Municipal Preschool educational institution

« Kindergarten No. 14 "Sunshine", Rtishchevo Saratov region

Analytical report

according to the results

final monitoring

children middle group

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 mastering educational program, as well as the reasons for their failure;

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.

form of pedagogical diagnostics:

• individual;
• subgroup;
• group.

List composition of the group at the beginning school year was 24 students, at the end of the academic year - 22 students, 21 students took part in the monitoring, which is 95.5% of the total number of students in the group.

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 of activity and a stock of ideas about the environment, with the help of an adult, they are included in the activities of experimentation, research activities, naming properties and qualities of objects, features of objects of nature, combining objects and objects into species categories, indicating characteristic features.

“Physically developed, having mastered the basic cultural and hygienic skills"- high level - 61.9%;

Average level - 38%

Children's movements have become much more confident and varied. Children perform age-appropriate hygiene procedures, follow the elementary rules of a healthy lifestyle, talk about the sequence and the need to perform cultural and hygienic skills, strive for independence in self-service, set goals themselves and see the need to perform certain actions.

- "Able to manage his behavior, plan his actions based on primary value ideas, observing elementary generally accepted norms and rules of behavior" -

High level - 61.9%,

the average level is 38%.

Children have mastered different ways of activity, show independence, strive for self-expression. The behavior of children is determined by the requirements of the adult and the primary value ideas about "what is good and what is bad." With the help of an adult, children can outline actions aimed at achieving a specific goal. At the reminder of an adult, they try to adhere to the basic rules of behavior in everyday life and on the street.

- "Having Primary Ideas (General Awareness)" -

high level - 52%;

average - 38.09%;

low-9.5%.

Children know their first name (full and short), last name, age, gender. They are aware of some of their skills, knowledge, what they have learned. They seek to learn from an adult some information about their body.

They know the composition of the family, the activities of its members, talk about family events, holidays.

They have an idea about the professions of kindergarten workers. Know the name of the country hometown.

The following integrative qualities turned out to be the least successful for mastering by children:

- "Able to solve intellectual and personal tasks (problems), adequate to age" -

high level - 47.6%;

average - 33.3%;

low - 19.04%.

Half of the children can apply the acquired knowledge and methods of activity to solve simple tasks set by adults, show interest in various types of activities, actively participate in them, use knowledge to solve intellectual and everyday problems.

“Having mastered the universal prerequisites for educational activity” -

high level - 47.6%,

These are children who are good at working according to the model, listening to an adult and completing his tasks, answering when asked.

Medium - 38.09%,

These children need a little help from an adult, leading questions to get the right answer.

Low - 14.2%.

These are children who find it difficult to work according to the model, do not know how to work independently, their work does not correspond to the plan. They need repeated repetition of the question.

- "Having mastered necessary skills and skills"

high level - 47.6%;

These are children who have developed special skills and abilities necessary for the implementation of various types of children's activities.

average - 38.09%;

These are children who have minor problems in mastering special skills and abilities.

Low level - 14.2%.

These children need individual work on the formation of skills and abilities corresponding to children of middle preschool age.

To achieve high results in the course of educational educational process problematic practical and cognitive situations were used, in which children independently applied the mastered techniques that contributed to the development of a system of various investigative actions, techniques of simple analysis, comparison, and the ability to observe.

Techniques were used to develop children's independence individual approach, allowing you to pay attention to the real level of skills, which vary 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%.

Sample "Analytical reference" of pedagogical diagnostics

Anufrieva Irina Viktorovna, senior educator, MDOU "Bell" b. Dukhovnitskoye village, Saratov region
Material Description:
In connection with the introduction of the Federal State Educational Standard, it became necessary to formalize the results of pedagogical diagnostics (monitoring) in a new way. Nobody knows how to do it right. I offer my colleagues, preschool educators, a sample of the "Analytical Report", developed by us based on the results of diagnostics using the example of one group. I will be very glad if this development is useful to someone, and I will also listen with interest to any comments ...

Analytical reference
according to the results of pedagogical diagnostics
2015 – 2016 academic year

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

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

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

The following technologies were used in working with children:

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

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

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

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

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

Low level according to certain educational areas and directions have:
... I.F. child - educational areas, sections.
Conclusion(exemplary):
Analyzing the results of the diagnostics, we can conclude that three children partially mastered the program material.
In educational areas and directions, the quantitative composition of children with an average level and a low level is almost equal:
average level - 22 children
low level - 23 children
It is mainly necessary to pay attention to the educational areas "Speech development" and "Cognitive development".
The indicator is slightly higher in the educational areas "Artistic and aesthetic development" - children have sufficiently developed skills productive activity, fine motor skills of the pupils' hands are developed, but accuracy, sequence of actions and variability of thinking are not fully developed. There is no proper attention on the part of parents to the educational process, auditory and visual attention and the desire to show interest in environment.

Attachment 1

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

Comparative data are given in the table Annex 2

Conclusion(exemplary):
Analyzing the results of diagnosing child development, we can conclude that the average level of development of children (17 children) in six areas prevails. Children have formed the main cultural ways of activity, they show initiative and independence in various activities - play, communication.
With a high level - one child.
With a low level - 8 children. These are children who do not seek to participate in joint practical and play activities with an adult, experience an unstable interest in the actions of their peers, and cannot subordinate their behavior to the rules of communication.
The explanations for such low results are as follows: long-term adaptation of some children, frequent absences for a reason and without it, due to the restriction of speech contacts, social and communicative qualities are not sufficiently formed, unwillingness to obey general rules.
Recommendations:
Create an individual educational trajectory (route) for the following children:
... I.F. children, the reason for determining the individual educational trajectory

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

Table. Attachment 1

Table. Appendix 2

DIAGNOSTIC TASKS

ON

program "FROM BIRTH TO SCHOOL" ed. N. E. Veraksy, T. S. Komarova, M. A. Vasilyeva.

middle group

Notes: at the beginning and at the end of the school year, the child performs the same tasks

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

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

Didactic game"Great bag."

Material: 10-15 items, different in purpose, characteristics 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: sea ​​picture. 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

1 point- 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. 2 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. 3 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.

Didactic games, exercises, 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 names family members from the picture, but does not name their family ties, mainly situational speech, gestures. 2 points- the child correctly names the family members in the picture, makes mistakes in family ties (show the parents of dad and mom), the child's speech is poor. 3 points- the child answers questions correctly, talks with pleasure about the family, family life, traditions.

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- 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. 2 points- the child knows the name of the city, village, village of his street. There is little awareness of the sights of the city. 3 points- 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- correctly names not all professions. Most of the tasks cause difficulties for the child. 2 points- the child correctly names professions and defines 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. 3 points- the child talks about a working man, 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.). High level-10-12 points. Average level- 6-9 points. Low level- 4-5 points.

Educational field Cognition:

“Formation of a holistic picture of the world. Acquaintance with nature »

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 is mistaken in naming vegetables and fruits, does not classify them. 2 points The child knows and names fruits and vegetables. Misclassified. 3 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 animal dwellings (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 look at 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 knows and names animals. Makes mistakes in their classification. Difficulty answering questions about the characteristics of animal life, 2 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. 3 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- fails to complete the task. 2 points- makes mistakes in the classification of indoor plants and flowers, corrects mistakes with the help of an educator. 3 points- 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 - one-word answers for the content of each picture. Significant difficulty in completing the task. 2 points- the child names the right and wrong actions in communication with nature from the pictures. Knowledge of animate and inanimate nature is scarce. 3 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. High level-10-12 points. Average level- 6-9 points. Low level- 4-5 points.

Educational area "Communication" Development of speech

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: balloon, hat, 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 ... (solid). - 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 - vocabulary poor, finds it difficult to select words of antonyms. 2 points understands and uses antonyms. Makes mistakes or finds it difficult to determine the various properties and qualities of objects, aesthetic characteristics. 3 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 items utensils. - 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.) 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 is unable to complete tasks. 2 points- finds it difficult to independently form new words (sugar - sugar bowl), comprehends causal relationships, mainly uses simple sentences or compound ones in speech, excluding complex sentences. Make mistakes in education plural nouns denoting animals. 3 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 cannot even tell about the content of the plot picture even 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. 2 points- the child makes up 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. 3 points- the child talks in detail about the content of the plot picture, consistently composes a story about the toy. He knows how to dramatize passages from a familiar fairy tale.

IV. Sound culture speech.

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- pronounces a large number of sounds with distortion, it is difficult to isolate the first sound. 2 points- does not pronounce all sounds cleanly, highlights the first sound. 3 points- meaningfully works on his own pronunciation, highlights the first sound in the word.
High level-10-12 points. Average level- 6-9 points. Low level- 4-5 points.

Educational area "Cognition":

Formation of elementary mathematical representations.

I. The level of knowledge about quantity, the ability to count within 5.

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-line card, in the upper row at a certain distance butterflies (5 pieces) are pasted. 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 does not cope with the tasks even with the active help of the teacher. 2 points - the child counts 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. 3 points- the child counts to 5, answers the question "How many?". 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, 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. 2 points- the child compares two objects in size (bigger - smaller, higher - lower, longer - shorter, identical, equal) based on their application to each other or overlap. 3 points- the child compares two objects in size (bigger - smaller, higher - lower, longer - shorter, identical, equal) without applying them to each other or overlapping.

III. The 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 distinguishes and correctly names only the circle. Does not correlate the shape of objects with geometric shapes. 2 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 shapes. 3 points- the child distinguishes and names a circle, a square, a triangle, a ball, a 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: 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 can not cope with the tasks even with the help of an adult. 2 points- the child, after additional instructions, copes with the tasks. Doesn't know left and right hand. 3 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 They are going to kindergarten. 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 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. 3 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. High level- 13-15 points. Average level- 8-12 points. Low level- 5-7 points.

Educational area " Artistic creativity» Diagnostic tasks

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.

Drawing

What is being studied?

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

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 characters are there in the fairy tale "Kolobok"?

Who did Kolobok meet first (last)?

Which hero do you like the most?

Exercise: draw a picture for the fairy tale "Kolobok"

Criteria for evaluation

What is being studied?

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 a figurine of a mistress, gouache, brush

Exercise: The child is invited to decorate the figurine of the lady with a pattern from the elements of the Dymkovo painting (Filimonovskaya horse based on the Filimonovskaya painting)

Criteria for evaluation

1 point - the child does not cope with the task

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

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.

Exercise: name the color of each card. Show blue (white, brown...) color card

Criteria for evaluation

3 points - the child copes with the task independently.

2 points - the child copes with the task with the help of an adult.

1 point - the child does not cope with the task

modeling

What is being studied? The ability to sculpt objects consisting of several parts, using the techniques of pulling, smoothing, indenting, pressing and lubricating; use the stack

Didactic games, exercises

Self-sculpting of objects consisting of several parts.

Material: plasticine, stack, modeling board

Exercise: 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

3 points - the child copes with the task independently.

2 points - the child copes with the task with the help of an adult or on the second attempt.

1 point - the child does not cope with the task

Application

What is being studied? The ability to make patterns from plant and geometric shapes in a circle 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

Exercise: The child is invited to lay out and paste the pattern on the "plate" using plant and geometric shapes.

Criteria for evaluation

3 points - the child independently copes with the task, answers the questions correctly.

2 points - the child copes with the task with the help of an adult or on the second attempt.

1 point - the child does not cope with the task

Educational area "Cognition" Development of productive (constructive) activities

What is being studied?

Ability to build according to the scheme

Didactic games, exercises

Construction design according to the scheme.

Material: building scheme, constructor.

Questions:

What part lies at the base of the building?

What item is on the base?

What is at the top of the building?

Exercise: The child is invited to consider the construction scheme. build according to this scheme

Criteria for evaluation:

3 points - the child independently copes with the task, answers the questions correctly.

2 points - the child copes with the task with the help of an adult or on the second attempt.

1 point - the child does not cope with the task

What is being studied?

Ability to build different structures of the same object

Didactic games, exercises

Designing houses for fairytale heroes.

materials: small constructor

Exercise: 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)

Criteria for evaluation:

3 points - the child copes with the task independently.

2 points - the child copes with the task with the help of an adult or on the second attempt.

1 point - the child does not cope with the task

What is being studied?

Ability to fold square and rectangular sheets in different ways

Didactic games, exercises

Folding square and rectangular sheets in different ways (diagonally, in half, lengthwise, across).

Materials: 2 squares, 2 rectangles

Exercise: The child is offered:

Fold a square sheet from corner to corner;

Fold the square sheet in half;

Fold a rectangular sheet in half lengthwise;

Fold a rectangular sheet in half and across

Criteria for evaluation

3 points - the child copes with the task independently.

2 points - the child copes with the task with the help of an adult or on the second attempt.

1 point - the child does not cope with the task

High level- 21-24 points;

Average level- 14-16 points;

Low level- 7-8 points.

Criteria for evaluation: 3 points - does everything on his own 2 points - 1 point -

Educational field "Socialization": Education of a culture of behavior and positive moral qualities Educational area "Health" Education of cultural and hygienic skills Research is carried out through observation. Educational area "Socialization": Game activity When filling out this section, the teacher not only observes the child, but also specially organizes games with children.
Criteria for evaluation: 3 points - does everything on his own 2 points - does it on his own, in case of difficulty turns to adults for help, 1 point - fails to complete the assigned tasks.

"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 "Wonderful 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 a variety of objects, finds it difficult to tell about their purpose, does not name 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 look at 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 shapes.
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, left hands.

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 hands.
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
They are going to kindergarten.
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 ones in speech, excluding complex sentences. Makes mistakes in the formation of the plural of 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 of speech

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

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, answers the questions correctly.

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).

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.

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 fairy-tale characters.
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).

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.

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 design; 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 cook workplace before class, clean up after class).

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

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.

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).

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.

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.)

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.

2. Road safety rules
- 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, stop public transport, children)

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.

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

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.

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) Properly 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.

Let's figure out how to still diagnose children in kindergarten and whether it should be done or not, according to federal state educational standard preschool education, approved. By order of the Ministry of Education and Science of Russia dated October 17, 2013 No. 1155 (hereinafter referred to as the Federal State Educational Standard). Extract from the Federal State Educational Standard, clause 4.3:

Thus, we can say that the diagnosis of children in kindergarten according to the Federal State Educational Standard is optional and even prohibited.
Extract from GEF, paragraph 3.2.2:

But, according to paragraph 3.2.3 of the Federal State Educational Standard, given above, when implementing the educational program of preschool education in kindergarten, an assessment of the individual development of preschool children can be carried out as part of pedagogical diagnostics. Diagnostics of the individual development of children is also reflected by the authors of the projects of exemplary basic educational programs for preschool education.

• From Birth to School, ed. N. E. Veraksy, T. S. Komarova, M. A. Vasilyeva
• "Kindergarten - a house of joy" author - N. M. Krylova
• "Childhood" ed. T. I. Babaeva, A. G. Gogoberidze, O. V. Solntseva
• On the Wings of Childhood, ed. N. V. Miklyaeva
• "Origins" ed. L. A. Paramonova
• "Mosaic" authors - V. Yu. Belkovich, N. V. Grebenkina, I. A. Kildysheva
• "Pathways" ed. V. T. Kudryavtseva

This assessment may be associated with the mastery of the basic educational program of preschool education by pupils. Since the main task of the program is to ensure the development of the personality, motivation and abilities of children in various activities and to capture the predetermined directions of development and education. From this it means that the assessment of the individual development of children will be formed in the analysis of the content of educational sections mastered by them: speech, artistic and aesthetic, cognitive, physical development, social and communicative.

An educator can carry out an assessment of the individual education of children in kindergarten during the internal diagnostics of the formation of indicators of the development of his personality. The results of such diagnostics can only be used to individualize education. That is, adapt to each child. Help those children who have certain difficulties in the educational process.

Diagnostics is carried out in the form of systematic observations of the teacher for children in kindergarten during their daily life and, of course, in the process educational activities with them.

Diagnostics in the form of observation is carried out throughout the school year and in all age groups. The discovered characteristics of the development of each baby are recorded by the educator. Based on these records, certain conclusions are made in the middle and at the end of the school year.

Accounting for the relevant indicators of the pupil is expressed in verbal form:

• formed;
• not formed;
• is in its infancy.

As characteristics for assessing the formation of the personality of a preschooler, one can single out external features in his behavior and activities. And also pay attention to how he interacts with peers and adults. These characteristics show its development in each age group and, therefore, throughout the entire preschool period.

For example, in the appendix to the Federal State Educational Standard (see below), some characteristics of the possible achievements of a preschooler in the educational process are given, corresponding to a certain age.

Extract from GEF, paragraph 4.6:

With a general examination of the group, the educator can identify children who need to devote more time and adjust or change the learning process. Diagnostic data must reflect the dynamics of the formation of indicators that develop in preschoolers throughout the entire educational process. Tracking the dynamics of the development of a preschooler in terms of indicators. Thus, it is possible to determine what character it carries: regressive, progressive or not changing. It is also possible to make a general psychological and pedagogical assessment of the correctness of the educational and upbringing actions of adults on different levels educational process. You can also identify those areas in which the preschooler needs help.

The revealed indicators indicate the main periods of development of preschoolers. Those qualities that are formed and developed in preschool age. They determine the well-being of the transition of children to the next age level. Thus, the diagnostic data are features of the dynamics of the formation of indicators of the development of the personality of the baby in preschool education. They will help the teacher primary school schools to organize more effective interaction with children during their adaptation period in the first school days.

If, however, this diagnosis is not carried out, aimed at the individualization of education, then the dynamics of the formation of each child aged 3 to 7 years will not be monitored. There will be no opportunity to form and replenish the portfolio of children in order to take into account their achievements, features and abilities. And this may be the reason for the loss of continuity between preschool and primary education.