% (7d)
Low 20% (5d) __
Educational area "Speech Development"
September May levels
High __ 4% (1r)
Above average 12%(3p) 60% (15d)
Average 48%(12d) 24% (6d)
Low 40% (10d) 12% (3p)
Educational area "Artistic and aesthetic development"
September May levels
High __ __
Above average 8%(2p) 36% (9d)
Average 56%(14d) 52 % (13d)
Low 36% (9d) 12% (3p)
Educational area "Physical development"
September May levels
High __ 12% (3p)
Above average 56%(14d) 56% (14)
Average 36%(9d) 28% (7d)
Levels 8% (2p) 4% (1r)
Based on the tables above, it can be seen that at the beginning educational years, the level of mastery of children is higher middle ended up in two educational areas - these are educational areas "Cognitive Development" and "Social and communicative development". Finally educational of the year, a high level was only in the socio-communicative area. 4 children showed high results (16%) . In other areas, the indicator is higher. middle.
Tasks for the next 2016-2017 academic year:
Continuation of purposeful work with children in all educational
regions;
Deepening work with children on educational areas: speech development, physical development.
Continued improvement of the subject-developing environments in the group
in accordance with GEF DO.
