Diagnosis kindergarten middle group. Diagnostic tasks for the program From birth to school. Middle group. An example for the educational area "Speech development"

Natalya Ashenkova
Pedagogical diagnostics of children in accordance with GEF DO

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 - GEF DO, Standard, targets (social and normative age characteristics of the child's possible achievements at the stage of completing the level of preschool education) are not subject to direct assessment, including in the form pedagogical diagnostics (monitoring, and also are not the basis for their formal comparison with real achievements children. Therefore, monitoring regarding development children today is not expected and even prohibited by modern regulatory requirements.

However, according to clause 3.2.3 of the Standard, when implementing educational program preschool education in a preschool educational institution, an assessment of individual development can be carried out children preschool age within pedagogical diagnostics(monitoring). Holding pedagogical diagnostics(monitoring) individual development children is also envisaged by the authors of drafts of exemplary basic educational programs for preschool education, in particular in programs: "From birth to school" (ed. N. E. Veraksa, T. S. Komarova, M. A. Vasilyeva, "Origins" (ed. L. A. Paramonova, "Childhood" (ed. T I. Babaeva, A. G. Gogoberidze, O. V. Solntseva, "Paths" (under the editorship of V. T. Kudryavtsev, "On the wings of childhood" (under the editorship of N. V. Miklyaeva, "Kindergarten - home joy" (author - N. M. Krylova, "Mosaic" (authors - V. Yu. Belkovich, N. V. Grebenkina, I. A. Kildysheva).

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 personality, motivation and abilities. children in various activities and cover certain areas of development and education (educational areas).

Thus, the assessment of individual development children may consist in the analysis of their mastering the content of educational regions: socio-communicative, cognitive, speech, artistic and aesthetic, physical development.

Assessment of individual development children can be conducted by a teacher in the course of internal monitoring of the formation of indicators of the development of the child's personality, the results of which are used only for optimization educational work with a group of preschoolers and to solve the problems of individualization of education through the construction educational trajectory for children experiencing difficulties in the educational process or having special educational needs.

Monitoring is carried out in the form of regular observations teacher for children in everyday life and in the process directly educational activities with them.

Monitoring in the form of observation is carried out throughout school year in all age groups. The identified indicators of the development of each child are recorded teacher. Bring some "reference points" offered in the middle (December) and the end of the school year (May).

Fixation of development indicators is expressed in verbal (mediated) form:

not formed;

Is in its infancy;

Formed.

As indicators for assessing the development of the child's personality, 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.

As an example, the appendix presents some indicators of the development of a child's personality in educational areas by age.

The overall picture of the group will highlight children that need special attention 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) pupils have the right to get acquainted with the content of education, the methods of teaching and education used, educational technologies, as well as with assessments of the performance of their children receive information about all types of planned examinations (psychological, psychological pedagogical) students, agree to conduct such surveys or participate in such surveys, refuse to conduct or participate in them, receive information about the results of 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 in terms of indicators, identifying whether it has an unchanging, progressive or regressive character, one can give a general psychological pedagogical assessment of the success of the upbringing and educational influences of adults at different stages of the educational process, as well as highlight the 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, the monitoring data are features of the dynamics of the formation of indicators of the development of the child's personality in preschool education- help and teacher elementary 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 my opinion, in the absence of such monitoring aimed at individualizing education, the dynamics of the development of each pupil from 3 to 7 years will not be monitored, the portfolio will not be formed and replenished children taking into account their achievements, characteristics and abilities, which can lead to a loss of continuity between preschool and primary education.

Related publications:

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Consultation for educators "Individual developmental route for children 3-4 years old in accordance with the Federal State Educational Standard""INDIVIDUAL DEVELOPMENT ROUTE" Note: The basis for creating individual route diagnostics of achievements can be used.

Mathematical development of children in accordance with GEF DO FINAL WORK OF THE LISTENER of advanced training courses under the program "Mathematical development of preschoolers in accordance with the Federal State Educational Standard of DO" (module.

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Lilia Kuksova
Report on the results of pedagogical diagnostics of mastering the main educational program by children of the middle group (2015–2016)

Period: May.

educators: Kuksova L. V., Belyaeva I. S.

Examined:26 children.

1. Results :

Over 3.8 points: 44%

2.3 to 3.7 points: 56%

Less than 2.2 points: 0

conclusions: children "Social and communicative development" and acquired the necessary knowledge, skills and abilities. Pupils have learned to unite in the game with their peers, they can take on a role, they own ways of role-playing behavior; interacting with peers, take the initiative and offer new roles or actions, enrich the plots of games.

Children learned to dress, undress, fold and put away their clothes on their own; independently perform the duties of a dining room attendant; independently prepare their workplace for classes, clean up materials at the end of work.

Pupils have learned to follow elementary rules in kindergarten; distinguish and name special types transport and explain their purpose; understand the meaning of traffic lights. Children learned to recognize and name road signs "Crosswalk", "Stop public transport» ; distinguish between the carriageway, sidewalk, pedestrian underpass "Zebra". They know and follow the elementary rules of behavior in nature.

The children grew interested in work activities, they were willing to do what they could and showed good quality skills. results. During the year, children were taught to set common goals, plan joint work, coordinate their actions and opinions with partners, and be responsible for a common cause.

2. Results pedagogical diagnostics in the educational field"Cognitive Development":

Over 3.8 points:48%

2.3 to 3.7 points: 48%

Less than 2.2 points: 4%

conclusions: 96% of children mastered the educational field"Cognitive Development" and acquired the necessary knowledge, skills and abilities. Pupils have learned group items by color, size, shape. Distinguish between the number of objects (one and many, large and small objects, name their size. Recognize a ball and a cube, know, name and use the details of building material. Know and name domestic and wild animals, their cubs. Distinguish vegetables and fruits. Have elementary ideas about natural seasonal phenomena.Particular attention should be paid to children who showed a low level development of this educational area. It is necessary to have a conversation with parents about the importance of consolidating the acquired knowledge at home; offer parents games and exercises to practice with the child at home;

3. Results pedagogical diagnostics in the educational field« Speech development» :

Over 3.8 points: 32%

2.3 to 3.7 points: 60%

Less than 2.2 points: 8%

conclusions: 92% of children mastered the educational field"Speech Development" and acquired the necessary knowledge, skills and abilities. Pupils learned to actively accompany gaming and everyday activities with speech, use antonyms, form new words by analogy with familiar words, talk about the content of the plot picture, repeat with the help of an adult toy description samples. But not all children are able to isolate the first sound in a word.

Children learned to name their favorite fairy tales, recite their favorite poems, counting rhymes. With pleasure they look at illustrations in children's books, show interest in them. With the help of a teacher, they dramatize small fairy tales or excerpts from them.

A low level at the end of the year was shown by Gorbachev G. and Narozhny B., this is due to their age characteristics.

4. Results pedagogical diagnostics in the educational field"Artistic and aesthetic development":

Over 3.8 points: 44%

2.3 to 3.7 points: 48%

Less than 2.2 points: 8%

Analysis results revealed positive trends in

artistic and aesthetic education of children. The level of development of musical skills and abilities, skills of drawing, modeling and appliqué can be considered quite high, which indicates the creative activity of children, pronounced emotionality in all types of artistic activity.

Children learn songs by melody, try to sing by listening to each other,

speaking the words at the same time. Perform various dance moves according to the nature of the music.

In instrumental activities, more attention should be paid to

the ability of children to hear each other during the game. It is necessary to teach children to stage songs, to convey in movements character images

The low level in some children is associated with inconsistent visits to the garden; children are often absent, have low scores self-control, low concentration of attention on the implementation of tasks.

During the academic year, individual work must be carried out with

children on the formation of skills and the improvement of technology

drawing, sculpting, appliqué, and children's development of sensory

color standards.

5. Results pedagogical diagnostics in the educational field« Physical development» :

Over 3.8 points: 44%

2.3 to 3.7 points: 56%

Less than 2.2 points: 0

Analysis of indicators of physical development allows you to do the following conclusions: in group children have formed basic movements and

the need for physical activity in accordance with age characteristics.

Pupils learned to take the correct starting position when throwing, to catch the ball with both hands, they know how to line up in a column one at a time, in pairs, in a circle, in a line.

It is necessary to continue to improve the work on fixing main types of movements, basic physical qualities to systematize individual work with children, attention should be paid to hitting the ball on the ground, the ability to navigate, the ability to jump rope.

conclusions:

The analysis of monitoring by pupils in the academic year reflects the positive dynamics of the development of all children. Analysis of received results let's talk about good level mastering program tasks.

Throughout the school year educational activities with children carried out systematically, taking into account individual and age features children. Conducted individual work with children to consolidate the knowledge gained in the classroom in the morning and evening.

Due to the positive emotional climate in group children have become more liberated, they are happy to participate in role playing, dramatization games, in communicating with each other and adults, children use all parts of speech, have learned to correctly answer questions about the content of plot pictures, a read work of art.

They memorize and read short poems and nursery rhymes with the help of an adult. They find one and many objects in the environment, compare objects and determine which ones are more. Children develop a positive attitude towards the work of adults, there is a desire to take part in feasible work, the ability to overcome small difficulties. There were skills of organized behavior in kindergarten, at home, on the street; formed elementary ideas about what is good and what is bad.

Taking into account the successes and problems that arose in the past academic year, the following tasks:

Continued targeted work with children in all educational areas;

Improving work on the development of coherent speech of children.

Continue work to improve the health of children, hardening the body and improving its functions.

Teach children to follow their posture in all activities.

Learn to identify individual parts characteristics (color, shape, size) objects, continue to develop the ability to compare and group them on these grounds;

Continue to cultivate love for your home, region, kindergarten;

Introduce children to the professions of loved ones, emphasizing the importance of their work;

To cultivate diligence, the desire to bring the work begun to the end, the ability to participate in the implementation of collective labor assignments, to understand the meaning results his work for others.

Raise a steady interest in various types of artistic activity;

To cultivate modesty, goodwill, the desire to be fair, strong and courageous.

Knowledge and skills acquired children in the course of direct educational activities, needs to be systematically consolidated and continued to apply in varied types of children's activities.

Low rates are a rare visit to the children's

garden, as well as the physiological characteristics of the development of some children.

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.

The payroll of the group at the beginning of the academic 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 the 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

options for 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 directed to:

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 heroes and give them elementary assessment explain explicit 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 in activities 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 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 the necessary skills and abilities" -

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 children of middle 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%.

"Results evaluation system
mastering the program "From birth
to school" according to GEF
edited by N.E. Veraksy, T.S. Komarova, M.A. Vasilyeva"

(middle group)

Educational area "Cognitive development"

Formation of a holistic picture of the world. Subject and social environment.

I. The level of knowledge about the objects of the immediate environment.

1. Didactic game"Great bag."
Material: 10-15 items, different in purpose, features and form (models of vegetables, toy tools, building material cubes, etc.).

Task for the child.
1) Choose any item from the bag. Name what kind of object it is, what it is intended for (where it is used).
2) Describe it (what subject).

2. Didactic game "What of what?".
Material: samples of 8 materials: clay, paper, fabric, metal, rubber, plastic, glass, porcelain and object pictures depicting objects made from these materials.
The content of the diagnostic task:
The teacher asks the child to name the material and match the pictures.
Questions:
- What is this material?
- What do they make of it? (Look carefully at the pictures and remember.)

3. Didactic exercise "Do you know what the sea is?".
Material: picture with the image of the sea.
The content of the diagnostic task:
Questions: - What is it?
- Is there a sea in our city, village, village?
- Would you like to see the sea?
What are you interested in learning about the sea? (Or: what do you already know about him?)

Criteria for evaluation

2 points - the child names the most miscellaneous items, finds it difficult to tell about their purpose, does not name the signs available for perception and examination of the objects that surround him.
3 points - the child names objects, knows their purpose; finds it difficult to correlate an object, and the material from which this object is made shows interest in objects and phenomena that they did not (have not) the opportunity to see.
4 points - the child names objects, knows their purpose, names signs available for perception and examination. Shows interest in objects and phenomena that they did not (do not have) the opportunity to see.

II. The level of knowledge of the child about the family, family life, traditions.

Questions

Didactic exercise "Family photography".
Material: a plot picture showing a family (grandmother, grandfather, dad, mom, brother, sister), or a family photo (family holiday, camping trip, etc.).
The content of the diagnostic task:
Exercise:
1) Show the children in the picture (give them names).
2) Show the parents, what do the children call them? (Father and mother.)
3) What do you like to do as a family?
4) What is your favorite holiday?
5) Why? Etc.

Criteria for evaluation
1 point - the child completely does not cope with the tasks.
2 points - the child names family members from the picture, but does not name their family ties, mainly situational speech, gestures.
3 points - the child correctly names the family members in the picture, makes mistakes in family ties (show the parents of father and mother), the child's speech is poor.
4 points - the child correctly answers the questions, talks about the family, family life, traditions with pleasure.

III. The level of knowledge of the child about his native city, village, village.

Didactic games, exercises, questions
1. Didactic exercise "City-village".
Material: plot pictures depicting the city and the village.
The content of the diagnostic task:
Questions. Consider pictures.
- What is the difference between a city and a village?
- What is the name of the city where we live?
- Do you have a favorite place in the city, village where you like to go? Tell about him.

2. Didactic exercise "Native city, village, village."
Material: illustrations of the sights of the city, village, village.
The content of the diagnostic task:
Questions.
- Name the city, village in which you live.
What is the name of the street where you live?
- Look at the photos of the sights of our city, village, village.
- Do you know these places? etc.

Criteria for evaluation
1 point - the child completely does not cope with the tasks.
2 points - the child knows the name of the city, village, village, finds it difficult to name the street where he lives, sights are not familiar to the child.
3 points - the child knows the name of the city, village, village of his street. There is little awareness of the sights of the city.
4 points - the child talks about his hometown, village, village. Knows the name of his street. He talks about the most beautiful places in his native city, village, village.

IV. The level of knowledge about professions.

Didactic games, exercises, questions

Didactic game "Who needs what?".
Material: plot pictures depicting people of various professions (educator, cook, doctor, driver, policeman, fireman, tailor, teacher, hairdresser, builder). Pictures depicting professional supplies.
The content of the diagnostic task.:
Questions:
- Can you tell me who is in the pictures?
- What does the doctor do?
- What does a doctor need to work?
- What should be the doctor?
- And the policeman?
- What would you like to be when you grow up?
Etc.

Criteria for evaluation
1 point - the child completely does not cope with the tasks.
2 points - the child correctly names not all professions. Most of the tasks cause difficulties for the child.
3 points - the child correctly names professions and determines professional actions. Finds it difficult to talk about a working man, his personal and business qualities, he does this with the help of leading questions.
4 points - the child talks about the person of labor, his personal and business qualities, labor actions, unmistakably determines the name of professions. Talks about the desire to acquire a certain profession in the future (become a policeman, fireman, military man, etc.).

Evaluation of the level of development:

4 points - high.
“Formation of a holistic picture of the world. Acquaintance with the natural world»

I. Level of knowledge about vegetables and fruits.

Didactic games, exercises, questions

Didactic game "Harvest".
Material: baskets of various shapes (colors), subject pictures depicting vegetables and fruits (pear, plum, apple, tomato, cucumber, beetroot).
The content of the diagnostic task:
The teacher invites the child to consider baskets and subject pictures. Then he suggests harvesting so that there are fruits in one basket and vegetables in the other.

Criteria for evaluation
1 point - the child completely does not cope with the tasks.
2 points - the child makes a mistake in naming vegetables and fruits, does not classify them.
3 points - the child knows and names fruits and vegetables. Misclassified.
4 points - the child knows and names fruits and vegetables correctly. classifies them independently.

II. The level of knowledge about the life of wild and domestic animals in natural conditions.

Didactic games, exercises, questions

1. Didactic game "Where is whose house?".
Material: illustration of a forest depicting an animal dwelling (lair, burrow, lair, hollow). A set of subject pictures depicting wild animals. Pictures showing what animals eat (fish, mushrooms, berries, mice, nuts, etc.).
The content of the diagnostic task:
The teacher explains the rules of the game.
In the picture of the forest, find a home for each of the animals and seat them. After the child finds a home for all the animals, the teacher offers to “feed” them.

2. Didactic game "Hunter and shepherd".
Material: images of a shepherd and a hunter on flannelgraph. Object pictures depicting domestic and wild animals (cow, goat, horse, pig, dog, chicken, cat, rabbit, sheep, hare, bear, wolf, fox, hedgehog, squirrel).
The content of the diagnostic task:
On the flannelograph, the teacher places a picture of a hunter on one side, and a shepherd on the other. Invites the child to name who it is.
Asks clarifying questions.
- Who is a hunter?
- Who is the shepherd?
Then he asks the child to consider subject pictures depicting animals and place them so that all wild animals are next to the hunter, and domestic animals are next to the shepherd.

3. Conversation on issues
The content of the diagnostic task:
- Why does a person care about pets?
- What pets give milk?
- What pets give fluff and wool?
What pets lay eggs?
What pets have horns and hooves?
What wild animals hibernate?
And etc.

Criteria for evaluation
1 point - the child completely does not cope with the tasks.
2 points - the child knows and names animals. Makes mistakes in their classification. Difficulty answering questions about the characteristics of animal life,
3 points - the child knows and names some wild and domestic animals, makes mistakes or finds it difficult to tell about the features of the life of wild and domestic animals.
4 points - the child knows and names wild and domestic animals, has ideas about the life of wild and domestic animals (features of behavior, movement; what they eat).

III. Ability to classify trees, houseplants, flowers.

Didactic games, exercises, questions

Didactic game - "Fill in the cells correctly."
Material: playing field (large three squares). Subject pictures depicting trees (poplar, birch, maple, spruce, mountain ash); flowers (dandelion, chamomile, bluebell); indoor plants (aspidistra, begonia, primrose).
The content of the diagnostic task:
The teacher offers the child a playing field (with symbols: a tree, a houseplant, meadow or wild flowers) and asks to decompose - all the pictures into squares, according to their belonging.

Criteria for evaluation
1 point - the child completely does not cope with the tasks.
2 points - the child does not cope with the task.
3 points - the child makes mistakes in the classification of indoor plants and flowers, corrects the mistakes with the help of a teacher.
4 points - the child easily and accurately copes with the task.

IV. The level of knowledge about the humane attitude towards nature, animals.

Didactic games, exercises, questions

Storyline conversation.
Material: various plot pictures: children prepare feeders, a child feeds a dog, a child picks flowers, a halt on a hike, etc.
The content of the diagnostic task:
The teacher asks to carefully consider the pictures and tell who is doing the right thing, who is wrong. Interested in whether the child likes to observe plants and animals. Why? Etc.

Criteria for evaluation
1 point - the child completely does not cope with the tasks.
2 points - the child has one-word answers for the content of each picture. Significant difficulty in completing the task.
3 points - the child calls the correct and incorrect actions in communication with nature from the pictures. Knowledge of animate and inanimate nature is scarce.
4 points - the child speaks about caring for living beings, not harming them (do not feed the dog with sweets, do not tear plants, etc.). Willingly shares his knowledge about living and non-living things.

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

Formation of elementary mathematical representations

Didactic games, exercises, questions

1. Didactic exercise "Count the cubes."
Material: cubes (6-7 pieces) of different sizes and colors. The content of the diagnostic task:
Instruction.
- What do you see on the table?
How many cubes are on the table in total?
How are cubes different from each other?
- Count the cubes in order.
- Which one is the yellow cube? (Red, etc.)
- What is the color of the cube that is in fifth place? (Second, third.)
- Show 3 red and 3 green cubes.
- What can be said about them?

2. Didactic exercise "Butterflies have arrived."
Material: the child has a two-lane card, butterflies (5 pieces) are pasted at a certain distance in the upper row. Nearby on a tray are butterflies (more than 5).
The content of the diagnostic task:
Instruction.
How many butterflies are in the top row?
Take the same number of butterflies from the tray and arrange them in the bottom row so that you can see that there are as many of them as there are butterflies in the top row (less than in the top row, more than in the top row).

Criteria for evaluation
1 point - the child completely does not cope with the tasks.
2 points - the child partially copes with the tasks with the help of a teacher.
3 points - the child counts up to 5, answers the question "How much?" Compares the number of items in groups based on count. It is difficult to compare the number of objects in groups by piece-by-piece correlation of objects of two groups (does not understand the instructions). Can determine which items are more, less, equal number.
4 points - the child counts to 5, answers the question "How much?". Compares the number of items in groups based on counting (within 5), as well as by piece-by-piece correlation of items in two groups (pairing). Can determine which items are more, less, equal number.

II. Level of knowledge about measurement standards

Didactic games, exercises, questions

1. Didactic exercise "Plant Christmas trees."
Material: planar Christmas trees, different in height (2 pcs.).
The content of the diagnostic task:
Instruction.
See if all the Christmas trees are the same height?
"Plant" Christmas trees in descending (ascending) order, using the words "above", "below".

2. Didactic exercise "Compare the tracks."
Material: two tracks of different lengths and widths, a tennis ball.
The content of the diagnostic task:
Instruction.
The teacher offers to compare the tracks in length and width.
- Show a long track (short).
- What can you say about the width of the tracks?
- Show a wide track (narrow).
- Roll the ball along the narrow (wide) track; along the long (short) track.

Criteria for evaluation
1 point - the child completely does not cope with the tasks.
2 points - the child, comparing two objects in size on the basis of their application to each other or overlap, makes mistakes in the concepts of higher - lower, longer - shorter.
3 points - the child compares two objects in size (more - less, higher - lower, longer - shorter, identical, equal) based on their application to each other or overlap.
4 points - the child compares two objects in size (more - less, higher - lower, longer - shorter, identical, equal) without applying them to each other or overlapping.

III. Level of knowledge about geometric shapes

Didactic games, exercises, questions

1. Didactic game "Find the same figures."
Material: two sets (for the teacher and for the child) of figures (circle, square, triangle, rectangle, ball, cube) of different sizes - large and small.
The content of the diagnostic task:
The teacher shows the child a figure and asks to find the same one and name it.

2. Didactic game "Relate the shape with a geometric figure."
Material: subject pictures (plate, scarf, ball, glass, window, door) and geometric shapes (circle, square, ball, cylinder, rectangle, etc.).
The content of the diagnostic task:
The teacher asks to correlate the shape of objects with known geometric shapes: a plate - a circle, a scarf - a square, a ball - a ball, a glass - a cylinder, a window, a door - a rectangle, etc.

Criteria for evaluation
1 point - the child completely does not cope with the tasks.
2 points - the child distinguishes and correctly names only the circle. Does not correlate the shape of objects with geometric shapes.
3 points - the child distinguishes and names a circle, a square, a triangle, does not name a ball, a cube. With the help of the teacher, he names their characteristic differences. Without the help of an adult, he cannot correlate the shape of objects with known geometric figures.
4 points - the child distinguishes and names a circle, square, triangle, ball, cube, knows their characteristic differences. Correlates the shape of objects with known geometric figures.

IV. Orientation in space

Didactic games, exercises, questions

1. Didactic game "Assignment".
Material: a set of toys: matryoshka, car, ball, pyramid.
The content of the diagnostic task:
The child sits on the carpet facing the teacher.
Instruction.
Arrange the toys as follows: nesting doll - in front (relative to yourself), the car - behind, the ball - on the left, the pyramid on the right.

2. Didactic game "Name what you see"
The content of the diagnostic task:
On the instructions of the teacher, the child stands in a certain place in the group. Then the teacher asks the child to name the objects that are in front (right, left, behind) of him. Asks the child to show the right one, left hand.

Criteria for evaluation
1 point - the child completely does not cope with the tasks.
2 points - the child partially copes with the tasks with the help of an adult.
3 points - the child copes with the tasks after additional instructions. Doesn't know left and right hand.
4 points - the child accurately determines the position of objects in space in relation to himself, distinguishes between right and left. Did the job, didn't make a single mistake.

V. Orientation in time

Didactic games, exercises, questions

Game exercise "When does it happen?".
Material: pictures depicting parts of the day, nursery rhymes, poems about different parts of the day.
The content of the diagnostic task:
Instruction.
Listen carefully to the nursery rhyme, determine the time of day and find the corresponding picture.

ROLLS

Children wake up in the morning
AT Kindergarten ik are going.
They do everything in order:
Are charging,
Have breakfast and play
All plants are watered.

During the day we walk and play.
We collect all the leaves.
The cook made cutlets for us,
Invites for lunch.

Evening - the sun sets,
Everyone is invited to calm down.
Wants to watch in silence
"GOOG night kids".

At night, the children sleep in the crib.
They dream sweet, sweet dreams.
The stars shine for them in silence,
Sleep tight, little ones.
Further, the teacher reminds the child of all seven days of the week (with the help of a poem). Asks for days off. First (second) day of the week.
If today is Tuesday, what day of the week was yesterday? Etc.

Criteria for evaluation
1 point - the child has no idea about the parts of the day, makes mistakes when listing the days of the week. He does not understand the meaning of the words: yesterday, today, tomorrow.
2 points - the child names and shows everything with difficulty, copes with tasks with the help of a teacher.
3 points - the child correctly determines the parts of the day, finds it difficult to explain the meaning of the words today, tomorrow, yesterday. Wrong when listing the days of the week.
4 points - the child correctly determines the parts of the day. Can determine the meaning of words: yesterday, today, tomorrow. Knows and names the days of the week correctly.

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

Educational area "Speech development"

Speech development

I. Vocabulary

Didactic games, exercises, questions

1. The game "Describe the subject."
Material: various subject pictures.
The content of the diagnostic task:
The teacher shows one picture at a time, for example: a ball, a hat, a bucket, flowers.
Asks you to answer questions:
- What is it? (Ball.)
- What is he? (Red, big, airy.)
- What can be done with it? (Play, roll on the floor, throw up, kick.)

2. Didactic game "Finish the sentence."
The content of the diagnostic task:
The teacher invites the child to play the game "Finish the sentence."
-I will start the sentence, and you - think about how you can finish it.
- Sugar is sweet, and pepper ... (bitter).
- The road is wide, and the path ... (narrow).
- Plasticine is soft, and the stone ... (hard).
- The stepmother is evil, and Cinderella ...
- Karabas-Barabas is evil, and Papa Carlo ... etc.

3. Task "Tell me about the boys."
Material: plot picture depicting two boys: one is clean, neat, cheerful, the second is sloppy, sad.
The content of the diagnostic task:
The teacher invites the child to consider a picture of two boys.
Then he organizes a conversation on the questions:
- What can you say about the boys? Do they have the same mood?
- One boy is cheerful, and what is the other? (Sad.)
- Is it good to be sloppy?
- What do you need to do to be clean and tidy?
- Which boy do you like? Why? Etc.

Criteria for evaluation
1 point - the child completely does not cope with the tasks.
2 points - the child's vocabulary is poor, it is difficult to select words of antonyms.
3 points - the child understands and uses antonyms. Makes mistakes or finds it difficult to determine the various properties and qualities of objects, aesthetic characteristics.
4 points - the child actively uses words denoting emotional states(angry, sad), ethical qualities (cunning, kind), aesthetic characteristics (smart, beautiful), various properties and qualities of objects. Understands and uses antonyms.

II. The level of formation of the grammatical side of speech

Didactic games, exercises, questions

1. Didactic exercise "Serving the table."
Material: tea set (for dolls), subject pictures depicting food (models).
The content of the diagnostic task:
The teacher offers to consider the dishes and answer the questions:
How can you name all the items? (He points to the tea service.)
- Name famous dishes.
- What products are needed in order to treat a person to tea? (Sugar, tea, crackers)
What bowl should I put sugar in? (To the sugar bowl.)
- And crackers? (Into a biscuit bowl.) Etc.
- Arrange the dishes nicely.
- Where is the teaspoon? (Next to the saucer or to the right of the saucer.) Etc.

2. Exercise "Finish the sentence."
The content of the diagnostic task:
The teacher asks the child to come up with the end of the sentence:
"The night has come and..."
“My mother and I went to the store and bought ...”.
"I like winter because."
“We are doing exercises because” Etc.

3. Didactic game "Hide and Seek".
Material: sets of toy animals (bear cubs, kittens, hedgehogs, cubs) or subject pictures with their image.
The content of the diagnostic task:
The teacher arranges toys (lays out pictures) and asks the child to name groups of animals.
- These are foxes.
- It's a hedgehog.
Etc.
Then the teacher asks to remember all groups of animals and invites the child to close his eyes.
The teacher removes one group of toys. After the child opens his eyes, the teacher asks to name who is gone (cubs, kittens, etc.).

Criteria for evaluation
1 point - the child completely does not cope with the tasks.
2 points - the child partially copes with tasks with the help of an adult.
3 points - the child finds it difficult to independently form new words (sugar - sugar bowl), comprehends causal relationships, mainly uses simple sentences or compound, excluding compound sentences. Make mistakes in education plural nouns denoting animals.
4 points - the child forms new words by analogy with already familiar ones. Understands and uses prepositions in speech. Comprehends cause-and-effect relationships and composes complex, complex sentences. Correctly forms the plural form of nouns denoting baby animals.

III. The level of development of coherent speech.

Didactic games, exercises, questions

1. Didactic game "The postman came to us."
Material: plot pictures "Seasons".
The content of the diagnostic task:
4 children can participate in the game. The teacher selects postcards with a simple plot, but so that it is clear at what time of the year the action takes place. The teacher reports that the postman brought postcards to all the children. After receiving a card, children should not show it to each other. It is necessary to tell about the plot in such a way that it is clear at what time of the year the action takes place.

2. Didactic game "Tell me about the toy."
Material: a set of different toys: a car, a ball, a doll, a bunny, etc.
The content of the diagnostic task:
The teacher shows the toys and offers a sample story about one of them. Repeats it again, paying attention to the plan of the descriptive story. Then he offers to describe any of the toys according to the same plan.

3. Dramatization of the fairy tale "The Cockerel and the Bean Seed".
The content of the diagnostic task:
The teacher takes out a chicken, a cockerel, a bean seed from a fabulous chest.
What do you think these characters are from?
- What happened to the cock?
- Why do you think the cockerel choked?
- To whom did the chicken run first for help?
What was the oil for?
(A short conversation is held on the fairy tale in order to remember its content.) Then the teacher invites the child to beat the fairy tale using a table theater.

Criteria for evaluation
1 point - the child completely does not cope with the tasks.
2 points - the child cannot tell about the content of the plot picture with the help of an adult. Not able to model the toy. During the dramatization of the tale, he mainly uses situational speech and gestures.
3 points - the child composes a story with the help of leading questions. There are isolated cases of violation of the sequence in the description of features. Dramatizes a familiar fairy tale with the help of an adult.
4 points - the child tells in detail about the content of the plot picture, sequentially composes a story about the toy. He knows how to dramatize passages from a familiar fairy tale.

IV. Sound culture speeches

Didactic games, exercises, questions

Didactic exercise "Select the first sound in the word."
The content of the diagnostic task:
The teacher offers to play with words. He asks the child to listen carefully as he will highlight the first sound with his voice.
OOO-la, AAA-stra, UUU-tka, etc.
When repeating words, asks to name the first sound.

Criteria for evaluation
1 point - the child completely does not cope with the tasks.
2 point - the child pronounces a large number of sounds with distortion, it is difficult to isolate the first sound.
3 points - the child does not pronounce all sounds clearly, highlights the first sound.
4 points - the child meaningfully works on his own pronunciation, highlights the first sound in the word.

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

Fiction

1. Reading by heart some texts (counters, fairy tales, riddles).

2. Retelling of the text based on illustrations.

Criteria for evaluation

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

Educational area "Artistic and aesthetic development"

Introduction to art
Task: "Decorate the group"
Offer Dymkovo toy, Filimonov toy, illustrations and paintings. Name the items they particularly like. Pay attention to the design of the group room; ask where it is better to place the selected design item.

Visual activity

Drawing

I. The ability to correctly convey in the drawing the shape, structure of objects, the location of parts, the ratio in size; connect objects with a single content; independently determine the content of the picture on a given topic

Didactic games, exercises

Self-drawing based on the fairy tale "Gingerbread Man".
Materials: sheets of paper, brushes, paints, illustrations for the fairy tale "Kolobok" The child is invited to consider illustrations for the fairy tale "Kolobok".
Questions:
- What are the characters in the fairy tale "Kolobok"?
- Whom did Kolobok meet first (last)?
- Which character do you like the most?
Task: draw a picture for the fairy tale "Gingerbread Man"

Criteria for evaluation
1 point - the child does not understand the task.
2 points - the child copes with the task on the second attempt.
3 points - the child copes with the task with the help of an adult.
4 points - the child independently copes with the task, answers the questions correctly.

II. The ability of children to create patterns based on arts and crafts

Didactic games, exercises

Drawing based on the Dymkovo toy.
Materials: paper silhouette of the mistress figurine, gouache, brush
Task: The child is invited to decorate the figurine of the lady with a pattern from the elements of the Dymkovo painting (Filimonov's horse based on the Filimonov's painting)

Criteria for evaluation

2 points - the child copes with the task on the second attempt.
3 points - the child copes with the task with the help of an adult.
4 points - the child independently copes with the task, holds the pencil correctly.

III. The level of development of sensory standards by children (colors)

Didactic games, exercises

Didactic game "Name the color"
Material: a set of cards in 11 colors (white, black, red, yellow, blue, green, pink, blue, orange, brown, purple) A set of cards of different colors is laid out in front of the child.
Task: Name the color of each card. Show blue (white, brown...) color card

I. The ability to sculpt objects consisting of several parts, using the techniques of pulling, smoothing, indenting, pressing and smearing; use
stack in progress

Didactic games, exercises

Self-sculpting of objects consisting of several parts.
Material: plasticine, stack, modeling board
Task: The child is invited to fashion an object consisting of several parts. Note. Preliminary it is possible to offer to consider samples of fashioned products

Criteria for evaluation
1 point - the child does not cope with the task
2 points - the child copes with the task on the second attempt.
3 points - the child copes with the task with the help of an adult.
4 points - the child independently copes with the task, answers the questions correctly.

Application

I. The ability to make patterns from plant and geometric shapes in a circle. Skill
glue the details.

Didactic games, exercises

Application "Pattern of floral and geometric shapes."
Materials: 6 green leaves, 6 yellow circles 3 cm in diameter, 6 red circles 1.5 cm in diameter, plate template, glue
Task: The child is invited to lay out and paste the pattern on the "plate" using floral and geometric shapes.

Criteria for evaluation
1 point - the child does not cope with the task.
2 points - the child copes with the task on the second attempt.
3 points - the child copes with the task with the help of an adult.
4 points - the child independently copes with the task, answers the questions correctly.

II. Ability to hold scissors (can cut in a straight line, diagonally, cut a circle from
square, an oval from a rectangle, smoothly cutting corners).

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

Structural modeling activity

I. Ability to build according to the scheme

Didactic games, exercises

1. Designing a building according to the scheme.
Material: construction scheme, constructor.
Questions:
What is the base of the building?
- What part is placed on the base?
- What is at the top of the building?
Task: The child is invited to consider the scheme of construction. build according to this scheme

Criteria for evaluation:
1 point the child does not cope with the task.
2 points - the child copes with the task on the second attempt.
3 points - the child copes with the task with the help of an adult.
4 points - the child independently copes with the task, answers the questions correctly.

II. Ability to build different structures of the same object

Didactic games, exercises

1. Designing houses for fairytale heroes.
Materials: small constructor
Task: The child is invited to build houses for fairy-tale characters: one house for Kolobok, another house for the Bear cub (he lives on the first floor) and for the Chanterelle-sister (she lives on the second floor of this house).

III. Ability to fold square and rectangular sheets in different ways

Didactic games, exercises

1. Folding square and rectangular sheets in different ways (diagonally, in half, along, across).
Materials: 2 squares, 2 rectangles
Task: The child is invited to:
- fold a square sheet from corner to corner;
- fold a square sheet in half;
- fold a rectangular sheet in half lengthwise;
- fold a rectangular sheet in half and across

Criteria for evaluation
1 point the child does not cope with the task.
2 points - the child copes with the task on the second attempt.
3 points - the child copes with the task with the help of an adult.
4 points - the child independently copes with the task, answers the questions correctly.

Educational area "Social and communicative development"

Game activity (plot-role-playing, outdoor game, didactic, theatrical)

1. Role-playing game (the ability to distribute roles (2-3), perform game actions, act in accordance with the rules and plan; select the attributes of the game, use various buildings; the ability to negotiate with other children)

Criteria for evaluation
4 points - the child actively communicates with adults and peers during the game, combines object actions with a toy into simple plots, correctly uses the toy in the game, knows how to organize independent games
3 points - the child has selective communication with adults and children, combines actions with toys into a simple plot with the help of an adult.
2 points - the child communicates only with adults, acts with objects according to the show or model.
1 point - the child does not communicate with adults and children, uses the toy for other purposes, plays with 1-2 toys.

2. Mobile game ( independent organization familiar game; compliance with the rules of the game; knowledge of the text or plot of the game; Creative skills(inventing new games, combining movements)

Criteria for evaluation
4 points - the child actively takes part in the game, follows all the rules, knows the text, imitates movements.
3 points - the child takes an active part, partially complies with the rules of the game, reproduces the text with the help of a teacher.
2 points - the child actively participates in the game, but does not follow the rules, does not adhere to the text.
1 point - the child does not participate in games.

3. Didactic game (knowledge of the rules of simple board games; the ability to compare objects according to external features)

Criteria for evaluation
4 points - the task did not cause difficulties for the child
3 points - the child completed the task correctly with little help from an adult
2 points - the child partially sees his mistakes and corrects them with the help of an adult
1 point - the child does not complete the task.

4. Theatrical game (performing skills (intonation, gestures, facial expressions, etc.); acting out familiar works, showing initiative and activity in choosing a role; using attributes; knowledge of theatrical professions)

Criteria for evaluation

Socialization, communication development, moral education

1. Personal attitude to the observance and violation of moral standards; use of polite words.

Criteria for evaluation
4 points - the child has all the components and skills, independently performs all actions.
3 points - the child performs actions with a hint or with little help from an adult.
2 points - the child is missing 1-2 components.
1 point - the components are not expressed in the child.

Child in family and community

1. The image of I (the child's ideas about growth and development (his past, present and
future); gender (I'm a boy. Boys are strong)

Criteria for evaluation

3 points - the child answers the questions correctly with a little help from the teacher (age shows on the fingers)
2 points - the child finds it difficult to answer or makes 1-2 mistakes

2. Family (perceptions that the family is those who live nearby (relations); household duties).

Criteria for evaluation
4 points - the child correctly answers the questions, the task did not cause difficulties.

1 point - the child cannot answer the questions.

3. Kindergarten (knowledge of kindergarten employees (professions, names and patronymics); ability to navigate the premises of the kindergarten).

Criteria for evaluation
4 points - the child correctly answers the questions, the task did not cause difficulties.
3 points - the child answers the questions correctly with a little help from the teacher.
2 points - the child finds it difficult to answer or makes 1-2 mistakes.
1 point - the child cannot answer the questions.

4. Native country (knowledge of the holidays that the whole country celebrates; the ability to correctly
give city name and home address)

Criteria for evaluation
4 points - the child correctly names the address and city.
3 points - the child answers the questions correctly with a little help from the teacher.
2 points - the child finds it difficult to answer or makes 1-2 mistakes.
1 point - the child cannot answer the questions.

Self-service, independence, labor education

1. Labor activity (the order of dressing and undressing; the ability to fold clothes in a certain order, the ability to care for them; neatness (the ability to use a handkerchief); the ability to prepare the workplace for classes, clean up after class).

The teacher gives an assessment in the process of observing the child's behavior during free and specially organized activities

2. Attitude towards one's own work, the work of others and its results (maintain order in the group, on the site of the kindergarten, put toys away; perform simple instructions).

Building the foundations of security

1. Fundamentals of the safety of one's own life
- rules of behavior in the room (do not approach windows, do not go out into the corridor, etc.), rules of movement in the room (hold on to the railing, be careful when going down and up the stairs, do not push, etc.);
- do not touch electrical appliances (heaters, sockets);
- in winter, do not touch metal objects and equipment with your lips or tongue. Do not go on the ice without adults;
- rules of conduct on the street (do not go beyond the fence, do not talk to strangers, etc.)

2. Road safety regulations
- cross the street with adults, in strictly defined places
- knowledge of the meanings of traffic signals
- knowledge of road elements (carriageway, sidewalk, stop, pedestrian crossing)
- knowledge of special vehicles (ambulance, police, fire)
- knowledge of road signs (pedestrian crossing, public transport stop, children)

3. Ecological consciousness
- elementary ideas about the correct ways of interacting with plants and animals: consider plants without harming them; observe animals without disturbing them; feed animals only with the permission of an adult; do not pet other people's animals, do not bring home without permission, do not tear, and eat any plants.
- ability to conserve water

Educational area "Physical development"

The level of formation of initial ideas about healthy lifestyle:

Conversation with children (individually):
a) What does a person need to be healthy? (proper nutrition, movement, sleep and sun, air and water are our best friends, etc.)
b) What makes a person sick? (from the cold, if the feet get wet, from the hot sun, from bad food)
In which healthy foods you know?
D) How can you care for the sick? (take care of him, do not make noise, fulfill his requests and instructions)

Criteria for evaluation:
4 points - the child answers all questions independently and correctly, understanding the content of the questions asked.
3 points - the child answers all questions correctly after a small verbal prompt from an adult.
2 points - the child finds the answer to the questions posed only with the help of an adult, while he cannot answer all the questions posed.

The level of compliance with cultural and hygienic skills (during observations):

A) Monitor the cleanliness of the body, neatness of clothes, brushes teeth independently
B) When coughing and sneezing, cover the mouth with a handkerchief
C) Knows how to dress and undress quickly, neatly, knows how to keep order in his closet (puts clothes in certain places)
D) Correctly uses cutlery (spoon, fork), napkin, knows how to eat food neatly, silently, while maintaining the correct posture at the table.

Criteria for evaluation:
4 points - the child performs all tasks independently, without reminders from an adult.
3 points - the child performs all tasks independently after a verbal prompt from an adult.
2 points - the child performs tasks only with the help of an adult, while he cannot answer all the questions posed.
1 point - the child does not cope with the tasks even with the help of an adult.

(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, fine arts, music. All this allows for an integrated 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 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 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 educational program of preschool education by each child.

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