Natalia Ashenkova
Pedagogical diagnostics of children in accordance with the Federal State Educational Standard for Education

According to clause 4.3 of the federal state educational standard for preschool education, approved. by order of the Ministry of Education and Science of Russia dated October 17, 2013 No. 1155 (hereinafter referred to as GEF DO, Standard, target guidelines (social-normative age characteristics of a child’s possible achievements at the stage of completing preschool education) are not subject to direct assessment, including in the form pedagogical diagnostics(monitoring, and also do not serve as a basis for their formal comparison with real achievements children. Thus, monitoring regarding development children Today it is not expected and even prohibited by modern regulatory requirements.

However, according to clause 3.2.3 of the Standard, when implementing an educational program for preschool education in a preschool educational institution, an assessment of individual development can be carried out children preschool age within pedagogical diagnostics(monitoring). Carrying out pedagogical diagnostics(monitoring) individual development children is also provided by the authors of drafts of exemplary basic educational programs for preschool education, in particular in programs: “From birth to school” (edited by N.E. Veraksa, T.S. Komarova, M.A. Vasilyeva, “Origins” (edited by L.A. Paramonova, “Childhood” (edited by T . I. Babaeva, A. G. Gogoberidze, O. V. Solntseva, “Paths” (ed. V. T. Kudryavtsev, “On the Wings of Childhood” (ed. 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 related to the students’ mastery of the basic 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 types of activities and cover certain areas of development and education (educational areas).

Thus, assessing individual development children may consist in analyzing their mastery of the content of educational regions: social-communicative, cognitive, speech, artistic-aesthetic, physical development.

Assessment of individual development children can be taught by a teacher during internal monitoring of the formation of indicators of the child’s personality development, the results of which are used only to optimize educational work with a group of preschoolers and to solve problems of individualization of education through building an 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 of direct educational activities with them.

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

Recording of development indicators is expressed verbally (indirect) form:

Not formed;

It is in its infancy;

Formed.

External factors are identified as indicators for assessing the development of a child’s personality (observable) manifestations in his behavior, activities, interactions with peers and adults, which reflect his development at each age stage and, therefore, throughout preschool age.

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

The overall picture of the group will allow us to highlight children that need special attention teacher and in relation to which it is necessary to adjust, change the methods of interaction.

According to Federal Law dated December 29, 2012 No. 273-FZ “On education in the Russian Federation” parents (legal representatives) pupils have the right to become acquainted with the content of education, the methods of teaching and upbringing used, educational technologies, as well as assessments of the performance of their children, receive information about all types of planned examinations (psychological, psychological pedagogical) students, give consent to conduct such surveys or participate in such surveys, refuse to conduct them or participate in them, receive information about the results of surveys of students.

Monitoring data should reflect the dynamics of indicators that develop in preschoolers throughout the entire educational process. By tracing the dynamics of a child’s development according to indicators, identifying whether it has a constant, progressive or regressive nature, it is possible to give a general psychological pedagogical assessing the success of educational and educational influences of adults at different stages of the educational process, as well as highlighting areas of development in which the child needs help.

The selected indicators reflect the main aspects of the development of preschool children, those characteristics that take shape and develop in preschool childhood and determine the successful transition of the child to the next age stage. Therefore, monitoring data - features of the dynamics of the formation of indicators of the development of a child’s personality in preschool education - will help and teacher primary 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 old will not be tracked, and a 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.

Publications on the topic:

Pedagogical diagnostics of individual development of children I present to your attention a methodological development on the topic “Pedagogical diagnostics of individual development of children.” I use methodical ones.

Consultation for educators “Individual developmental route for children 3–4 years old in accordance with the Federal State Educational Standard”“INDIVIDUALIZED DEVELOPMENTAL ROUTE” Note: The basis for creating an individual route can be a diagnosis of achievements.

Mathematical development of children in accordance with the Federal State Educational Standard for Education FINAL WORK OF A LISTENER of advanced training courses in the program “Mathematical development of preschool children in accordance with the Federal State Educational Standard for Education” (module.

Pedagogical diagnostics of the physical development of preschool children as a condition for improving the quality of education Relevance: In the general system of educational work, the physical development of preschool children occupies a special place. Precisely in preschool.

Pedagogical diagnostics as a tool for achieving results in introducing older preschoolers to professions Pedagogical diagnostics as a tool for achieving results in introducing older preschoolers to professions. Due to the changes.

Diagnosis of preschool child development.

Essence, types, diagnostic criteria.

(message at the seminar)

Prepared

Recently, in the preschool education system of the Russian Federation, the practice of conducting psychological and pedagogical diagnostics, including testing, of preschool children has become increasingly widespread. The use of diagnostics in itself is a positive aspect of the educational process.

Diagnostics– activities aimed at making a diagnosis (diagnosis - recognition, Greek.).

Types of diagnostics :

· medical (the subject of diagnostics is the state of health and physical condition of the child);

· psychological (the subject of diagnosis is the mental state of the child);

· pedagogical (the subject of diagnosis is the child’s mastery of the educational program);

· managerial (the subject of diagnostics is the activities of an educational institution).

The introduction of diagnostic work into the activities of preschool institutions is due to several circumstances:

1. The implementation of a personality-oriented approach in education involves building the pedagogical process on a diagnostic basis.

2. Tariff and qualification characteristics (requirements) suggest that the teacher is obliged “to plan and carry out correctional and developmental work with students based on the study of individual characteristics and recommendations of a psychologist”, “to study the individual characteristics, interests and inclinations of children.”

Objectives of pedagogical activity : improving the quality of methodological work; improvement of the educational process; assessment of the pedagogical process.

Directions of diagnostic work:

- diagnostic work with children;

Diagnostic work with parents;

Diagnostic work with employees.

Principles of organizing diagnostic work:

1. The principle of legality - assumes that diagnostic work must be carried out legally, in compliance with regulatory documents: the Convention on the Rights of the Child; Constitution of the Russian Federation; Law of the Russian Federation “On Education”; orders and instructions letters of the Ministry of Education of the Russian Federation and the subject of the Federation; Charter of the educational institution; Agreements with parents; decisions of the educational council of the educational institution; orders of the head of the educational institution.

2. The principle of scientificity - assumes that diagnostic work in an educational institution should be based on scientific research that substantiates the choice of indicators being studied, methods, timing and organization of the survey.

3. The principle of ethics - assumes that diagnostic work must be carried out in compliance with ethical standards and rules.

4. The principle of optimality - assumes that with minimal effort a sufficient amount of diagnostic information should be obtained - as much as can be used in the work of an educational institution.

The forms of diagnostics can be different: group and individual, written assignments, oral in final classes, in conversations, testing.

Thus, diagnostic methods that are technologically undeveloped, untested, and have dubious scientific and practical value are often used. The results of such diagnostics do not reflect the real picture of the child’s development and, therefore, cannot improve the effectiveness of the educational process. The diagnostic process involves specialists who do not have the appropriate qualifications. This leads to incompetent interpretation of diagnostic data and errors in determining the child’s level of development, which can disorient teachers and parents when interacting with children.

Diagnostics of the development of preschool children, being included in preschool education, is designed to help teachers and parents of the child to properly build pedagogical communication with him. The specificity of preschool age is that all mental processes are very mobile and plastic, and the development of a child’s potential abilities largely depends on what conditions for this development teachers and parents create for him. Psychological and pedagogical science unconditionally recognizes the fact that a child’s real abilities can manifest themselves quite late, and the education that he receives greatly contributes to their manifestation. In particular, the introduced concept of “zone of proximal development” captures precisely this well-known fact in a special way. Therefore, when determining the individual characteristics of a preschool child, it is preferable to first of all keep in mind his “inclinations,” which serve as the basis for the further development of abilities.

This specificity does not allow us to consider the diagnostic results (even if they are reliable) stable and determining the fate of the child. Any achievement of a preschool child at each stage of his development is intermediate and serves only as a basis for the teacher’s choice of methods and technologies for individual work. Testing data cannot be allowed to be the basis for labeling a child. Unreliable test results can have especially serious consequences. They can have a negative impact on both personal development and the further educational trajectory of the child.

In addition, training and upbringing in preschool age is holistic in nature and can be distributed in the educational process according to subject areas (mathematical concepts, speech development, visual and musical activities, etc.) only conditionally. Educational programs for preschool children, unlike school programs, usually not only include content related to learning, but also describe in sufficient detail the entire life of a child in kindergarten. That is why diagnostics in preschool age cannot fully rely on identifying knowledge, skills and abilities. For a child of this age, it is primarily important not so much how much subject knowledge of a particular educational field he possesses, but rather the way in which this knowledge was mastered by the child. Thus, a certain set of knowledge that a preschooler possesses does not always indicate the real results of his education, not to mention the fact that it equalizes all children in their development path. This further complicates diagnostic methods appropriate for this particular age, since determining the real level of development of a child requires not simple “exam” questions, but very subtle, special psychological tools.

The norms do not allow the child to be treated as an object of unceremonious research; confuse it with sudden checks (“test” in translation means “test”); test without parental consent, disclose diagnostic results (which constitute confidential information) to people who are not directly related to the education and upbringing of the child. In actual testing practice, these norms are often violated. A teacher, not being a diagnostic specialist, with the best of intentions may report test results (for example, that a child has a low test score) to the child’s parents without preparing them accordingly, or to the administration of a preschool educational institution. If this information reaches the child himself or other children, it can cause significant harm to his mental health.

In addition, diagnostics are always associated with the stage of interpretation, i.e., explaining the data obtained from the point of view of the child’s development. It is known that the most informative diagnostic techniques allow the greatest freedom in the interpretation of their results. In the hands of a qualified psychologist, these techniques are a tool for obtaining. Carrying out any diagnosis is always associated with the questions: for what purpose is it carried out? How will its results be used? Diagnostic data allows teachers and parents to monitor the progress of the child’s development and provide an individual approach. This is the positive role of diagnostics in the preschool education system.

However, some educational institutions use a system of testing the level of development of children to select them for a specific educational institution, each of which implements a special educational program. Testing a child’s development “at the entrance” to a certain educational program for the purpose of selecting him, wittingly or unwittingly, proceeds from the presumption that some children are “capable” of mastering it, while others are not. Thus, an application is made to test the abilities of children at a very early age, which literally contradicts the basic laws of personality and mental development. In addition, by making this kind of selection, the teacher closes the child’s opportunity for development in this direction and, perhaps, imposes on him a less promising path of education, based on his own ideas about the level of his development, and not on the real interests of the child.

The education system must provide the child with the most favorable conditions for development. That is why the subject of a comprehensive examination of the activities of a preschool educational institution in the process of its certification is the psychological and pedagogical conditions of education and training - content and methods, the nature of interaction between teachers and children and the construction of a developmental environment.

At the same time, the Ministry of General and Professional Education of the Russian Federation notes that the possibility of using psychological and pedagogical diagnostics based on monitoring the dynamics of a child’s mental and physical development in order to implement an individual approach in the educational process is beyond doubt. The results of such diagnostics should be used by the teacher in the course of planning his activities, when setting and implementing pedagogical tasks. However, given the variability of software and methodological support of the modern preschool education system, psychological or pedagogical diagnostics of a child can only act as a control over the effectiveness of a specific educational program implemented by a kindergarten. In this case, diagnostic techniques are used to monitor the dynamics of the child’s progress in mastering this program, its impact on the child’s development, as well as the effectiveness of the teacher’s results in this program.

TYPES OF DIAGNOSTICS

When working as a teacher-psychologist at an educational institution, the following types of diagnostics are consistently used:

1. Screening diagnostics

It is carried out with a group of children and is aimed at identifying children who have one or another group of characteristics, assesses the constancy of certain psychological properties in a given group of children.

2. In-depth psychological diagnostics , which is carried out after identifying children who have any developmental characteristics and need additional developmental or correctional work, i.e., special psychological assistance. Typically conducted individually or in small groups.

3. Dynamic examination , with the help of which the dynamics of development, the effectiveness of training, developmental and/or correctional measures are traced. It can be carried out several times during one correction course.

4. Final diagnostics . The purpose of this type of diagnosis is to assess the child’s condition upon completion of the course of correctional work.

PRINCIPLES OF DIAGNOSTICS

When conducting any type of diagnosis, a teacher-psychologist of a preschool educational institution must adhere to the following principles:

– complexity and versatility in the study of a child, the desire for maximum consideration in assessing the development of all his significant characteristics;

– study of children in activities and relationships, through activities and relationships;

– pedagogical orientation: studying and diagnosing not as an end in itself, but as a means that determines the direction of correctional assistance to the child in overcoming his problems;

– participation in the study and assessment of the child’s development of all those involved in his destiny and interested parties (parents, educators, teachers);

To ensure that the diagnostic results are not distorted, the educational psychologist needs to take into account:

– physical development and condition of the child;

– psychophysiological characteristics of his age;

– dynamics of physical development (history);

– state of hearing, vision;

– features of the development of the motor sphere;

– disorders of general motor skills (general tension or lethargy, imprecision of movements; paralysis, paresis, the presence of their residual effects);

– coordination of movements (features of gait, gestures, difficulties when necessary to maintain balance, difficulties in regulating the pace of movements, the presence of hyperkinesis, synkinesis, obsessive movements);

– characteristics of performance (fatigue, exhaustion, absent-mindedness, satiety, switchability, perseverance, pace of work; an increase in the number of errors towards the end of the lesson or during monotonous activities; complaints of headaches).

METHODS OF PSYCHOLOGICAL RESEARCH

Research methods can be considered based on four main positions:

a) non-experimental psychological methods;

b) diagnostic methods;

c) experimental methods;

d) formative methods.

Currently, a large number of diagnostic methods have been developed, but not all of them are applicable to preschool children. The most acceptable are: observation, conversation, experiment, survey.

Non-experimental methods:

Observation is one of the most commonly used research methods. Observation can be used as an independent method, but usually it is organically included in other research methods, such as conversation, study of products of activity, various types of experiment, etc.

Observation and self-observation is the purposeful, organized perception and registration of an object and is the oldest psychological method.

Observation can be carried out directly or using observation devices and means of recording results. These include: audio, photo and video equipment, special surveillance cards, etc.

The observation results can be recorded during the observation process or delayed.

Observation is an indispensable method if it is necessary to study natural behavior without outside interference in a situation, when it is necessary to obtain a holistic picture of what is happening and reflect the behavior of individuals in its entirety. Observation can act as an independent procedure and be considered as a method included in the experimentation process. The results of observing subjects as they perform an experimental task are the most important additional information for the researcher.

Questionnaire , like observation, is one of the most common research methods in psychology. Questionnaire surveys are usually conducted using observational data, which (along with data obtained through other research methods) is used to construct questionnaires.

There are three main types of questionnaires used in psychology:

- These are questionnaires composed of direct questions and aimed at identifying the perceived qualities of the subjects.

These are scale questionnaires; When answering questions on scale questionnaires, the subject must not only choose the most correct of the ready-made answers, but analyze (evaluate in points) the correctness of the proposed answers.

Conversation – one of the methods for studying human behavior, since in other natural sciences communication between the subject and the object of research is impossible. A dialogue between two people, during which one person reveals the psychological characteristics of the other, is called the conversation method.A conversation can also be conducted with a group, when the teacher asks questions to the whole group and makes sure that the answers include the opinions of all group members, and not just the most active ones.

The conversation can be both more standardized and freer. In the first case, the conversation is conducted according to a strictly regulated program, with a strict sequence of presentation, clearly recording the answers and processing the results with relative ease.

In the second case, the content of the question is not planned in advance. Communication flows more freely and wider, but this complicates the organization, conduct of the conversation and processing of the results. This form places very high demands on the teacher.

There are also intermediate forms of conversation that try to combine the positive qualities of both of these types.

When preparing for a conversation, preliminary work is very important.

1. The leader of the conversation must carefully think through all aspects of the problem he is going to talk about, select those facts that he may need. A clear statement of the purpose of the conversation helps to formulate clear questions and avoid random ones.

2. He must determine in what order he will raise topics or ask questions.

3. It is important to choose the right place and time for conversation. It is necessary that there are no people nearby whose presence could confuse, or, even worse, affect the sincerity of the interlocutor.

When conducting a conversation, especially a free one, you should adhere to the following recommendations:

1. Communication should begin with a topic that is pleasant to the interlocutor, so that he willingly begins to talk.

2. Questions that may be unpleasant for the interlocutor or cause a feeling of testing should not be concentrated in one place, they should be evenly distributed throughout the conversation.

3. The question should provoke discussion and development of thought.

4. Questions should take into account the age and individual characteristics of the interlocutor.

5. Sincere interest and respect for the opinion of the interlocutor, a friendly attitude in conversation, the desire to convince rather than force an agreement, attention, sympathy and participation are no less important than the ability to speak convincingly and reasonedly. Modest and correct behavior inspires trust.

6. The teacher must be attentive and flexible in conversation, preferring indirect questions to direct ones, which are sometimes unpleasant for the interlocutor. Reluctance to answer a question should be respected, even if it means that important information for the study is missed. If the question is very important, then during the conversation you can ask it again in a different wording.

7. From the point of view of the effectiveness of the conversation, it is better to ask several small questions than one large one.

8. In a conversation with students, indirect questions should be widely used. It is with their help that the teacher can obtain the information he is interested in about the hidden aspects of a child’s life, about unconscious motives of behavior, and ideals.

9. In no case should you express yourself in a drab, banal or incorrect manner, thus trying to get closer to the level of your interlocutor - this is shocking.

10. For greater reliability of the results of the conversation, the most important questions should be repeated in various forms and thereby control previous answers, supplement, and remove uncertainty.

11. You should not abuse the patience and time of your interlocutor. The conversation should not last more than 30-40 minutes.

The undoubted advantages of the conversation include:

Having contact with the interlocutor, the ability to take into account his responses, evaluate his behavior, attitude to the content of the conversation, and ask additional, clarifying questions. The conversation can be purely individual, flexible, and maximally adapted to the student.

An oral response takes less time than a written one.

The number of unanswered questions is noticeably reduced (compared to written methods).

Students take questions more seriously.

At the same time, it should be taken into account that in a conversation we do not receive an objective fact, but a person’s opinion. It may happen that he arbitrarily or involuntarily distorts the real state of affairs. In addition, the pupil, for example, often prefers to say what is expected of him.

Questionnaire.

The questionnaire belongs to the most proven, practiced and mastered methods. But this diagnosis has one common negative feature. It is exploited when the teacher does not take the trouble to creatively select methods for a specific pedagogical purpose, and with the help of a questionnaire they try to find out from the children themselves what the measure of their upbringing is. Therefore, teachers often resort to simultaneous surveys of parents and children, and also take into account their own assessment.

The criterion for evaluating the questionnaire is the measure of detecting the child’s directed interest, his desires, aspirations, doubts and, ultimately, personal problems in life, as well as the measure of spiritual help for the child: when the questionnaire, being a diagnosis, helps children understand themselves in the world and gives rise to their positive activity, opening up for them a new aspect of life or a new value object.

Monographic method. This research method cannot be implemented in any one technique. It is a synthetic method and is specified in a combination of a wide variety of non-experimental (and sometimes experimental) techniques. The monographic method is used, as a rule, for a deep, thorough study of age and individual characteristics.

Diagnostic methods.

Diagnostic research methods include various tests, i.e., methods that allow the researcher to give a quantitative qualification to the phenomenon being studied, as well as various qualitative diagnostic techniques, with the help of which, for example, different levels of development of the psychological properties and characteristics of the subjects are identified.

Test – a standardized task, the result of which allows you to measure the psychological characteristics of the subject. Thus, the purpose of the test study is to test and diagnose certain psychological characteristics of a person, and its result is a quantitative indicator correlated with previously established relevant norms and standards.

The difference between diagnostic methods and non-experimental methods is that they not only describe the phenomenon being studied, but also give this phenomenon a quantitative or qualitative qualification and measure it.

Methodology for carrying out diagnostic work.

The pedagogical examination is aimed at determining the level of assimilation of program material by preschool children. The survey can be carried out both for the program as a whole, and for a section or subsection. Based on the data obtained, conclusions are drawn, a work strategy is built, strengths and weaknesses are identified, technologies for achieving the desired result, forms and methods for eliminating shortcomings are developed. The pedagogical examination is aimed at identifying the level of program material, achieving high results in its assimilation, correcting the forms, methods and methods of teaching students, and the effectiveness of using pedagogical technologies.

Pedagogical examination is carried out twice a year: for the first half of the year - January, for the second in May (possibly the third at the beginning of the school year) Examination in all sections of the program, except for special ones (musical and physical) is carried out by teachers, the administration is present during the examination, helps with permission controversial issues, a re-examination is carried out (if necessary).

The results of the survey are discussed at a joint meeting, the reasons for the insufficiently high level of mastery of program material for each task, subsection, and section by each child are identified, and further actions of teachers in working with students are outlined. The compiled analytical report is read out to the pedagogical council.

Diagnostics is of great importance for the targeted and effective implementation of the educational process. It allows, through control (monitoring) and correction of the entire system of education and training and its components, to improve the process of education, training and development of children.

Stages of organizing diagnostic work.

1. Defining goals and setting tasks, developing methodological recommendations for conducting pedagogical diagnostics.

2. Development of criteria for assessing levels of mastery of program material.

3. Development of tasks for examining pupils.

4. Development of a plan for conducting a diagnostic examination.

5. Preparation of material for diagnostics.

6. Development of a table-matrix “Results of a pedagogical survey”

7. Filling out a diagram of the dynamics of individual assimilation of program material by each student (in comparison over two half-years).

8. Based on the obtained data, compilation of an analytical report on the assimilation of program material for this section.

9. The educational institution issues an order “On conducting pedagogical diagnostics,” which specifies the goals, responsibilities, and timing.

10. At the end of the diagnostic examination and summing up, an order “On the results of pedagogical diagnostics” is issued, which reflects the results, conclusions, recommendations, responsible persons, and deadlines for eliminating deficiencies.

Pedagogical diagnostics is an obligatory component of the educational and educational process. It allows you to determine the level of achievement of the goals set by teachers. Without such research, it is difficult to talk about effective management of the didactic process.

Features of the term

Diagnostics of pedagogical work is a special type of activity, which represents the management and analysis of signs that analyze the state and results of the learning process. It makes it possible, based on the data obtained, to make forecasts of permissible deviations, identify ways to prevent them, adjust the process of education and training, and improve their quality.

The essence of the concept

Pedagogical diagnostics is not limited to testing the universal learning skills of schoolchildren. Research involves control, evaluation, verification, accumulation of statistical information, study of results, identification of the dynamics of the didactic process, and so on.

Pedagogical diagnostics at school allows you to create feedback in teaching activities.

Purpose

In science, there are several functions of diagnostics carried out in educational institutions:

• the control and correction part consists of obtaining and adjusting the educational process;
• the prognostic role involves prediction, prognosis of changes in the development of students;
• The educational function is to socialize schoolchildren and develop an active citizenship in them.

Item

Pedagogical diagnostics concerns three areas:

• academic achievements of schoolchildren;
• social, moral, emotional qualities of the individual and class groups;
• the results of the pedagogical process in the form of new formations and psychological qualities of students.

The degree of social development and the level of UUN are subject to periodic research and analysis.

Control options

The tasks of pedagogical diagnostics include collecting information about the student’s family, physical health, thinking, memory, imagination, and attention. During the survey, the psychologist identifies the emotional and volitional qualities of each student, his motivational needs, and relationships with other members of the class team.

Various (questionnaires, documents, observation) allow teachers to create a unified picture about the student, to create an individual educational and educational development trajectory for his self-improvement.

Subdivision

Carrying out pedagogical diagnostics is associated with the use of a system of operations and actions to assess the acquisition of skills, knowledge, and practical skills by schoolchildren. Control guarantees the establishment of feedback during the learning process, its result is obtaining information about the effectiveness of learning.

The teacher determines the level and amount of knowledge acquired by the student and his readiness for independent activity.

Without periodic verification of the formation of the educational system, the educational process will not be effective and efficient.

Pedagogical diagnostics involves several control options:

• periodic;
• current;
• final;
• thematic;
• preliminary;
• deferred.

Let's analyze the distinctive features of each of them. Preliminary control is carried out in order to identify the initial skills, abilities, and knowledge of schoolchildren. A similar check is carried out in September or before the start of studying a new topic within a certain academic discipline.

The pedagogical process involves carrying out ongoing checks that allow teachers to identify the level of development of the educational instruction, their completeness and quality. It consists of the teacher’s systematic observation of the children’s activities at all stages of the educational process.

Periodic control allows you to summarize results for a specific time period, for example, a quarter or half a year.

The development of pedagogical diagnostics is inextricably linked with thematic control. For example, after studying a section or topic, the teacher offers his students various tasks. They allow teachers to determine the degree to which children have mastered specific scientific material.

The final works cover the entire system of skills, abilities, and knowledge of schoolchildren.

Delayed control involves identifying residual knowledge some time after studying a course or section. After 3-6 months, the children are offered test tasks, the effectiveness of which is a direct confirmation of quality training.

Forms of control

Such methods of pedagogical diagnostics are divided into groups:

• frontal;
• group;
• individual.

Control methods are ways by which the effectiveness of all types of student activities is determined and the level of teacher qualifications is assessed.

In Russian schools, methods of written, oral, machine, practical control and self-control are used in various combinations.

Oral control helps identify students’ knowledge and helps the teacher analyze the logic of students’ presentation of educational material. During an oral response, the child’s ability to apply theoretical knowledge to explain events and processes, prove his own point of view, and refute incorrect information is assessed.

Written control

It is associated with the completion of written tasks: essays, tests, exercises, creative reports. This control method is aimed at simultaneously testing the knowledge of students. Among its shortcomings, we note the significant time spent by the teacher on checking the work and drawing up a full report on the level of development of UUN schoolchildren.

Practical control

This form of diagnostics is used by teachers of chemistry, physics, biology, and geography. When performing laboratory experiments and practical tasks, the students use the theoretical basis obtained during lectures. The teacher analyzes the maturity of skills and abilities and, if necessary, makes adjustments.

It differs from traditional control options in differentiation, efficiency, and objectivity.

Types of diagnostics

Preliminary analysis is aimed at identifying the level of development and assessing students' skills. Such diagnostics are carried out at the beginning of the academic year and are aimed at identifying knowledge of the main elements of the course, which is relevant for newly created educational teams. Based on the results of the preliminary check, the teacher plans the upcoming work, selects teaching methods and techniques.

The main functions of preliminary diagnostics are: control and adjustment.

The teacher carries out current diagnostics in everyday educational work during classes. It allows you to timely assess the level of learning of schoolchildren, gives the teacher the opportunity to quickly respond to the current situation, and select innovative forms of activity. Its main purpose is to stimulate independent activity of students.

After the transition of Russian education to new federal standards, the function of final control began to be performed by the state final certification of graduates:

• Unified State Exam for senior students;
• OGE for ninth grade graduates.

Such diagnostics are aimed at determining the level of training of graduates. The results indicate the completeness of the institution’s implementation of the state educational standard.

Distinctive features

Based on the number and nature of questions, frontal, individual, combined, and group diagnostics are distinguished. The frontal option involves the teacher asking questions that allow checking an insignificant amount of material. The teacher offers questions, the whole class takes part in their discussion, and the children give short answers from their seats. This form of work is appropriate for checking homework and reinforcing new material.

Its variety is a comprehensive test that diagnoses the ability of schoolchildren to use the knowledge and skills acquired while studying various academic disciplines.

Individual diagnostics is aimed at testing the skills, knowledge, and abilities of individual students. In its course, the teacher takes into account awareness, thoroughness, logic of the answer, the ability to process theoretical material, and use knowledge in specific situations. To do this, the teacher and other students ask the student leading and additional questions.

The combined form is combined with group, individual, frontal forms of diagnosis. The peculiarity of such a test is that in a short period of time the teacher manages to test the skills of a large number of students.

Diagnostic methods

They are methods of activity that allow you to provide feedback during the learning process and receive detailed information about the effectiveness of learning activities.

They must meet certain measurement quality criteria:

• objectivity, which consists in the conditions and results of measurements, regardless of the characteristics of the inspector;
• validity, which allows checking the level of development of skills and abilities;
• reliability, which determines the possibility of repeatability under equal conditions;
• representativeness, implying the possibility of a comprehensive check, obtaining an objective picture of the level of learning of schoolchildren.

Conclusion

In modern pedagogy, various methods are used to diagnose the level of learning. The simplest of these techniques is observation. It consists of direct perception and registration of certain facts. As the teacher observes the students, he develops a full-fledged understanding of the attitude of the students to the educational process, the degree of independence, the level of cognitive activity, the feasibility and accessibility of educational material.

Without this type of diagnosis, it is impossible to formulate a complete picture of the attitude of schoolchildren to classes and the feasibility of educational material. The results of observations are not recorded in documents; they are taken into account in the final grade of students. But they are not enough to get an objective picture of the level of learning of schoolchildren.

That is why in pedagogical diagnostics used in secondary schools, lyceums, and gymnasiums, combined types of research are carried out. For example, when children move from primary school to secondary school, a psychologist analyzes their adaptation to new conditions using special diagnostic tests.

Various types of studying the individual abilities of schoolchildren make it possible to identify gifted and talented children and create individual educational trajectories for them.

Maria Tazina
Pedagogical and psychological diagnostics of children in preschool educational institutions

Introduction

Chapter 1. Features of psychological diagnostics of children in preschool educational organizations

1.2 System of psychological diagnostics in preschool organizations

1.3 Methods of psychodiagnostics of preschool children

Chapter 2. Pedagogical diagnostics of children in preschool educational organizations

2.1 General concept of pedagogical diagnostics

2.2 Functions and principles of pedagogical diagnostics

2.3 Stages of pedagogical diagnostics

Conclusion

Introduction

One of the priority tasks of preschool development is the protection and strengthening of the psychological health of pupils. It is considered as a condition for the implementation of the basic general education program of preschool education. Therefore, creating conditions for the realization of child development opportunities in preschool age and assistance in the formation of those psychological formations that will form the basis for development in subsequent periods is a priority in the professional activities of specialists in preschool organizations.

Along with these areas there is psychological and pedagogical diagnostics of children. Early diagnosis of the development of the cognitive sphere and all mental processes of the child is extremely important and necessary. Today it has been proven that the earlier targeted work with a child is started, aimed at correcting or developing his capabilities and abilities, the more effective its results can be; it often becomes possible to prevent secondary developmental deviations, if they are detected. The child’s nervous system has such an important property as plasticity, that is, it reacts flexibly to external influences. This quality determines the need for early diagnosis of the child.

Chapter 1. Features of psychological diagnostics of children in preschool educational organizations

1.1 General concept of psychological diagnostics

The most important area of ​​psychological science and psychological practice is psychodiagnostics. It is associated with the development and application of various methods for recognizing the individual characteristics of a person or group of people.

Psychodiagnostics is understood as a field of psychological science that develops theory, principles, as well as tools for assessing and measuring individual psychological characteristics of the individual and variables of the social environment in which the individual’s life activities take place.

Psychodiagnostics is practically used in a variety of areas of psychologist activity. And when he acts as an author or participant in applied psychological and pedagogical experiments, and when he is engaged in psychological counseling or psychological correction. And, nevertheless, most often psychodiagnostics is a separate independent field of activity of a practical psychologist. Then its goal is to make a psychological diagnosis, that is, to assess the psychological state that a person has.

There are three stages in a psychodiagnostic examination:

1. Data collection.

2. Processing and interpretation of the results obtained.

3. Making a decision – psychological diagnosis and prognosis.

Psychodiagnostics faces the following tasks:

Identifying whether a person has one or another psychological behavior or psychological property;

Determining the degree of development of a given property, expressing it in quantitative and qualitative indicators;

Characteristics of diagnosable behavioral and psychological characteristics of a person when necessary;

Comparing the degree of expression of the studied properties in different people.

All of the above tasks are solved in practical psychodiagnostics either comprehensively or each separately, depending on the goals of the research being conducted.

1.2 System of psychological diagnostics in preschool organizations

In preschool organizations, psychological diagnostics is an integral part of the general diagnostic system for preschool children, which also includes pedagogical and medical diagnostics (Table 1).

Table 1 – System of diagnostic work with children

Goal: Study and identify the developmental characteristics of each child and groups of children for subsequent individual and group correctional and developmental work

Indicators: State of health and physical development; means: medical examination;

Responsible: doctor, nurse.

Indicators: Mastering the educational program; means: pedagogical diagnostics; Responsible: senior teacher, educators.

Indicators: Features of mental development; means: psychological diagnostics; responsible: practical psychologist.

The goals and objectives of psychodiagnostics depend on the specifics of the preschool educational organization and, at the same time, their focus should be focused on identifying the conditions that impede the full development and formation of the personality of a preschooler. Psychodiagnostics should always be the basis for building an effective educational process in preschool educational institutions.

T. M. Martsinovskaya believes that the subject of psychodiagnostics in preschool educational institutions is the individual age characteristics of children, as well as the reasons leading to deviations and disorders in their mental development.

There are three main diagnostic schemes in the model of psychological support: diagnostic minimum, primary differentiation of norm and pathology of mental development, in-depth psychodiagnostic examination of the individual.

A psychodiagnostic examination is provided at three stages of preschool education. These include the stage of entering a preschool institution, the stage of staying in it and the stage of finishing preschool education. All of them are important components in terms of the potential development and learning opportunities present in them.

Thus, the diagnostic system in a preschool organization may include six examinations:

1. examination of children upon admission to a preschool institution during the period of their adaptation;

2. examination of young children (2-3 years);

3. examination of the younger age group (3-4 years);

4. examination of preschoolers of the middle age group (4-5 years);

5. examination of children of the older age group (5-6 years);

6. examination of children of the preparatory group during the period of completion of training in a preschool institution (6-7 years).

The scheme of psychodiagnostic work may look like this. In September-October, i.e., the beginning of the school year, a psychologist conducts a rapid diagnosis of the level of mental development of children of all age groups. After this, he conducts an in-depth examination of children who are suspected of having developmental problems. These children, as a rule, belong to the “risk group”. Based on the results of in-depth diagnostics, correctional and developmental work is compiled.

Psychodiagnostic work is carried out with children who have severe mental development disorders with the aim of primary differentiation of normal and pathological mental development. Such children are referred for psychological, medical and pedagogical consultation.

In April, a repeat psychodiagnostic examination of children in the preparatory group is carried out according to all criteria of psychological readiness, which is initially in-depth. If a preschooler is found to have a low level of readiness for school, they should receive additional psychological and pedagogical assistance.

The basis of a psychological examination of preschool children is the need to obtain information about such individual psychological characteristics of the child as the characteristics of the emotional-volitional sphere; features of communication and behavior; features of cognitive activity (Table 2).

Table 2 – Psychodiagnostic examination

Early age

Cognitive sphere: Sensory standards, general motor skills, constructive praxis.

Emotional-volitional sphere: Emotional background of mood, activity.

Behavior and communication: Play, contact, response to encouragement and reprimand.

Junior group

Cognitive sphere: Imagination, thinking, speech, motor skills.

Emotional-volitional sphere: Dominant emotional state, gender and age identification, level of aspirations.

Middle group

Cognitive sphere: Imagination, thinking, speech, memory, motor skills.

Emotional-volitional sphere: Self-awareness, dominant emotional state.

Behavior and communication: Play, communication skills in communicating with adults.

Senior group

Cognitive sphere: Imagination, thinking, speech, memory, attention, motor skills.

Emotional-volitional sphere: Self-esteem, status in the group, dominant emotional state.

Behavior and communication: Play, communication skills in communicating with peers.

Preparatory group

Cognitive sphere: Memory, attention, speech, logical thinking, imagination, motor skills.

Emotional-volitional sphere: Motivation, self-esteem, volition, dominant emotional state.

Behavior and communication: Playing, communicating with peers and adults.

Based on the results of the psychological diagnostic data obtained, the psychologist prepares generalized analytical information for groups, filling out summary tables.

1.3 Methods of psychodiagnostics of preschool children

In the process of psychological diagnostics, various methods are used to obtain information about the status of the child and his compliance with age standards at the stage of the diagnostic examination. Methodological techniques that are used to conduct a diagnostic examination of a child should be brief and convenient to quickly obtain information from one or another area of ​​the child’s personality. Before starting a diagnostic examination, it is recommended to conduct a diagnostic interview, which can cover any topic. It is important that the psychologist has a good command of the methodology for conducting it.

Diagnostic interview It should not be boring or time-consuming for the child. It is necessary to take into account the age of children and diagnostic tasks, and on the basis of which to apply its different modifications. For this purpose, you can use toys, pencils, and paper. This is due to the fact that children cannot describe their feelings; they express them more easily in drawings. You can begin the actual psychodiagnostic examination after the initial acquaintance.

Observation method is one of the main methods in working with children. D. B. Elkonin, a famous Soviet child psychologist, used observation of his grandson to describe the process of formation of the child’s objective actions.

Observation must be carried out correctly: it must be purposeful and built according to a specific plan. Before starting observation, it is important to establish its purpose, answer questions about why it is being carried out, and what results it should produce. After which an observation program is drawn up and a plan is developed.

To obtain the results necessary for generalization, observation must be carried out regularly. This is explained by the fact that children grow very quickly and their psychology and behavior changes just as quickly. The intervals depend on the age of the child: the earlier the age, the shorter the time interval between the next observation should be. In this case, we mean the implementation of scientific observation, which is accompanied by the maintenance of systematic records, analysis and generalization of observation results.

Due to the fact that preschoolers are highly distractible and have insufficiently stable attention, it is possible to use hidden surveillance, which is designed so that the child does not see the adult watching him.

This method has both a number of undeniable advantages and disadvantages. Thanks to observation, you can obtain interesting facts by studying a child in the natural conditions of his life; it is also indispensable for initial orientation in the problem and obtaining preliminary facts. The disadvantages include the labor intensity of this method. It requires the researcher to have high psychological education and a lot of time, which does not guarantee obtaining facts. In addition, observation results often do not make it possible to understand the reasons for certain forms of child behavior.

Experimental method is often one of the most reliable ways to obtain reliable information about the psychology and behavior of a child. Including a child in an experimental play situation makes it possible to obtain the child’s immediate reactions to the influencing stimuli and, on the basis of these reactions, to judge what the child is hiding from observation or is unable to verbalize during questioning.

The best results from an experiment in working with children can be obtained when it is organized and carried out in the form of a game and activities familiar to the child - drawing, guessing riddles, designing, etc. The important point is that children should not suspect that games are being played specifically for their study. This can lead to a loss of interest in the child in what he is asked to do and will not allow him to reveal his intellectual abilities and qualities of interest to the researcher.

The specificity of an experiment in child psychology is that the experimental conditions should not violate the child’s usual forms of activity and should be close to his natural living conditions.

In addition to the main methods of studying children - observation and experiment - auxiliary methods are also used. These are analysis of children's activity results (drawings, crafts, fairy tales they composed, etc.) and conversation method .

The most widely used is the analysis of children's drawings. The emotional state of the child, the peculiarities of perception of surrounding people and objects, the nature of relationships with others are reflected precisely in children's drawings. At the same time, the interpretation cannot be definite and unambiguous and always presupposes the subjectivity of the researcher, therefore the analysis of children's drawings requires high qualifications and extensive experience in working with this material. In this regard, this method can only be used as an auxiliary method in serious research.

Conversation method (question method) can be used from the age of four, when children already have a fairly good command of speech. Since preschool children do not yet have the opportunity to express their thoughts and experiences in words, they usually give short and formal answers.

Choosing the right questions to talk to children is a great art. The child does not always correctly understand the questions that are addressed to him. For this reason, when conducting psychological research using interviews with children, it is advisable to initially make sure that the child correctly understands the questions addressed to him and only after that begin to interpret and discuss the answers he gives. Conversation can also be used as an auxiliary method.

Thus, psychodiagnostics of preschool children has its own specifics, since they have a number of psychological and behavioral characteristics that need to be known in order to obtain reliable results in the process of their psychodiagnostic examination. It is important to take into account the relatively low level of self-awareness and consciousness, and also to remember that preschoolers have underdeveloped processes such as attention, thinking, memory and imagination.

Chapter 2. Pedagogical diagnostics of children in preschool educational organizations

2.1 General concept of pedagogical diagnostics

Pedagogical diagnostics has three interrelated meanings:

1) This is an independent type of analytical activity of a teacher.

2) Applied field of pedagogy, studying the patterns of pedagogical diagnosis.

3) The process of the teacher studying the current state of the object and its relationship with the norm.

Pedagogical diagnostics is not so much a study of children and their personal characteristics, but rather the capabilities and resources of the education system, the pedagogical process organized in a preschool institution and in the student’s family.

In addition, pedagogical diagnostics in a preschool organization is also aimed at studying teachers and parents, identifying their difficulties in organizing the pedagogical process and their level of competence. The obtained diagnostic data are used for the active development of all participants in the pedagogical process, for the correct selection of methods and means of education, as well as for the purpose of providing timely assistance when problems or difficulties are detected in working with children.

2.2 Functions and principles of pedagogical diagnostics

One of the main functions of pedagogical diagnostics for a practicing teacher is feedback function or information. The diagnostic activity of the teacher is aimed not only at identifying and assessing the child’s condition, but also at identifying conditions that positively or negatively affect his development. While observing the child in various situations (in his free time, on a walk, playing with peers, etc.), the teacher makes notes of his reactions to conflict and to praise, to an offer to engage in some activity.

With the help of this, he manages to find out what interests the child has, his skills, inclinations, difficulties, preferences and objects that are significant to him, as well as understand the reasons for behavioral manifestations. Understanding these points allows the educator to reduce the formality of educational interaction, determine the uniqueness of educational goals, and guide him to search and apply the best option for a pedagogical solution.

Prognostic function allows you to predict the course of the pedagogical process and determine the prospects for the child’s development. In order to make a forecast, the teacher compares information about what the preschooler was like before and how he manifests himself now. As a result, the identified dynamics of changes (negative or positive) contributes to the ability to predict changes in the child and prevent undesirable development trends.

Control and correction function identifies specific difficulties in the educational process and determines the causes that give rise to them. This function manifests itself primarily in the process of conducting pedagogical examination and presupposes the existence of a standard.

Evaluation function establishes the degree of change in the pedagogical object under study and the dependence of these changes on the conditions of the educational process. Using this function, you can conduct a qualitative and quantitative assessment of the achievements of preschoolers, the performance of each teacher individually and the entire teaching staff as a whole.

Conducting pedagogical diagnostics should be carried out taking into account a number of principles that are determined by the specifics of the pedagogical process of a preschool organization. The content, goals, forms and methods of diagnostic procedures, as well as the methodology for analyzing the data obtained, are determined precisely by the principles of pedagogical diagnostics.

1.Principle of objectivity allows us to minimize the subjectivity of assessments, which can be observed due to the fact that, as a rule, “participant” observation is carried out, in which the diagnostician is inside the subject under study, and not removed from it.

2. The principle of a holistic study of the pedagogical process presupposes:

Consideration of the child as an integral system consisting of certain interconnected components;

Comparison of data obtained in various conditions and situations of the child’s life, by different people who are in different relationships with him;

Identification of interdependence and interdependence of internal factors of a person’s individual and personal development with external environmental conditions.

3. Principle of procedurality consists in studying the phenomenon in its genesis and progression.

4. Principle of competence is that the diagnostician makes decisions only in those issues in which he has special training; Any actions that could cause harm to the subject during the diagnostic process and results are also prohibited.

5. Personalization principle consist in the requirement to detect not only individual manifestations of general patterns, but also individual development paths, and deviations from the norm should not be assessed as negative without analyzing the dynamic trends of development.

2.3 Stages of pedagogical diagnostics

Before starting diagnostics, it is necessary to design it. In this regard, the first stage is design stage. It involves performing certain actions.

1. Outline the diagnostic goals (for example, to assess the degree to which children in the middle group demonstrate curiosity and activity, and also to determine the individual characteristics that appear in this case).

2. Determine the norm (standard, ideal, sample), with which the received information will be compared in the future.

3. Identify indicators and criteria for assessing manifestations of curiosity and activity in preschoolers. Thus, the criterion of curiosity may be the child’s sensitivity to new things, and indicators of the manifestation of this criterion are the identification of new objects in the environment, attentive listening to the teacher’s stories, cognitive questions about new objects, etc.

4. Determine diagnostic methods. The diagnostic method is focused on studying pedagogical reality.

The main methods in pedagogical diagnostics are participant observation and non-standardized conversations with children. Diagnostic situations are also used that “provoke” the child’s activity, which the teacher would like to observe2.

The second stage is practical, on which diagnostics are carried out.

The third stage is analytical. At this stage, the obtained data is analyzed, after which quantitative data appears.

Fourth stage- interpretation of data. Interpretation of the data obtained requires deep knowledge of the object of study, high professionalism and experience, the ability to analyze and summarize extensive empirical information, often of a mosaic nature, and give an objective interpretation of the identified facts.

Fifth stage- goal-oriented - involves identifying current educational objectives for each child and for the group as a whole.

The teacher regularly projects the data obtained as a result of comparisons and analysis onto the child’s behavior in other situations or in the future in the field of pedagogical diagnostics.

Thus, the art of a teacher is to open up the prospects for his development to each child, to show him those areas where he can express himself. The main point of the teacher’s prognostic activity is to find the most optimal way for the development of a two-pronged process: the socialization of the child, the identification and development of his individuality.

Conclusion

Correctly organized and carried out diagnostics of children in a preschool educational organization, aimed at identifying individual psychological characteristics of development and learning, allows not only to timely identify violations and take measures to correct them. No less important is psychological and pedagogical diagnostics aimed at identifying the child’s capabilities, determining his achievements in comparison with previous periods of development and creating all the necessary conditions for the further realization of his abilities.

The use of research methods such as observation, experiment, analysis of the results of a child’s childhood activity and conversation with him requires a high level of professionalism from a teacher-psychologist.

Monitoring is a derived form of the Latin monitor, meaning the implementation of an action that is aimed at implementing functions such as observation, control and warning. Pedagogical monitoring call the form of organization, collection, processing, storage and dissemination of data on the activities of the pedagogical system. This form provides monitoring of the state of the pedagogical system and allows us to predict its development.

Monitoring results are monitored at three levels: teacher, leader and parents, they are also its objects. Its type, tasks and goals depend on who is selected as the monitoring object. The parameters and characteristics of activity processes are the most informative and efficient and are monitored primarily. Then they observe, evaluate and predict changes in the state of the object.

Monitoring is a different concept from diagnostics, since during diagnostics the activity is aimed at studying an already known phenomenon, which is sufficiently described and allows the diagnostician to compare data about it with the information received. The distinctive features of monitoring include the following:

• The tracking system lasts 1, 3, 5 years;
• This is a special purposeful system; it is systematic and conscious at every stage of the pedagogical process.

Requirements, aspects and essence of monitoring

During monitoring, all attention is directed to the characteristics of the pedagogical process, to what features it occurs. This information is more immediate and important than effective. Monitoring studies have made it possible to identify a number of tasks that determine it essence:

1. the state of the educational system is continuously monitored, as far as competence allows, and prompt information about it can be obtained;
2. it is possible to timely identify changes in the education system, as well as the factors that caused them;
3. negative trends in the education system can be prevented;
4. the development of the most important processes in the educational system can be predicted in the short term;
5. completeness of implementation and assessment of the effectiveness of methodological support for education.

Considering the fact that monitoring involves continuous observation of the educational process, several organizational and methodological requirements:

• The form and set of monitoring indicators must be constant and organic over a given period of time;
• Indicators, if possible, should capture the phenomena of the educational process that have already been deeply studied and can adequately reflect the level of quality of education;
• Indicators for managing the quality of education should be of an evaluative nature;
• At least once a year, the set of indicators used must be adjusted.

It turns out that monitoring is a holistic system that implements many functions.

Aspects monitoring, according to N.P. Tropnikova are the following:

1. continuity (data is collected continuously);
2. diagnosticity (there are criteria or models with which the current state of an object, process or system is compared);
3. scientific nature (monitored parameters and models are justified);
4. feedback (the monitored object is informed of the results, so it is possible to make adjustments to the monitored process).

In the education system, dissemination of information is of particular importance for monitoring. At the same time, the importance of various tools for influencing decision-making, which include informing society and forming public opinion, is not denied, but is not called the main one for monitoring. When monitoring, the opinion of the educational institution and the education system is also taken into account; it is expressed by managers.

The stage of obtaining research data borders on their analysis, and between them there is a stage discussions with the administration of monitoring results. This “middle” stage needs to be fulfilled, since there is a requirement for the consideration of the received information in the future and its use in practice. Discussion cannot be called a scientific way of obtaining information, but it is very valuable for monitoring.

When monitoring in education, there should be some kind of information dissemination system that is complex but reliable. This is due to two groups of methods monitoring:

1. collecting information, recording current data;
2. taking into account the information received, making management decisions, regulating the pedagogical process.

Considering the above, we can highlight the relevance of using monitoring in an educational institution, these are:

• Determining the effectiveness and success of how the educational process proceeds;
• Teachers are trained in self-assessment and self-analysis of their activities in the educational process;
• The quality of the educational process is managed expediently;
• Prospects for the development of objects/subjects of the educational process are predicted.

Monitoring the quality of education in preschool educational institutions

The definition of pedagogical monitoring should be considered with quality of education, it is a characteristic of education - a set of properties that help meet the needs of education and meet the interests of society. Monitoring the quality of education in a preschool institution aims to form a holistic picture of the quality of the entire education system. At the same time, the quality of education is considered in the form of a generalized measure of the effectiveness of the education system in preschool educational institutions; it is manifested in the ability to provide a range of services that would meet the needs and expectations of consumers and the requirements of regulatory documents (laws).

When analyzing the information base for monitoring the quality of education, its specific features were identified, which occur at the stages of collecting and assessing information. They do not study all the available information, but only that which will help create a complete picture of the quality of education provided by the preschool institution.

In stages collection of information are:

• Identify the hidden reserves and potential capabilities of each teacher and the entire team;
• Identify the conditions under which the selected technologies and programs are implemented;
• Determine the abilities, interests, level of development of children, teachers, and staff;
• Provide assistance to teachers in mastering research activities;
• To promote the creative development of personality, to help teachers master self-diagnosis of their professional activities.

The effectiveness of education is determined by the following: algorithm:

1. determine the goals and objectives of training;
2. appropriate criteria for determining the result;
3. choose a teaching method;
4. prepare diagnostic tools;
5. examine subjects;
6. process the results of the study and interpret them;
7. analyze, evaluate the results and discuss them.

In pedagogical science, diagnosing the effectiveness of educational institutions is considered a fairly new area, but many diagnostic techniques already exist.

Monitoring system

Monitoring the quality of education in preschool educational institutions is carried out using a system consisting of 4 blocks:

• Quality of the educational process;
• Quality of resource provision;
• Quality of management;
• Quality of work results.

These blocks, together with the many elements that make up them, are carriers of the quality of education. In its structure, integral properties are distinguished that characterize quality in the form of the integrity of its simple and composite elements. These include: consistency, adaptability, focus on personality and activity, focus on humanities and cultural studies, reliability, continuity, efficiency, optimality, functionality. Besides, structure The quality of education includes the quality of the didactic orientation of children’s activities (construction, games), the quality of forms of organization of life activities (entertainment, activities), and the quality of independent activity.

To study and evaluate the quality of education, a group of indicators is used; they are limited in quantity, but their totality makes it possible to fully study the object of monitoring. The indicator is considered as a characteristic of a certain aspect of a quality property.

Methodological work based on diagnostics

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

A low level of quality of education may have several reasons: shortcomings in the training of educators, lack of interaction with parents, an outdated education program, methods and technologies for working with children, or an unsystematic set of innovations, etc. Main direction methodological work is to identify these reasons, provide consultations and specific recommendations to educators, and develop a plan for the implementation of improving the quality of educational services of preschool educational institutions.

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

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

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