The problem of pedagogical diagnostics remains one of the pressing problems of the theory and methodology of educating preschool children.
The current generation of people lives in a constantly and rapidly changing world, which necessitates rapid updating of technologies in all spheres of life. Therefore, education reforms are not only a state requirement and a condition for the development of society, but also the most important condition for the survival of every person and country.
(Slide 2) According to clause 4.3 of the federal state educational standard for preschool education, targets are not subject to direct assessment, including in the form of monitoring, and also do not form the basis for their formal comparison with the actual achievements of children. Thus, monitoring regarding the development of children is not currently expected and is even prohibited by modern regulatory requirements.
However, according to clause 3.2.3 of the Standard, when implementing an educational program for preschool education in preschool educational institutions, an assessment of the individual development of preschool children can be carried out as part of pedagogical diagnostics. Carrying out pedagogical diagnostics of the individual development of children is also provided for by the authors of the main educational programs of preschool education, in particular in the programs: “From birth to school”, “Origins”, “Childhood”, and a number of other educational programs.
To begin with, we will conduct a comparative analysis of the System for monitoring the achievement by children of the planned results of mastering the Program for Monitoring and Pedagogical Diagnostics of the Federal State Educational Standard.
(Slide 3) Similarities and differences between monitoring the effectiveness of educational activities and pedagogical diagnostics.
Monitoring
Pedagogical diagnostics
Slide 3
Definition
collection organization system, storage, processing and distribution and information about the activities of the pedagogical system, ensuring continuous monitoring of its condition and forecasting of development.
(Slide 4) in the first case assumes
Constant collection of information about control objects, that isperforming a tracking function ; - object study according to the same criteria in order to identify the dynamics of change;- compactness, minimal measurement procedures and their inclusion in the pedagogical process.
Studying a preschool child to understand his individuality and assessment of his development as a subject of cognition, communication and activity;
Understanding the motives of his actions, vision of hidden reserves of personal development, anticipation of his behavior in the future (expected result).
(Slide 5) Structure
1. Definition of the monitoring object.2. Collection of information about the monitored object through observation of the object and its operating conditions using a set of diagnostic methods.3. Processing and analysis of information from existing sources.4. Interpretation and comprehensive assessment of the object based on the information received and development forecast.5. Making a decision to change activities.
The first stage is design. Determination of diagnostic goals and methods.
The second stage is practical. Carrying out diagnostics. Definition responsible, designations of time and duration, methods of fixation.
The third stage is analytical. Analysis of the obtained facts.
The fourth stage is data interpretation. This is the main way to understand a child and predict the prospects for his development.
The fifth stage is goal-forming. Involves identifying current educational objectives for each child and for the group as a whole.
(Slide 6) Toolkit
-coordinate system or control points, comparison with which the dynamics of the object’s development will be characterized;
Collection of necessary information through: surveys, analysis, observation (systematic, random, standardized, etc.) and other research methods;
Allowing you to record the individual dynamics and development of each child.
Develop BUTInd Image March may not be developed for all children: for children with developmental problems and for children with advanced development.
Route sheets
(Slide 7)
Monitoring of the levels of development of the Program is carried out 2 times a year (interim, final, according to indicators and criteria presented by integrative personal qualities by age groups).
Conducted in all age groups. The frequency of pedagogical diagnostics is established by the educational organization (Article 28 of the Federal Law “On Education in the Russian Federation”)
The standard of preschool education clearly states that it is impossible to evaluate the development of a child, it is necessary to evaluate its dynamics, that is, it is more correct to assess the vector of development that the child is following, and not some final result that needs to be achieved. Here we are talking only about personal results. In this regard, monitoring the dynamics of a child’s development is allowed, but it is not needed for assessment in itself, but to identify the ways in which a teacher can help a child develop, discover some abilities, and overcome problems.
(Slide 8) So, what is Pedagogical Diagnostics?
Pedagogical diagnostics is a mechanism that allows us to identify individual characteristics and perspectives.
(Slide 8) The main goal of a diagnostic examination is to obtain not so much qualitatively new results as operational information about the real state and trends in changes in the object of diagnosis for the correction of the pedagogical process.
The main task of diagnostics is to obtain information about the individual characteristics of a child’s development. Based on this information, recommendations are being developed for educators and parents on preparing older preschoolers for school.
Very often, parents of preschoolers ask questions: why are preschoolers examined and is there a need for it? Pedagogical diagnostics are necessary in order to assist in choosing optimal, favorable conditions for learning and development for each child. A diagnostic examination of preschoolers is important for every child; kindergarten teachers try to prevent possible problems in the child’s education, because early diagnosis and properly selected correctional work gives excellent results.
(Slide 9) Principles of diagnostic testing
- principle of consistency and continuity of diagnosis – manifests itself in a consistent transition from one stage, criteria and diagnostic methods to others as the individual develops, trains and educates, in the gradual complication and deepening of the diagnostic process.
- the principle of accessibility of diagnostic techniques and procedures – clarity becomes the main condition for obtaining the necessary information (tests with pictures)
- predictive principle
The last principle is manifested in the orientation of diagnostic activities towards correctional work in the “zone of proximal development” of preschool children.
The concept of “zone of proximal development” was introduced by L. S. Vygotsky: What is essential is not so much what the child has already learned, but rather what he is capable of learning, and the zone of proximal development determines what the child’s capabilities are in terms of mastering what he has not yet learned. does not master it, but can master it with the help and support of an adult.
(Slide 10)The following are used as the main methods for identifying the degree of program implementation and assessing the level of development of children in preschool settings:
Observation
Studying the products of children's activities
Simple experiments
Conversations
However, difficulties may arise during observation; one of them is the subjectivity of the observer. Therefore, in order to reduce the number of errors, one should abandon premature conclusions, continue observation for a long time, and only then begin to analyze the results.
Observation of the child should be carried out in natural situations: in a group, on a walk, during arrival and departure from kindergarten. During the diagnostic examination, it is important to maintain a trusting, friendly atmosphere: do not express your dissatisfaction with the incorrect actions of children, do not point out mistakes, do not make value judgments, often say the words: “very good!”, “You’re doing well!”, “I see you.” You’re doing great!” The duration of an individual examination should not exceed, depending on age, from 10 to 20 minutes.
(Slide 11) When examining preschoolers, it is very important to adhere to the “rules” of pedagogical diagnostics.
Examination of preschool children: - carried out only in the first half of the day, on the most productive days (Tuesday or Wednesday);
The diagnostic conditions must comply with SanPiN.
The diagnostic environment is calm and friendly.
One adult works with the child.
It is not recommended to: rush with a hint, rush the child; show your dissatisfaction, displeasure; highlight negative results and analyze the results with parents in the presence of the child;
The examination must be carried out in a playful manner and in a familiar environment for the preschooler. It is unacceptable to use a medical office or administrative offices for diagnostic examination;
Diagnostic procedures should not be too long, taking into account the characteristics of the performance of children of each age.
You cannot force a child if he does not want to do something; it is better to postpone the diagnosis.
(Slide 12) Based on the results obtained, at the beginning and middle of the year, educators not only design the educational process in their age group, but also plan individual work on sections of the program with those children who require increased attention from the educator and who need pedagogical support. At the end of the school year - first a final diagnosis, then a comparative analysis of the results at the beginning and end of the year. The processed and interpreted results of such analysis are the basis for designing the educational process for the new academic year. The results of the diagnostic examination of each child are entered into the diagnostic table.
The implementation of all preschool education programs involves assessing the individual development of children through pedagogical diagnostics. Let us consider and compare how the section of pedagogical diagnostics is reflected in different educational programs of preschool education.
(Slide 13) Program "From birth to school". Pedagogical diagnostics is considered as an assessment of the individual development of preschool children, associated with an assessment of the effectiveness of pedagogical actions that form the basis for further planning.
It is carried out during observations of the activity of children in spontaneous and specially organized activities.
Aimed at studying:
Communication with peers and adults (how the ways of establishing and maintaining contact, making joint decisions, conflict resolution, leadership, etc. are changing);
Gaming activities;
Cognitive activity (such as the development of children's abilities, cognitive activity);
Project activities (for example: how is the development of children's initiative, responsibility and autonomy, how is the ability to plan and organize their activities developed);
Artistic activity;
Physical development.
Toolkit - child development observation charts that allow recording the individual dynamics and development of each child. Based on these maps, we develop individual routes.
The results can only be used for individualization of education and optimization of work with a group of children.
(Slide 14) Program "Childhood". The results can be used primarily for discovering the child’s strengths and determining the prospects for his development.
The “Childhood” program assumes that Pedagogical Diagnostics is the initial stage of pedagogical design, allowing one to determine current educational objectives and individualize the educational process.
Diagnostics is aimed at studying a preschool child to understand his individuality and assess his development as a subject of cognition, communication and activity; to understand the motives of his actions, in And identification of hidden reserves of personal development, anticipation And determining his behavior in the future.
Pedagogical diagnostics of a child’s achievements is aimed at studying:
The child’s activity skills;
Interests, preferences, inclinations of the child;
Personal characteristics of the child;
Behavioral manifestations of the child;
Features of the child’s interaction with peers and adults.
The main methods of pedagogical diagnostics are observation and non-standardized conversations with children, as well as diagnostic situations that provoke the child’s activity.
Slide 34 Practical part.
The “Software and Diagnostic Complex” series was created with the aim of organizing a quality management system in preschool educational institutions and is intended for administrators and teachers of preschool educational institutions.
The software product “Express Diagnostics” represents a methodology for express analysis and assessment of children's activities, developed by specialists from the NSPU named after. Gorky and NGLU named after. Dobrolyubova (Nizhny Novgorod). This technique is easy to use and does not require special training. Children's activity in all its diversity of types is considered as the main unit of analysis; game, design, visual, musical, speech, motor, labor activities.
The software and diagnostic complex allows for clear and prompt collection of data on the state and results of the processes of education and training, the quality of their management, and their focus on revealing the potential capabilities of children. The program's capabilities help you use the proposed methods, if necessary, adapting them to the specifics of your work or adding your own methods and methods of other authors. An automated data processing system facilitates the rapid generation of individual and group performance cards, as well as summary reports on the dynamics of all indicators throughout the year.
The software tool for this technique consists of the following structurally interconnected blocks:
The “Profiles” block is intended for entering data about students and generating lists of groups.
The “Indicators” block contains diagnostic material structured by age, compiled on the basis of express analysis techniques, the objects of which are the child’s play, visual, labor and constructive activities, as well as his musical, physical and speech development.
The “Results” block allows you to automatically generate diagnostic cards, group and summary reports, and make quantitative and qualitative analyzes of the effectiveness and efficiency of pedagogical influence.
When developing a software-diagnostic complex, the authors proceeded from problems typical for teachers, i.e., they created a universal tool that makes educational monitoring fast, high-quality and effective. The program is easily adapted to the needs and characteristics of a particular preschool educational institution.
Work with materials contained on the disk is carried out using a software shell that allows the user to:
enter information about students;
create, delete and edit parameters for assessing the level of development of children;
enter the results of observations and analysis;
generate, print, export performance cards to office applications.
“Express diagnostics” helps save time for preschool teachers, spent on mechanical paperwork: drawing up tables, creating lists of children, calculating total points, correlating points with a rating scale and assigning appropriate assessments of the level of development to each child. The program allows the teacher to enter data on preschool children or teachers once, so that they can then generate any lists, statements and reports in a matter of minutes. When assessing the level of development of a child’s integrative qualities, the software capabilities of the disk allow you to automatically assign points, check against the table what level this point corresponds to, calculate the average score for the group at the initial stage of education and at the end of the school year, and determine the percentage scale of changes in these points.
Monitoring tools
according to the “Express diagnostics” method
A game. Determining the level of development of play activity in children of senior preschool age.
Methodology for express analysis and assessment of children's play activities
senior preschool age is aimed at establishing the level of development
role-playing game and uses three indicators:
1) level of development of role-playing conversation;
2) the level of development of the ability to interact with peers;
3) level of development of the ability to interact with adults.
Each of the indicators is assessed using a 4-point system.
1. Analysis of the level of development of role-playing conversation in children
Methodology. Enter into a role-playing conversation with children playing, ask them
A few questions about the content of the game.
Grade.
4 points. The child gladly accepts the adult into the game, talks with
him according to the content of the game. During a conversation, initiative may for some time
belongs to an adult, but gradually moves on to the child as the conversation continues.
Role-playing conversation is meaningful and long-lasting.
3 points. Accepts an adult into the game, enters into a conversation with him, but himself
does not show initiative. If an adult does not approach him with questions, then
the conversation stops. The conversation is meaningful, and its duration depends on the adult.
2 points. Enters into a role-playing conversation with an adult, but does not take his own initiative
manifests. The conversation is not meaningful and does not last long.
1 point. Exchanges role-playing statements with an adult. No role-playing conversation
enters. Often he answers an adult’s questions in one word.
2. Analysis of children’s skills to interact with peers
Methodology. For a child playing individually, tactfully offer to invite him to
peer game. For example, advise: “Where did you go (went)? You can invite a friend (girlfriend) with you, it will be more fun together.”
Grade.
4 points. The child willingly invites a peer to play and clearly puts him
game task. If a peer refuses, does not enter into conflict with him; invites
another peer. Playing together with peers is meaningful.
3 points. A child is happy to invite a peer to play, but not always
clearly sets him a game task. Shows confusion if a peer
refuses to play with him; in this case, one continues to play.
2 points. Shows willingness to invite a peer to play together, but does not know
How can I do that. Help from an adult is required (“You come to him,
smile and say: “Come with me to the forest to pick mushrooms, etc.).
1 point. Shows embarrassment at the offer to play with a peer. Does not know,
how to invite him. Even after advice from an adult, he does not want to invite a peer
play together.
3. Analysis of children’s skills to interact with adults
Methodology. Contact a child playing individually with a suggestion
take you into the game. For example, ask a boy who is driving alone to be driven somewhere. Come visit a girl playing with a doll, etc.
Grade.
4 points. The child enjoys interacting with adults.
Accepts from him and sets game tasks himself. Engages in role-playing conversation.
3 points. Interacts with adults. Accepts from him
various game tasks, but presents them only occasionally. In the game, an adult and a child exchange role-playing statements.
2 points. Interacts with adults. Accepts games from him
tasks set in indirect formulation, but does not set them himself. Game
accompany individual role statements.
1 point. Reluctantly interacts with adults. Accepts from him
game tasks posed only in direct formulation. Game tasks itself
does not give it to an adult. There are individual cues in the game.
The points received by the child for the first, second and third indicators are summed up and divided by three. This is how the average score corresponding to a certain level of development of gaming activity is determined. If the average score is from 3.5 to 4 - the activity is optimal, from 2.4 to 3.4 - a high-level activity, from 1.3 to 2.3 - an average-level activity, below 1.2 points - a low-level activity .
Information card
game activities
Last name, first name
child
Indicators
Average score
level of development of role-playing conversation in children
children’s ability to interact with peers
children's ability to interact with adults
N.g.
To Mr.
Ivanov K.
Petrova S.
Scarlet P.
Belova N.
Ivanov K.
Average score
C O N S T R U I R O V A N I E
Determining the level of development of constructive activity
in children of older preschool age.
In children of senior preschool age, subject to targeted training
independent constructive activity develops. Key indicators
Such activities include the following skills:
Create a plan (an image of a future building);
Determine the means of its implementation (find ways adequate to the plan
design);
Outline a sequence of practical actions leading to implementation
intended;
Select material according to shape, color, size in a certain combination and in
in accordance with the plan;
Practically implement what is planned;
Positive attitude towards the process of activity and its result.
And the novelty, manifested both in the final product and in the character of the
activity is used as a criterion for classifying independent activity as reproductive or creative.
It is these indicators that are advisable to use to assess the development of construction in children of senior preschool age.
The most adequate form of design organization, allowing to identify
children’s ability to organize their own constructive activities,
is design by design. In accordance with this, assessment methods for children of senior preschool age have been developed on the basis of this form of organization of children's design.
Methodology express analysis is as follows. The child is offered several types of constructive material (building material, paper, natural) of different shapes, sizes, colors, textures and is told the following: “I know you can design whatever you want, but something new is better, something you have never made before.” earlier".
If children have difficulties in organizing constructive activities
an adult needs to ask them several questions clarifying the plan (What do you want to design?), the constructive material (What will you design from?), the methods of activity (How will you do it?), the sequence of practical actions (Where is it better to start designing? What what will you do next?, etc.). If in this case the child cannot develop the construction, then the adult offers him a topic and implements it together with him.
Performance evaluation, this task, as well as in previous age groups,
is carried out according to a 4-point system.
4 points. Deliberately creates new designs on the topic, both individual and
connected by a common plot. Designs new ones, or combines or modifies
known design methods, which leads to new original solutions.
Determines the appropriate sequence of practical actions; confident and
performs them efficiently. Carefully selects color, size, texture
constructive material to convey the characteristic features of the craft.
He accompanies his activities with a bright, emotional, proactive speech that expresses his attitude towards it.
3 points. Purposefully creates both familiar and new designs.
Uses familiar design methods and their various combinations to implement the plan. Outlines a rational sequence of practical actions and carries them out efficiently. Selective in choosing size, texture, color
structural material in terms of their compliance with the function and nature of the structure.
Shows interest not only in the result, but also in the design process itself;
accompanies it with emotional speech statements.
2 points. Develops activities after clarifying questions from an adult. Creates
only familiar designs. Uses known design methods.
Strives to convey the expressiveness of crafts, change their appearance by
using additional parts, combining them with each other, changing their spatial arrangement, size, color. Does not always choose the appropriate sequence of practical actions and may make mistakes in their implementation. Expresses his attitude only to the result obtained.
I point. Organizes activities only with the help of an adult. Shows either
complete absence of a specific plan, or attachment to the creation of familiar ones
designs, both in theme and structure. Difficult to define
sequences of practical actions. Poor command of constructive and technical skills. In some cases, it can perform practical actions of an unintentional nature that do not lead to a practical result. Not selective in the selection of structural materials. Shows no interest in activities.
A score of 4 points corresponds to optimal, 3 points to high, 2 points to
average, 1 point - low level of development of independent design.
Information card
mastery of older children constructive activities
Last name, first name
child
Average score
N.g.
To Mr.
Ivanov K.
Petrova S.
Scarlet P.
Belova N.
Ivanov K.
Average score
FINE ACTIVITIES
For a relatively quick and informative analysis of the teacher’s focus on the child’s development in visual activity, one type of it was taken - drawing - and the following indicators of the level of activity development were identified:
1. The nature of the theme of children's drawings.
2. Level of development of some actions:
a) perception;
b) visual;
c) drawing techniques (as part of fine arts).
3. The quality of the results of children’s activities (quality of drawings).
The level of development of activity refers to the degree of its independence and the presence of manifestations of creativity. For each indicator, including various parameters (there are three of them in the actions), points are given from 1 to 4.
The originality of the content of the analysis and possible levels of development of the activities of children of senior preschool age
The analysis of the visual activities of older preschoolers is carried out according to the following parameters: the nature of the theme of children's drawings, the level of development of visual actions, including technique, the level of perception, the quality of the drawings.
1. Possible results of analyzing the themes of children's drawings
4 points. The topics of the lessons according to the plan mainly correspond to the content of work in other sections of the program. Subjects of drawings made outside of class
is varied, there are original themes and images (there can be one theme, but
its embodiment is unique) - Level IV.
3 points. The topics of the classes mainly correspond to the content of work on other
program sections; subject of drawings made in free time -
varied - Level III.
2 points. The topics of the classes are based on the content of work in other sections
programs. But in their free time, children most often repeat the topics of classes, they can
combine. Sometimes there are other topics - level II.
1 point. There is a large discrepancy in the topics of classes and the content of general educational work. In free time - repeat the topics of art classes, there may be drawings on other topics - Level I.
2. Analysis of the level of development of visual actions and perception
2 a. Perception
Task 1. During a walk (in a group room), watch with your child
birds (animals, fish, etc. - to choose from). Pay attention to their appearance (visual features: shape, structure, color, expressive details of behavior, actions).
Goal: to find out how a child can see pictorial signs of objects:
- does it highlight a generalized form (does it correlate with a geometric one); is he capable
notice a characteristic shape (difference from geometric; does he notice
individual characteristics, including unusual, peculiar (in shape, structure,
color);
- How independently and meaningfully can he perceive these signs?
Conversation technique: the same as during the examination. Construct a conversation lively,
casual but purposeful.
For example, ask a child: “If you wanted to draw a dog (fish), then
which one would you choose? If the child makes a choice, ask why? Or ask
for the child, draw for the child, for him (the adult) the dog (fish) he likes and point to it. Ask why she is different from others (general expressiveness).
Then you should ask: To draw a similar dog, what do you need first?
do?" (consider). If the child does not answer, prompt: “Tell me what kind of dog it is.” Tell me so that we can draw it later.”
Sample leading questions (if the child is silent)
1. What should you see first? (the largest part).
What shape is a dog's body? (what shape does it look like). How is it different from
oval shaped? What then do you need to look at to draw?
What shape is the head? How can you say about her? Why does the dog have a muzzle?
elongated? (you can feed it). What should you watch next?
(Call the dog or feed it). Show the child what she's leaving out,
turns his head easily and freely. Why? (between the head and body - the neck).
Observe the running dog (cause movement if possible).
- pay attention to the position of the legs in relation to the body;
- difference between the hind legs and the front legs;
- in what places (joints) do the dog’s legs bend?
6. Pay attention to details: the nature of the ears, tail and color.
7. Pay attention to some habits (stands on its hind legs, waves
tail, ears flattened).
NOTE. Conduct the conversation casually, varying the wording, making small comments, i.e., enliven the dialogue.
From a series of questions asked in a conversation with each child, use those that
complement his independent story, revive the questions with emotions of surprise,
interest, bewilderment, etc.
results(possible levels of development of the action of perception).
4 points. Capable of independently in a certain sequence
(according to the sequence of the image) consider the object. Owns
the action of the survey. At the same time, he feels the expressiveness of the form (color,
buildings), notices the originality. If asked, can explain features of appearance (connection with living conditions, habitat) - level IV.
3 points. Partly on your own, partly with the help of leading questions
determines the characteristic shapes and colors of an object (difference from standards),
structure. When asked by an adult, he can explain some features of the external
type (why the jaws are elongated, the size and shape of the paws) depending on the breed
and appointments, etc. - Level III.
2 points. Considers and analyzes only questions from the teacher
basic shapes, structure, color. Identifies mainly generalized forms,
simplest structure. With the help of a series of leading questions, one can sometimes notice
characteristic shapes, details. Sometimes explains some features of appearance
1 point. Has difficulty identifying certain features of appearance according to questions
teacher (as a rule, different versions of questions, a series of questions are needed).
Highlights generalized forms and basic colors. Makes mistakes - Level I.
2b. Fine activities (possible levels)
4 points. Independently, although not always boldly and confidently, conveys
characteristic features of the form (difference from the generalized geometric one). IN
the process of drawing reveals a search for different ways of depicting (fish
different shapes, sizes, colors; dogs of different breeds, etc.) - Level IV.
3 points. Depicts independently, sometimes needs support (sets
question, waiting for an answer, waiting for encouragement). Depicts generalized forms (close to
geometric), but complements the image with expressive details (shape of tail, beak), and uses color in a variety of ways. The search for different ways of depicting (various details, color, position in space, etc.) may also appear - Level III.
2 points. Acts uncertain, asks for advice, needs a hint.
Depicts generalized forms, conveys the structure primitively (main parts), without
detailing. Limited to a single image. If he repeats it, then at the request of an adult and reluctantly - level II.
1 point. He often says: “I don’t know how.” Depicts according to direct prompting,
sometimes he asks to see it. Conveys generic forms. Doesn't want to repeat it or
detail the image - I level.
2c. Drawing technique
(according to individual parameters: degree of freedom and confidence)
4 points. Holds a brush, felt-tip pen, pencil correctly, movements are bold, free, confident, varied (from left to right, from right to left, from top to bottom and vice versa)
3 points. Holds a brush (pencil, felt-tip pen) correctly, but the hand is somewhat tense. The movements are quite confident, although not so fast. The movements are of the same type: in one direction - level III.
2 points. Doesn’t always hold the brush (pencil, felt-tip pen) correctly above, below,
all fingers, etc.; needs a reminder to position the hand correctly.
The movement is correct, but timid, timid, slow, and may be intermittent
(the child tries it on before performing the action) - Level II.
1 point. Drawing movements are not adequate to the material. A child paints with a brush,
like a pencil. When drawing with pencils, you cannot adjust the scope, tempo, or pressure - level I.
3. Analysis of drawings(just completed)
4 points. The image is relatively literate (deviates from generalized forms),
expressive (uses several means of expression). May be
original in content and methods of depiction (I looked at a dog, but when drawing
changed a lot in the plan: color, details, conveyed movements, etc.) - Level IV.
3 points. The image is relatively literate (the form is conveyed in a generalized manner,
close to geometric). The structure is rendered correctly, although it may be distorted
proportions. The image is simply expressive. Uses separate
means: either color or details - Level III.
2 points. The image is not very detailed, not entirely correct (the shape is distorted,
proportions), inexpressive. But it can also be expressive (accidentally conveyed
movement due to distortion of proportions, the image turned out to be expressive in the sense that
that the child’s attitude is visible) - Level II.
1 point. The image is recognizable, but inexpressive - level 1.
Processing of analysis results is the same as in junior groups.
Information card
mastery of older children fine art activities
Last name, first name
child
Indicators
Average score
N.g.
To Mr.
2a
2b
2v
Ivanov K.
Petrova S.
Scarlet P.
Belova N.
Ivanov K.
Average score
LABOR ACTIVITY
By participating in different types of work, the child acquires general labor skills,
independent of the specific content of the labor process, namely the ability to set
goal and motivate the task, plan and control work, achieve
result and evaluate it.
Along with the development and improvement of basic work activities,
the attitude towards it also changes. Primitiveness of activity (children's ineptitude)
inhibits the development of a positive attitude towards her. That's why we must
take care of improving all components that make up the labor
activity. Only the most significant characteristics were taken for express analysis
each component.
1. Determination of the ability to set a goal
Repeated observations of the teacher over children will allow for self-analysis of this
indicator and give it a score.
4 points. The child often sets a goal himself rather than accepting it from an adult,
discovering the need for work and realizing its significance for oneself or others*.
3 points. A child more often accepts a goal from an adult than sets it himself.
The importance and necessity of work by the child is realized.
2 points. The child never sets goals himself, but accepts the goal
set by an adult, the efforts of the teacher are required so that he realizes the significance and
need for work.
1 point. The child accepts a goal set by an adult with great difficulty
subject to joint action with him. He does not discuss the necessity and
the significance of the work, only agrees with your arguments.
2. Ability to plan work
Note that to fully assess this skill it is necessary to determine the level and
practical and verbal planning. For express analysis we only take
practical planning. The answer to this question will be given by observing the child in
process of work.
As you watch, note:
1. Does the child organize the workplace (does he prepare everything necessary?
for work, is it convenient, etc.).
2. Does he perform all stages of work consistently (for example, first he cleans
toys from the shelf, then wipes the shelf, then washes the toys and puts them on
shelf).
3. Does it use rational methods of action (to assess rationality?
We present tables 1, 2).
4. Does he apply control actions during the work and at the end of it?
(reviews, checks, corrects, intermediate or final result).
If your child has difficulty with any of these planning points, first
give him indirect help. For example, ask: “Have you prepared everything? Nothing
did not forget?" - if there are errors in the organization of work. "Remember what you need first
do? Is this how it should be done? You know how - if he makes a mistake in
sequence or mode of action. Or: - “Have you checked your work yet?” -
if you didn't see an attempt to check.
If, with your indirect prompts, the child does not correct his behavior,
use direct instructions. For example, “You forgot to put oilcloth on the table,” or
“First you need to remove all the toys on the table, and not move them to one side
shelves”, “Or: “Check if you wiped the corners of the shelf, the surface there is shiny
shelves from a damp cloth?
If direct instructions do not change the child’s behavior, you classify him as
the lowest level in terms of planning ability.
So, the score for planning ability is:
4 points. Organizes a workplace independently without adult intervention,
acts in the correct sequence and in rational ways, checks
work as it progresses and ends.
3 points. All of the above is done with the indirect help of an adult.
2 points. All of the above is done with the help of direct instructions from an adult.
1 point. Acts chaotically, irrationally, even direct instructions from an adult
little change in the child’s actions or are not even accepted (“No, I’ll do it that way.”
do").
3. Ability to evaluate work
At the end of the work, ask the child to tell about it, what and how he did
1. Does its assessment coincide with the actual result obtained (adequacy).
2. Does he note advantages and discover disadvantages, does he find reasons?
shortcomings, whether the work is corrected (extensiveness, completeness of the assessment).
3. Evaluates independently or with your help (indirect or direct).
Adult help is aimed at encouraging the child to make an assessment
adequate and comprehensive.
Indirect help may look something like this: “Look here what you mean
will you say? (in case of a deficiency that the child does not see himself); "How do you think,
why did this happen to you?” (encouragement to search for the cause of the deficiency); "You did not want
would I fix it? How can I do that?" (inspiration to correct work).
Direct help consists of instructions on how to evaluate. If the child is silent or
“Your shelves are wiped clean, even in the corners it shines, because you used a rag on
I twisted my finger and rubbed it in the corner. Now tell me: am I burying everything in your place?
the table where the basin stood (there were splashes of water on the table, the child did not wipe the table after work) -
take a rag, wipe the table and everything will be beautiful.”
Score for the ability to evaluate work
4 points. The assessment is adequate, comprehensive, and independent.
3 points. The assessment is adequate and comprehensive, but requires indirect help in searching
causes and ways of correction.
2 points. The assessment is not detailed, categorical (it turned out well, it turned out bad), but
adequate; With the direct help of an adult, the child copes with the assessment.
1 point. There is no assessment or it is inadequate.
4. Child’s attitude towards work
(can be traced in the process of observing him in the course of his activities).
As you watch, note:
1. The presence of emotional experiences (pleasure, grief).
2. Determination (persistently brings a task to the end or gives up at the first
failures and without regret).
3. Striving for the best result (controls, corrects work), searches
the best methods of action, shows diligence.
4. The need for support from an adult, its extent (you have to help
directly or indirectly).
Draw conclusions based on repeated observations.
Work attitude score
4 points. A clearly expressed emotional positive attitude towards work
throughout the entire process. He persistently brings things to the end. Bright is clearly visible
expressed desire to control, adjust one’s work, and carry it out
diligently, creatively. Gets upset if something doesn't work out. All these manifestations
are independent and do not require adult support.
3 points. The above manifestations are detected with the support of an adult
(expression of pleasure with the child’s behavior, praise). Typically, a child with
takes on work with pleasure, but then needs support to maintain this emotionally positive attitude. Frustration over failure can cause
unwillingness to complete a task.
2 points. Very unstable emotional experiences; not enough
purposeful and diligent. Sometimes it “lights up” at the beginning and “goes out” towards the end of the work;
it takes a lot of effort from an adult to “ignite”, and then he himself begins to work with
with pleasure, diligence and purpose. He might even refuse to work.
1 point. The child does not enjoy the work process and attempts are frequent.
get away from her. Attempts by an adult to captivate the child are often unsuccessful, but he does the work together with the adult.
After analyzing all the above components of work activity, enter
The points received by the child for each of them are included in the general table.
Information card
mastery of older children labor activities
Last name, first name
child
Indicators
Average score
Ability to set a goal
Planning
Ability to evaluate work
Attitude to
work
N.g.
To Mr.
Ivanov K.
Petrova S.
Scarlet P.
Belova N.
Ivanov K.
Average score
Analytical map
effectiveness of the educational process in the senior group
Last name, first name
child
Children's activities
Average score
Gaming
Constructive
Fine
Labor
Musical
Motor
N.g.
To Mr.
Ivanov K.
Petrova S.
Scarlet P.
Belova N.
Ivanov K.
Average score
Model for carrying out procedures for assessing the quality of preschool education of the Federal State Budgetary Institution "Federal Institute of Pedagogical Measurements" (work performed under State Contract No. 03. R 20. 11. 0029 dated August 12, 2011)
4 groups of parameters characterizing the quality of preschool education The quality of preschool education is a complex characteristic expressing the degree of compliance of preschool education with the Federal state requirements for the structure of the basic general education program of preschool education (FGT OOPDO). 1) PROGRAM - self-examination tools 2) CONDITIONS OF IMPLEMENTATION OF THE PROGRAM (the presence of combined and compensating groups is taken into account): personnel; logistics; educational and material; medical and social; informational and methodological; regulatory; psychological and pedagogical - self-examination tools 3) RESULTS of mastering the program (9 integrative qualities) Tools for recording the individual development of a child aged 4 to 6 years Tools for assessing the readiness of children for school (7 years) Set No. 1 - results of a child mastering the basic educational program of preschool education (level of development of integrative qualities) Set No. 2 - medical and pedagogical assessment of the child (physical development) 4) DEGREE OF PARENTS’ SATISFACTION with the quality of the activities of the preschool educational institution (equipping of the preschool educational institution; qualifications of teachers; child development in the preschool educational institution; interaction with parents, etc.) – questionnaire
Tools for assessing parameters of group 3 - assessing the results of mastering general education The tools are supra-programmatic in nature, independent of the specific educational program of the preschool educational institution Tools for recording the individual development of a child aged 4 to 6 years, i.e. the dynamics of the formation of integrative qualities of pupils in each age period (from 3.5 years to 6 years) in all areas of children’s development (“Development maps” for different ages) Tools for assessing children’s readiness for school - final results of mastering general education (7 years)
The development map for each age is divided into three parts: Psychological and pedagogical parts Part 1 – seven integrative qualities are assessed (No. 2 -7; No. 9): indicators of the development of these qualities are determined based on the results of the teacher’s observation of the child. Part 2 – the integrative quality “who has mastered the necessary skills and abilities” is assessed (No. 8): the development indicator is made up of the teacher’s observational data and the result of the child’s own performance of diagnostic tasks (samples of visual material for diagnostic tasks are attached, as well as recommendations for selecting visual material from the available in preschool educational institution). Medical and pedagogical part Part 3 - the integrative quality is assessed “physically developed, mastered basic cultural and hygienic skills” (No. 1): assessment by anthropometric, physiometric indicators, physical fitness, physical activity of children and other indicators).
Developmental cards record the teacher’s observations of the child, the results of the child’s performance of diagnostic tasks, assessment of anthropometric, physiometric indicators, physical fitness, etc. Methods low formalized observations of the child expert assessment conversation diagnostic tasks Depending on how stable each characteristic is formed in the child child (occurs extremely rarely, sometimes, often), it is assessed quantitatively (0, 1 or 2 points, respectively, in some cases: 0 or 2 points). Highly formalized methods (for assessing physical development) tests, instrumental methods, etc.
RESTRICTIONS IN THE USE OF INSTRUMENTS FOR FOCUSING THE INDIVIDUAL DEVELOPMENT OF A CHILD INSTRUMENTS FOR FOCUSING THE INDIVIDUAL DEVELOPMENT OF A CHILD AND INSTRUMENTS FOR Assessing CHILDREN’S READINESS FOR SCHOOL: Not used for certification procedures Not applicable for the purposes of state accreditation of educational activities of preschool educational institutions Not applicable to children with disabilities Federal Law “On education in the Russian Federation" Art. 64: “the mastery of educational programs of preschool education is not accompanied by intermediate certifications and final certification of students”
PURPOSE of tools for recording the individual development of a child Tools can be used for: Pedagogical diagnostics, which allows solving problems of individualizing education and optimizing work with a group of children; Developmental diagnostics at the request of parents; Monitoring studies at different levels of the education system to make decisions on improving the CE system
In my work, I am guided by the main educational program of the preschool educational institution, drawn up taking into account the Approximate General Educational Program of preschool education (approved by the decision of the Federal Educational Institution for General Education, protocol dated May 20, 2015 No. 2/15), as well as taking into account the program “From birth to school” under edited by N.E. Veraksy, M.A. Vasilyeva. I use different methods to assess the individual development of children: observation, analysis of activity products, conversations, etc.
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Organization of assessment of individual development of children
In my work I am guidedthe main educational program of the preschool educational institution, drawn up taking into account the Approximate general educational program of preschool education (approved by the decision of the Federal Educational Institution for General Education, protocol dated May 20, 2015 No. 2/15), as well as taking into account the program“From birth to school”, edited by N.E. Veraksy, M.A. Vasilyeva.I use different methodsto assess the individual development of children:
Method | Description of the method |
Observation | I use this method as the main one for collecting data. At the initial stage, I set the goal of observation, define the object, create situations in which a given parameter manifests itself most clearly, prepare observation maps to record the results |
Conversation, interview | I develop a conversation plan in advance, then organize a subject environment to motivate children, develop open-ended questions of a problematic nature (on the topic of the conversation). I conduct the conversation both individually and with a subgroup of children, and record the answers in the protocol of the conversation. After conducting a series of conversations, I analyze the results obtained. Through interviews, I obtain up-to-date information about the child’s ideas. |
Analysis of activity products. | I analyze the products of visual and constructive activities (drawings, applications, three-dimensional images, designs), musical activities (performance and creativity in song, dance, playing musical instruments), stories, retellings, etc., comparing the child’s work with his work at earlier stages . I analyze not only the product, but also the process of its creation: interest, completion, degree of compliance with the original plan |
Diagnostic situations | When studying the activity of older preschoolers in various types of activities, I use: “Choice of Activities” by L.N. Prokhorova, “What interests me” O.V. Afanasyeva, “Shifters” by T.I. Babaeva, O.V. Kireeva and others. |
I enter the results obtained into observation cards and final tables, developed by me on the basis of the methodological recommendations of the program “From birth to school” by N.E. Veraksy, M.A. Vasilyeva. Then I fill out the spreadsheets created for each student.I analyze the data received:
- I determine the presence of ideas in children in five educational areas, taking into account their age capabilities and the content of the educational program;
I trace the dynamics of development, based on the results of past pedagogical diagnostics, and compare them with new data;
Considering the analysis,adjusting educational activities:
I am planning individual work. I pay special attention to those children who have no or slow dynamics in development and mastery of the educational program: I seek advice from other specialists (educational psychologist, physical education instructor, speech therapist) and, based on the recommendations received, I draw up an individual educational development route child,taking into account his needs, inclinations and interests.
I select effective forms and methods of work:I organize activities in subgroups in such a way that more prepared children provide assistance to children who have difficulty completing tasks. As a result, they see the peculiarities of other children’s activities and strive to follow them. When organizing activities, I take into account the individual characteristics of children, their different levels of preparation and offer material of different levels of complexity.
Thus, the methods I use for assessing the individual development of children are varied, they are applied reasonably, I analyze the data obtained and give an adequate assessment of the individual development of children, on the basis of which educational activities are adjusted.
On the topic: methodological developments, presentations and notes
Presentation and report on the study of pedagogical diagnostics in the Federal State Educational Standards Contest...
Pedagogical diagnostics as an assessment of the individual development of preschool children, construction of the educational trajectory of preschoolers in the context of the Federal State Educational Standard for Education.
Pedagogical diagnostics is a special type of activity, primarily aimed at studying a preschool child. The information obtained as a result of diagnostics and the conclusions made on its basis...
On the model for conducting procedures for assessing the quality of preschool education
Customer project “Development and testing of a model for conducting procedures for assessing the quality of preschool education”: Ministry of Education and Science of Russia.
Executor: FGBNU "FIPI".
Implementation deadlines: G.
Objective of the project - development of a model for conducting procedures for assessing the quality of preschool education, including:
Regulations for carrying out procedures for assessing the quality of preschool education;
Technology for processing the results of procedures for assessing the quality of preschool education;
· tools for assessing children's readiness for school;
· tools for assessing parents’ satisfaction with the quality of preschool activities.
4. Identification (through testing) of directions for improvement and further adaptation of the model for conducting procedures for assessing the quality of preschool education to the conditions of real practice, suitable for various constituent entities of the Russian Federation.
Parameters characterizing the quality of preschool education are represented by four main groups:
1. Parameters characterizing compliance developed and implemented by the educational organization of the basic educational program of preschool education (BEPDO) requirements of current regulatory legal documents (tools for comprehensive self-assessment of preschool educational institutions).
2. Parameters characterizing compliance conditions for the implementation of the OOPDO requirements of current regulatory legal documents (tools for comprehensive self-assessment of preschool educational institutions).
3. Parameters characterizing compliance results of development of OODO requirements of current regulatory legal documents (tools for recording a child’s individual development; tools for assessing children’s readiness for school);
4. Parameters characterizing the degree parental satisfaction quality of preschool activities (tools for assessing parents’ satisfaction with the quality of preschool activities).
Each group includes separate parameters - significant characteristics of the quality of preschool education. Most parameters include so-called “subparameters” that clarify and expand the content and scope of individual parameters.
Assessing the entire set of parameters is a comprehensive assessment of the quality of preschool education.
Scope of practical use and application of project results– carrying out procedures for assessing the quality of education at different levels: preschool educational institutions, municipalities, constituent entities of the Russian Federation.
Brief information about the developed tools
Tools for comprehensive self-assessment of preschool educational institutions
Comprehensive self-assessment of a preschool educational organization involves conducting assessment procedures based on two groups of parameters:
According to the first group of parameters, developed and implemented by an educational institutionOODO requirements of current regulatory legal documents, tool kits No. 1 have been developed, including two tools:
1. Toolkit No. 1.1 for assessing a preschool educational organization that does not have a combined and compensatory group;
2. Toolkit No. 1.2 for assessing a preschool educational organization that has groups of combined and compensatory orientation.
According to the second group of parameters, characterizing compliance conditions for the implementation of the OOPDO requirements of current regulatory legal documents, Tool kits No. 2 have been developed, including:
1. Tools for assessing personnel, material and technical, educational and material, medical and social, information and methodological, regulatory, psychological and pedagogical support of preschool educational institutions;
2. Self-assessment questionnaire for preschool staffing (appendix to clause 2.1 of Toolkit No. 2)
This questionnaire is provided with auxiliary tables for assessing the staffing level of preschool educational institutions:
· A summary table based on the educational qualifications and staffing level of teaching staff in preschool educational institutions (see Appendix 1 to the “Self-Assessment Questionnaire for Staffing in Preschool Educational Institutions”, Table 1);
· Summary table of staffing for the implementation of ECE (see Appendix 2 to the “Self-Assessment Questionnaire for Staffing of ECE”, Table 2);
· Invariant and variable components of preschool staffing (see Appendix 3 to the “Self-Assessment Questionnaire for Preschool Staffing,” Table 3).
Tools for recording child development
According to the third group of parameters, characterizing compliance results of development of OODO requirements of current regulatory legal documents, sets of tools have been developed:
· to record the individual development of a child (4, 5 and 6 years old);
· to assess children's readiness for school (7 years old).
Under individual development The child understands the degree of formation of integrative qualities in the process of mastering the general education, that is, the intermediate results of mastering the general education (conditionally at 4, 5 and 6 years old), as well as the dynamics of the child’s physical development.
Assessment Tools children's readiness for school make it possible to assess the development of integrative qualities and determine the child’s physical and psychological readiness for school (a child’s readiness for school is understood as the final results of mastering general education).
The key concepts of these tools are not knowledge, skills and abilities in specific subject areas, but the development of the child’s integrative qualities (Appendix 1). The assessment technology is aimed at identifying the degree of effectiveness of interaction between teacher and child within the educational process in preschool educational institutions. All measurements are diagnostic in nature to clarify the direction of work with the child for his successful development.
Tools for recording the individual development of a child are aimed at diagnosing the general culture of the child, the dynamics of the development of physical, intellectual and personal qualities, the formation of prerequisites for educational activities that ensure social success, preservation and strengthening of the health of preschool children. The results of the diagnostic examination will allow us to clarify the directions of educational work with a particular child.
Diagnostics involves filling out development cards (the results of a teacher’s observation of a child throughout the year, as well as the results of diagnostic tests, each of which allows you to track several development parameters). The development map is divided into three parts:
· Part 1 – characteristics of the development of the child’s integrative qualities (indicators of the development of these qualities are determined based on the results of the teacher’s observation of the child).
· Part 2 – the child’s possession of the necessary skills (the development indicator is made up of data from the teacher’s observations and the result of the child’s own performance of diagnostic tasks). Attached to this part of the map are samples of visual material for diagnostic tasks, as well as recommendations for selecting visual material from those available in the preschool educational institution. During testing (at the teacher’s discretion), you can use either the samples attached to the tools or visual material from the preschool educational institution.
· Part 3 – Medical and pedagogical assessment of the child’s development (physical development of the child according to anthropometric, physiometric indicators, physical fitness, motor activity of children and other indicators).
Intermediate results of mastering general educational activities reveal the dynamics of the formation of integrative qualities of pupils in each age period of mastering general educational activities in the main areas of children's development. It is recommended to conduct an examination of the child’s individual development once a year.
Diagnostic results are not always indicators of successful or unsuccessful educational work of a teacher with a child (a significant number of factors influencing the result should be taken into account: the state of the child’s health, the degree of well-being of the family situation, the length of stay in the preschool educational institution, etc.).
Tools for recording an assessment of a child’s individual development can be used in a number of situations:
· for conducting diagnostic studies in preschool educational institutions: when used systematically, the tools will allow one to identify the degree of effectiveness of interaction between teacher and child within the educational process, individualize work with the child in order to improve his or her mastery of the basic general education program of preschool education;
· to conduct diagnostics of child development at the request of parents wishing to receive diagnostic help (for example, in the situation of children receiving family education);
· to conduct monitoring studies at the municipal or regional level in order to make decisions on improving the preschool education system (the toolkit is used by teachers of a particular preschool, participants in the assessment procedure at the municipal and regional levels can be “involved” in monitoring at one of its final stages: generalization of assessment results from different preschool educational institutions at the municipal or regional level , summary data analysis).
Tools for recording a child’s individual development and tools for assessing children’s readiness for school
– NOT used for carrying out any certification procedures (in accordance with Article 64 of the Federal Law of December 29, 2012 N 273-FZ “On Education in the Russian Federation”: “mastering educational programs of preschool education is not accompanied by intermediate certifications and final certification of students” );
– NOT applicable for the purpose of state accreditation of educational activities of preschool educational organizations;
– NOT applicable to students with disabilities (with mental retardation and various forms of mental retardation).
Tools for assessing parental satisfaction with the work of preschool educational institutions
According to the fourth group of parameters , characterizing the degree parents' satisfaction with the quality of preschool activities, developed questionnaire and mechanism for conducting a survey of parents (legal representatives), collecting and summarizing the data obtained.
The survey includes assessment of preschool educational institutions according to various parameters.
· equipment of preschool educational institutions;
· qualifications of teachers;
· child development in preschool;
· interaction with parents.
Tools for assessing parents' satisfaction with the quality of preschool activities are applicable at all levels: preschool, municipal and regional.
Computer processing of assessment results according to 4 parameters allows:
automatically sum up all the points received and display the overall score (additionally, color marking of the result has been introduced);
automatically calculate the result for individual parameters and compare it with the acceptable range of scores.
automatically summarize assessment results at the level of preschool educational institutions, municipalities, and regions.
Annex 1
Brief information about the integrative qualities of the child, the diagnosis of which is carried out through the proposed tools
The planned results of children's mastering the basic general education program of preschool education should describe the integrative qualities of the child that he can acquire as a result of mastering the program:
1. Physically developed , who has mastered basic cultural and hygienic skills.The child has developed basic physical qualities and the need for physical activity. Independently performs age-appropriate hygienic procedures and follows basic rules of a healthy lifestyle.
2. Curious, active. He is interested in the new, unknown in the world around him (the world of objects and things, the world of relationships and his inner world). Asks questions to adults, likes to experiment. Able to act independently (in everyday life, in various types of children's activities). In cases of difficulty, seek help from an adult. Takes a lively, interested part in the educational process.
3. Emotionally responsive. Responds to the emotions of loved ones and friends. Empathizes with the characters of fairy tales, stories, stories. Reacts emotionally to works of fine art, music and art, and the natural world.
4. Mastered the means of communication and ways of interacting with adults and peers. The child adequately uses verbal and nonverbal means of communication, has dialogical speech and constructive ways of interacting with children and adults (negotiates, exchanges objects, distributes actions in cooperation). Able to change the style of communication with an adult or peer, depending on the situation.
5. Able to manage one’s behavior and plan one’s actions based on primary value concepts, observing basic generally accepted norms and rules of behavior. A child’s behavior is primarily determined not by immediate desires and needs, but by demands from adults and primary value ideas about “what is good and what is bad.” The child is able to plan his actions aimed at achieving a specific goal. Complies with the rules of conduct on the street (road rules), in public places (transport, shops, clinics, theaters, etc.).
6. Able to solve intellectual and personal tasks (problems) appropriate for age . The child can apply independently acquired knowledge and methods of activity to solve new tasks (problems) posed by both adults and himself; Depending on the situation, it can transform ways of solving problems (problems). The child is able to propose his own idea and translate it into a drawing, construction, story, etc.
7. Having primary ideas about oneself, family, society, state, world and nature . The child has an idea of himself, his own belonging and the belonging of other people to a certain gender; about family composition, family relationships and relationships, distribution of family responsibilities, family traditions; about society, its cultural values; about the state and belonging to it; about the world.
8. Having mastered the universal prerequisites for educational activities – the ability to work according to the rule and model, listen to an adult and follow his instructions.
9. Having mastered the necessary skills and abilities. The child has developed the skills and abilities necessary to carry out various types of children's activities.
Position
“About pedagogical diagnostics
individual development of pupils"
in accordance with the Federal State Educational Standard
Savchenko Lyubov Alexandrovna,
senior teacher of MBDOU d/s "Joy",
Tsimlyansk
I. General provisions
1.1. The Regulations on pedagogical diagnostics of individual development of pupils in the MBDOU d/s "Joy" in Tsimlyansk (hereinafter referred to as the Regulations) were developed in accordance with:
— UN Convention on the Rights of the Child;
— Federal Law of December 29, 2012 No. 273-FZ “On Education in the Russian Federation”;
— Federal State Educational Standard for Preschool Education (Approved by Order of the Ministry of Education and Science of the Russian Federation dated October 17, 2013 N 1155);
— Order of the Ministry of Education and Science of Russia dated August 30, 2013 No. 1014 “On approval of the procedure for organizing and implementing educational activities in the main general education programs of preschool education”;
— Charter of MBDOU;
— The main educational program of MBDOU.
1.2. Pedagogical diagnostics is associated with students’ mastery of the basic educational program of preschool education and consists of analyzing their mastery of the content of educational areas: social-communicative, cognitive, speech, artistic-aesthetic, physical development. Pedagogical diagnostics of a child’s individual development is a system of collection, analysis, storage and accumulation of educational results, ensuring continuity and timely adjustment of the educational process.
Educational results - information about the development of preschool pupils and the results of mastering the main educational program of the preschool educational institution.
1.3. The provision applies to the activities of all teaching staff of preschool educational institutions carrying out professional activities in accordance with employment contracts.
II. Main goals, objectives and principles of pedagogical diagnostics of a child’s individual development
2.1. The purpose of pedagogical diagnostics is to assess the effectiveness of pedagogical actions for further planning of educational activities with the child. Pedagogical diagnostics are carried out by the teacher during internal monitoring of the child’s personality development indicators.
2.2. Tasks of pedagogical diagnostics:
— Individualization of education (including child support, building an educational trajectory for children experiencing difficulties in the educational process or having special educational needs.);
— Optimization of work with a group of children.
2.3. The main principles of the system for assessing the individual development of children are:
— complexity,
- continuity,
— diagnosticity (presence of criteria),
— availability of results for parents (legal representatives) of pupils, teachers (directly working with the child).
2.4. Pedagogical diagnostics:
— allows you to record the level of current development of a preschooler and evaluate its dynamics;
— takes into account the child’s zone of proximal development in each direction;
— allows us to consider the entire period of a child’s development as a single process without conventional division into different age stages “tied” to the passport age, while taking into account age-related patterns of development, based on an assessment of changes in the activity of a preschooler;
— takes into account the targets presented in the Program, but does not use them as the basis for their formal comparison with the actual achievements of children.
2.5. In older preschool age (from 5 to 7 years), speech therapy diagnostics of children is carried out by a qualified specialist - a teacher-speech therapist for the timely detection of developmental deviations and the necessary correction.
III. Organization of individual development assessment
3.1. Monitoring is carried out in the form of regular observations by the teacher of children in everyday life and in the process of direct educational activities with them.
Monitoring in the form of observation is carried out throughout the school year in all age groups. The identified development indicators of each child are recorded by the teacher. Recording of results (Input and final diagnostics) is carried out in October (the first 10 days of the month) and May (the last 10 days of the month).
3.2. The results of assessing the child’s individual development are entered by educators and preschool education specialists into pedagogical diagnostic cards, and summary cards are provided to the senior teacher. At the end of the school year, a comparative analysis of the effectiveness of the educational process is carried out and, based on the analysis, tasks are set for planning individual educational activities with the child for the next school year.
3.3. Distribution of functions when assessing a child’s individual development:
— the senior educator provides the conditions for an objective assessment of the child’s individual development (minimizing the risks of subjective assessments): selects methods and parameters for assessing results, advises teachers who are experiencing difficulties in conducting pedagogical diagnostics;
— preschool educational institution specialists conduct pedagogical diagnostics (teacher-speech therapist, music director, physical education instructor) of their direction of personal development of students, educational psychologist - psychological diagnostics if necessary, analyze the results, formulate the reasons for success or failure, outline ways of correction;
— educators assess the individual development of students, analyze the results, formulate the reasons for success or failure, and outline ways of correction.
3.4. Individual development assessment is carried out:
- at the beginning (October) and at the end of the academic year (May) - in order to determine the dynamics of its development;
— in cases of appeal from the parents (legal representatives) of the child.
IV. Tools for assessing individual child development
4.1. Assessment of individual development is carried out through observations, conversations, analysis of the products of children's activities, in the process of directly organized activities.
4.2. Assessment of a child’s individual development is carried out according to the following levels of indicators:
- the indicator is formed (sufficient level - 2 points) - observed in the child’s independent activities, in joint activities with an adult;
- indicator at the stage of formation (level close to sufficient - 1 point) - manifests itself unstable, more often when special situations are created that provoke its manifestation: the child copes with the task with the help of leading questions from an adult, gives similar examples;
- the indicator is not formed (insufficient level - 0 points) - does not manifest itself in any of the situations, the child does not give a positive answer to all the adult’s proposals, and is not able to complete the task independently.
The grades “sufficient level” and “close to sufficient” reflect the state of the standard of development and mastery of the Basic Educational Program.
The predominance of assessments of “adequate level” indicates the successful development and mastery by children of the basic educational program of preschool education.
If “insufficient level” ratings prevail in some areas, individual work with the child in this area should be strengthened, taking into account the identified problems, as well as when interacting with the family on the implementation of the Basic Educational Program.
4.3. Based on the results of pedagogical diagnostics, individual recommendations for correcting the child’s development are drawn up.
4.4. Methodological basis of pedagogical diagnostics:
To conduct pedagogical diagnostics, the parameters of pedagogical diagnostics of individual development of children from 3 to 7 years are used.
The selected indicators reflect the main aspects of the development of preschool children, those characteristics that take shape and develop in preschool childhood and determine the successful transition of the child to the next age stage.
V. Control
5.1. Control of the conduct and objectivity of the assessment of the child’s individual development is carried out by the head and senior teacher through the following forms:
— daily current monitoring;
— thematic control;
— operational control;
Types of activities within the control: pedagogical observations; study and analysis of documentation, interviews.
VI. Organization of work with the results of assessing the individual development of a child
6.1. The results of assessing the individual development of children are discussed at the PMPk preschool educational institution to develop individual development trajectories and develop individual programs.
6.2. The generalized results of assessing the individual development of children can be used in a problem-oriented analysis of the activities of preschool educational institutions for the purpose of making management decisions.
6.3. The main users of information on the results of assessing the individual development of children are:
- parents (legal representatives) of pupils,
- teachers (directly working with the child).
6.4. Users of generalized information about the results of individual development of children are:
- pedagogical council of preschool educational institution,
— PMPk preschool educational institution;
VII. Documentation
7.1. The results of assessing the individual development of children are stored by teachers and in electronic form in the methodological office. Updated as needed.
