MAGAZINE Preschooler.RF
The use of modern technologies in the artistic and aesthetic development of preschool children.Preschool age is the time when the foundations for the entire future development of humanity are laid. This is the most important stage in the development and education of the individual. This is a period of development of cognitive interest and curiosity, initial socialization, activation of independent thinking, and introduction of the child to knowledge of the world around him. In this regard, the education of preschoolers’ artistic taste, the formation of their creative skills, and their awareness of the sense of beauty is of particular relevance.
The artistic and aesthetic development of a preschooler is formed in the process of artistic and aesthetic activity through practical and emotional experience. This contributes to the development of such personality qualities as cognitive activity, emotional competence, independence, initiative, etc.
Based on the requirements of the Federal State Educational Standard for Preschool Education, the main tasks of the artistic and aesthetic development of a preschooler are:
- development of children's artistic creativity, interest in independent creative activities (visual, constructive-model, musical, etc.);
- satisfying children's needs for self-expression;
- the formation of interest in the aesthetic side of the surrounding reality, an aesthetic attitude towards objects and phenomena of the surrounding world, works of art;
- perception of music, fiction, folklore;
- development of children’s aesthetic feelings, artistic perception, figurative ideas, imagination, artistic and creative abilities;
- the formation of an aesthetic attitude towards the surrounding world.
The main means of solving these problems are modern pedagogical technologies (activity-type technologies), which make it possible to move to a qualitatively new level of training and education and contribute to the formation of a diversified, competent, creative, initiative personality of a preschool child. In modern pedagogical practice, there are many pedagogical technologies aimed at solving specific pedagogical problems.
In my work, I use such pedagogical technologies that help bring me, as a modern teacher, as close as possible to solving problems from the point of view of the artistic and aesthetic development of children:
- gaming technology
- research technology (experimentation)
- information and communication technologies;
- TRIZ technology ;
- technology of project activities.
The relevance of technologies for artistic and aesthetic development lies in the fact that they contribute to the development in children of:
- imaginative thinking;
- aesthetic perception;
- imagination, without which no artistic or creative activity is possible;
- emotional attitude to objects of an aesthetic nature;
- fine motor skills
Gaming technology
For preschoolers, the leading activity is play. Acquaintance with color and its properties begins in the game. Experimenting with material, mixing two or more colors, getting a new color for children is not an easy everyday thing, but a real miracle that happens here and now. It inspires children to seek new discoveries. Using colored pencils, wax crayons, and oil crayons, you can obtain new colors and shades by applying shading with the end of a pencil, chalk, or shading the crayons in two or three colors. Children develop interest in visual arts, creative imagination, and confidence in their own abilities.
Moreover, in my work I use such game techniques as a surprise moment (Droplet came to visit, “Blob the Mischief”, etc.), game situations ( “let’s help Bead find his color” ), which serve as motivation for active activities of the child, have a positive emotional response. Also, in fine arts classes, I actively use fairy-tale characters, games to develop the eye, correct a mistake, assemble a pattern, mix colors, etc.
Technology of research activities (experimentation)
Creative development begins with experimentation. Thanks to experimentation, children acquire such important qualities as creativity, independence, readiness for alternative solutions, the ability to reason logically, etc.
The experiment performs another important function - it allows the child to get rid of the fear of failure in his artistic searches.
Games with colors:
- Obtaining new shades by mixing paints.
- Use of different visual materials and imaging techniques.
- Mastery of various visual instruments.
- Creation of various visual materials.
The proposed games with colors help to introduce the preschooler to research, experimental activities, and the search for non-standard ways to solve problems. It should be noted that in the creative development of a child, the interaction between teacher and parent, parents and children is of great importance. In my practice, I use a variety of games with color, based on the optical properties of light perception, experiments with mixing colors, as well as various pigments and experiments with different materials.
ICT technologies
The modern pedagogical process has changed with the advent of the computer, an increase in the flow of information, cultural changes have occurred, and science is rapidly developing. This necessitates the reorientation of the teacher from the process of transferring ready-made knowledge to the process of creativity, the development of the individuality of each child, which is especially important in the preschool education system. In order to develop the creative abilities of preschoolers, the teacher himself must be a creative person and strive to master modern technological techniques. In the process of artistic and aesthetic development of a child, the ability for figurative, panoramic, multisensory perception of the world is formed, which plays a significant role in systemic thinking and creative decision-making. ICT helps improve the quality of the educational process and serves to develop the cognitive motivation of preschoolers. The positive side of this technology is that it allows you to increase the amount of illustration material, provides clarity, and allows you to quickly and better remember the material.
In my activities, I actively use ICT tools: a computer (music accompaniment, watching videos, presentations), as well as an interactive whiteboard. This allows me to ensure that the demo material is clear. Demonstration of presentations in visual arts classes helps to better convey the material through the use of a large number of illustrations. I also use a multimedia projector in my work, showing video material from virtual excursions to museums in the city and beyond. Learning for children becomes more fun and exciting, the material is better absorbed, causing positive emotions.
Technologies of project activities
The active use of design technology in the education and training of preschoolers and kindergartens allows you to get to know the preschooler better and penetrate into the child’s inner world. Children's project activities involve them completing collective, subgroup or individual projects together with the teacher and parents. Project activity allows you to combine different types of creativity when different artistic materials and techniques are combined. The participation of children and parents in experimenting and creating creative works contributes to the comprehensive development of the child, strengthening mutual understanding in the family, and creative manifestations not only in preschoolers, but also in their parents. At the beginning of the school year, I carried out the “Autumn Leaf” ; the project was designed not only for children, but for their parents. An event plan was developed, which included conversations, didactic and active games, organized thematic games during walks, an exhibition and a creative master class together with parents. This made it possible to update parent-child relationships, reveal the individual abilities of children, realize their interests and needs, which in turn made it possible to unleash the creative potential of all project participants.
TRIZ technology (the theory of solving inventive problems)
TRIZ methods and techniques cover many areas of educational activities. They did not ignore the visual arts either. There are methods and techniques that are firmly integrated into the structure of classes and planning of visual activities, enriching it with their diversity.
The goal of introducing TRIZ techniques into children's visual activities is to educate a creative, aesthetically developed personality capable of self-expression through various forms of visual activity.
Main goals:
- to cultivate the qualities of a creative personality;
- to develop creative work skills, including the following components: development of imagination, originality of thinking;
- develop the child’s ability to adapt to unexpected changes in the situation, the ability to reason and draw conclusions;
- develop resourcefulness, attentiveness and intelligence.
In my work, I use the following techniques of fantasy and development of creative imagination using non-traditional drawing techniques: blotography, monotype, drawing with threads, drops.
Association games, non-objective drawing on the topic: “Autumn is...” , “Spring is...” . I often use games of opposites, one object - different materials (discs, plasticine, waste and natural materials).
Thus, the use of TRIZ methods in a modern kindergarten can have a positive effect on the development of the qualities of a creative personality, productive imagination and visual skills of preschoolers.
To summarize all of the above, I would like to note that the use of modern technologies in the artistic and aesthetic development of preschool children not only contributes to the individual development of children, but is also an excellent means of developing a sustainable interest in experimental, research activities, and a creative search for solutions to non-standard problems.
| Next > |
Personally oriented technologies in artistic and aesthetic education of preschool children
The author substantiates personality-oriented technologies in the artistic and aesthetic education of preschool children. A Model of artistic and aesthetic education of preschool children in preschool educational institutions using personality-oriented technologies is presented.
Key words: personality-oriented technologies, preschoolers, artistic and aesthetic education.
The relevance of the study is justified by the fact that the content of artistic and aesthetic education for preschool children is based on the integration of cognitive and creative activity, implemented on the basis of the priority of content in relation to teaching methods. Personality-oriented technologies of artistic and aesthetic education of preschool children, implemented in the educational space of a preschool educational organization, contribute to the formation of a personality capable of developing their capabilities.
The importance of personality-oriented education was substantiated by scientists E. M. Bespalenko, E. V. Bondarevskaya, M. V. Boguslavsky, O. S. Gazman, E. N. Gusinsky, E. I. Kazakova, T. V. Masharova , V.V. Serikov, A.S. Fetisov, I.S. Yakimanskaya and others.
The personal development functions of education are reflected in the works of Z. I. Vasilyeva, L. A. Kunakovskaya, T. I. Malkovskaya, A. P. Tryapitsina and others.
The theoretical and methodological basis of the study consists of the provisions on the personality theory of L. S. Vygotsky, P. Ya. Galperin, A. N. Leontiev, A. V. Petrovsky, S. L. Rubinstein and others.
The process of artistic and aesthetic education of preschool children is based on methods of education and organization of children's activities (V. I. Andreeva, V. I. Volynkin, V. A. Zaporozhets, Stolyarov, etc.).
The problems of artistic and aesthetic education of preschool children at the present stage are determined by the conditions characterizing the life of modern society: the implementation of the Federal State Educational Standard for Education, the increasing intellectualization of a person, a change in attitude towards spiritual and aesthetic values, the loss of spiritual and moral potential due to the implantation of pseudoculture from the West. Therefore, the task of the primary development of general cultural components in the content of preschool education comes to the fore in order to form the worldview of the child’s personality.
In this regard, it is timely to implement person-centered education, which is reflected in the Federal State Educational Standard, the implementation of which involves the formation of a new worldview of preschool children, taking into account the age-related capabilities and individual characteristics of the child’s development.
Based on this, there is a need to form the initial multifunctional key competencies of preschool children as integrative personal characteristics that determine the child’s ability to solve various problems of life and activity (A. G. Gogoberidze) [3].
The artistic and aesthetic education of a preschooler is formed in the process of artistic and aesthetic activity through practical experience. This contributes to the development of such personality qualities as cognitive activity, emotional competence, independence, initiative, etc. (I. A. Lykova) [4].
Thus, the goal of the study - the development of pedagogical conditions for the implementation of personality-oriented technologies in the artistic and aesthetic education of preschool children.
The object of the study is the artistic and aesthetic education of preschool children.
The subject of the research is personality-oriented technologies implemented in the artistic and aesthetic education of preschool children.
In accordance with the purpose of the study, the following features of the implementation of student-oriented technologies in artistic and aesthetic education are highlighted:
a) providing conditions conducive to the development and self-development of the child’s personality, based on the diagnosis of his individual characteristics as a subject of cognition and play activity;
b) providing every child with the opportunity to realize themselves in artistic creativity;
c) selection of content and means of education in such a way that the child can take the initiative in educational events;
d) organization of the pedagogical process that promotes the development of creative thinking.
Research methods and subjects
The study involved preschoolers of the senior group of MBDOU "Kindergarten No. 57" in Voronezh and preschoolers of the middle group of MK preschool educational institution Vorontsovsky kindergarten, Voronezh region.
Research methods: development of a model of artistic and aesthetic education for preschool children in preschool educational institutions using student-oriented technologies.
Rice. 1
Personality-oriented technologies in the model are based on personal achievements, abilities and motivation that the child actually has, constitute the unique baggage of his personality, and personality-oriented technologies should carry a targeted influence on the child in the process of artistic and aesthetic education.
Personally-oriented technologies in the artistic and aesthetic education of preschoolers represent a holistic, systematically organized activity of educators, music workers, and additional education teachers, which allows the child in the most favorable form to combine the tasks of his own development, artistic and aesthetic education through educational events.
The implementation of the Model allowed us to draw the following conclusions: personality-oriented technologies in artistic and aesthetic education, driven by targeted motivation, contribute to the development of personal qualities of preschool children; the constructive possibility of implementing person-oriented technologies is revealed in the creation of the conditions reflected in the model.
Literature:
- Bespalenko E. M. New views on creativity. VOIPKRO Bulletin issue No. 11, Voronezh-2004, pp. 96–103.
- Vygotsky, L. S. Psychology of art: analysis of aesthetic reaction [Text]. / L. S. Vygotsky. 5th ed. - Moscow: LABYRINTH, 2004.-413 p.
- Gogoberidze, A. G. Educational field “Music” [Text]: how to work according to the “Childhood” program / A. G. Gogoberidze, V. A. Derkunskaya. - SPb.: Detstvo-PRESS, 2013. - 247 p. — ISBN 978–5–89814–816–4
- Lykova, I. A. Design of the educational field “Artistic and Aesthetic Development” [Text]: new approaches in the context of the introduction of the Federal State Educational Standard for Educational Education / I. A. Lykova. - M.: Publishing house. House "Color World", 2014. - 136 pp.: ill. — ISBN 978–5–4310–0168–0
The use of innovative technologies for the artistic development of preschool children in preschool educational institutions
IV
– The relationship between learning and creativity –
A.V. Zaporozhets
assigned a large role to artistic activities, drawing the attention of teachers to the need to develop methods that encourage the development of children's artistic creativity.
E.A.Flerina
She considered the main principle in teaching preschoolers visual arts to be the unity of educational and creative tasks and their correct interaction.
M.N. Skatkin
believes that it is necessary to provide training content that will be built on the unity of analytical and synthetic consideration of reality. He emphasizes that it is necessary to ensure synthesis, integration, and connection of parts into a single whole in the content of training.
T.A. Kotlyakova
considers it important when teaching preschoolers visual arts to acquaint them with a variety of methods and techniques of depiction (offers the author’s classification of methods for drawing animals and birds). Mastering them will ensure children's freedom of choice of artistic means, and, consequently, the embodiment of children's creative ideas.
V –
Synthesis of arts –
Modern trends (since the 1980s) in the development of children's creativity consider it from the standpoint of a personality-oriented model, synthesis and interaction of arts, an integrated system of education and upbringing (B.P. Yusov, R.M. Chumicheva, V.V. Domogatskikh, E.L. Trusova, G.N. Panteleev).
VI – Integration and interaction of types of visual activities – N.P. Sakulina
developed a scientific basis for the feasibility of teaching children the methods of realistically depicting reality that are accessible to them and determined a uniform program content for all types of visual activities.
The most complete relationship between different types of drawing is presented in the study by T.I. Lazar
.
When analyzing integrated classes in visual arts M.V. Lazareva
notes that all components, closely intertwined, collectively affect the development of creativity. Integration is not important in itself - it is significant for the formation in children of the initial foundations of artistic culture, the development of an aesthetic attitude towards the environment through the personal position of each child, taking into account his interests and inclinations. It is in the conditions of integrated education that he has the opportunity to demonstrate his understanding of the nature of the image both in the fine arts and in the creative process.
VII
- An individually differentiated approach to children
and taking into account their age-related capabilities creates optimal conditions for creative development. Pedagogical guidance of visual activities takes on a more indirect nature, since the main attention is paid to the activation of one’s own artistic experience, which the child received during the learning process, when he learned to use mastered artistic methods, techniques, means and techniques at his own request; and the degree of assimilation is different for each child, which takes into account an individually differentiated approach.
Model of health-saving technologies in preschool educational institutions
Klimova O.I. Model of health-saving technologies in preschool educational institutions // Sovushka. 2021. N2 (16). URL: https://kssovushka.ru/zhurnal/16/ (access date: 11/21/2021).
Order No. 316260
Technology is, first of all, a systematic method of creating, applying and defining the entire process of teaching and learning, taking into account technical and human resources and their interaction, with the goal of optimizing forms of education (UNESCO).
Health-saving technology is a system of measures that includes the interrelation and interaction of all factors of the educational environment aimed at preserving the health of a child at all stages of his learning and development. The concept of preschool education provides for not only the preservation, but also the active formation of a healthy lifestyle and the health of pupils.
Health is a state of complete physical, mental and social well-being and not merely the absence of disease or infirmity (WHO).
Physical health is the perfection of self-regulation in the body, maximum adaptation to the environment.
Physical activity is a natural need for a healthy, developing body to move (in childhood it acts as a prerequisite for the child’s mental development).
Mental health is a high consciousness, developed thinking, great internal and moral strength that encourages creative activity.
Mental activity is the need of a normally developing child to understand the surrounding life: nature, human relationships; in knowing yourself.
Health-saving educational technologies are the most significant among all known technologies in terms of the degree of influence on children’s health. Their main feature is the use of psychological and pedagogical techniques, methods, and approaches to solving emerging problems.
Modern health-saving technologies
| Types of health-saving pedagogical technologies | Time spent in the daily routine | Features of the methodology | Responsible |
| 1. Technologies for preserving and promoting health | |||
| Stretching | Not earlier than in 30 minutes. after meals, 2 times a week for 30 minutes. from middle age in physical education or music halls or in a group room, in a well-ventilated area | Recommended for children with sluggish posture and flat feet. Beware of disproportionate stress on muscles | Head of Physical Education |
| Rhythmoplasty | Not earlier than in 30 minutes. after meals, 2 times a week for 30 minutes. from middle age | Pay attention to the artistic value, the amount of physical activity and its proportionality to the age of the child | Head of physical education, music director, preschool teacher |
| Dynamic pauses | During classes 2-5 minutes, as children get tired | Recommended for all children as a preventive measure against fatigue. May include elements of eye exercises, breathing exercises and others, depending on the type of activity | Educators |
| Outdoor and sports games | As part of a physical education class, on a walk, in a group room - small with an average degree of mobility. Daily for all age groups | Games are selected according to the age of the child, the place and time of the game. In preschool educational institutions we use only elements of sports games | Teachers, head of physical education |
| Relaxation | In any suitable room. Depending on the condition of the children and goals, the teacher determines the intensity of the technology. For all age groups | You can use calm classical music (Tchaikovsky, Rachmaninov), sounds of nature | Teachers, head of physical education, psychologist |
| Aesthetic technologies | Implemented in artistic and aesthetic classes, when visiting museums, theaters, exhibitions, etc., decorating premises for holidays, etc. For all age groups | It is carried out in classes according to the preschool educational program, as well as according to a specially planned schedule of events. Of particular importance is working with families, instilling aesthetic taste in children | All preschool teachers |
| Finger gymnastics | From a young age, individually or with a subgroup daily | Recommended for all children, especially those with speech problems. Conducted at any convenient time (at any convenient time) | Teachers, speech therapist |
| Gymnastics for the eyes | Every day for 3-5 minutes. at any free time; depending on the intensity of visual load from a young age | It is recommended to use visual material, demonstration by the teacher | All teachers |
| Breathing exercises | In various forms of physical education and health work | Ensure the room is ventilated and the teacher give children instructions on mandatory nasal hygiene before the procedure. | All teachers |
| Invigorating gymnastics | Every day after nap, 5-10 min. | The form of implementation is different: exercises on beds, extensive washing; walking on ribbed planks; easy running from the bedroom to a group with a difference in temperature in the rooms and others depending on the conditions of the preschool educational institution | Educators |
| Corrective gymnastics | In various forms of physical education and health work | The form of implementation depends on the task and the number of children | Teachers, head of physical education |
| Orthopedic gymnastics | In various forms of physical education and health work | Recommended for children with flat feet and as a preventive measure for diseases of the supporting arch of the foot. | Teachers, head of physical education |
| 2. Technologies for teaching a healthy lifestyle | |||
| Physical education lesson | 2-3 times a week in the gym or music hall. Early age - in a group room, 10 min. Younger age - 15-20 minutes, middle age - 20-25 minutes, older age - 25-30 minutes. | Classes are conducted in accordance with the program according to which the preschool educational institution operates. Before class, the room must be well ventilated. | Teachers, head of physical education |
| Problem-based games (game training and game therapy) | In your free time, maybe in the afternoon. Time is not strictly fixed, depending on the tasks set by the teacher | The lesson can be organized unnoticed by the child by including the teacher in the process of play activities | Teachers, psychologist |
| Communication games | 1-2 times a week for 30 minutes. from an older age | Classes are structured according to a specific scheme and consist of several parts. They include conversations, sketches and games of varying degrees of mobility, drawing, modeling, etc. | Teachers, psychologist |
| Lessons from the “Health” series | Once a week for 30 minutes. from Art. age | Can be included in the lesson schedule as cognitive development | Educators, head of physical education, teacher-valeologist |
| Self-massage | Depending on the goals set by the teacher, sessions or in various forms of physical education and health work | It is necessary to explain to the child the seriousness of the procedure and give children basic knowledge of how not to harm their body | Educators, Art. nurse, head of physical education |
| Acupressure self-massage | Conducted on the eve of epidemics, in the autumn and spring periods at any time convenient for the teacher from an older age | It is carried out strictly according to a special technique. Indicated for children with frequent colds and diseases of the ENT organs. Visual material is used | Educators, Art. nurse, head of physical education |
| Biofeedback (BFB) | From 10 to 15 sessions of working with a computer for 5-10 minutes. in a special room. Recommended for older adults | Compliance with computer rules is required. A special technique for preschoolers is recommended | Valeologist teacher, specially trained teacher |
| 3. Corrective technologies | |||
| Art therapy | Sessions of 10-12 lessons for 30-35 minutes. from middle group | Classes are conducted in subgroups of 10-13 people, the program has diagnostic tools and includes training protocols | Teachers, psychologist |
| Music influence technologies | In various forms of physical education and health work; or separate classes 2-4 times a month depending on your goals | Used as an aid as part of other technologies; to relieve stress, increase emotional mood, etc. | All teachers |
| Fairy tale therapy | 2-4 lessons per month for 30 minutes. from an older age | Classes are used for psychological therapeutic and developmental work. A fairy tale can be told by an adult, or it can be a group story, where the narrator is not one person, but a group of children | Teachers, psychologist |
| Color influence technologies | As a special lesson 2-4 times a month depending on the tasks | It is necessary to pay special attention to the color scheme of the interiors of preschool educational institutions. Properly selected colors relieve tension and increase a child’s emotional mood. | Teachers, psychologist |
| Behavior correction technologies | Sessions of 10-12 lessons for 25-30 minutes. from an older age | They are carried out using special methods in small groups of 6-8 people. Groups are not formed according to one criterion - children with different problems study in the same group. Classes are conducted in the form of a game, have diagnostic tools and training protocols | Teachers, psychologist |
| Psychogymnas-tika | 1-2 times a week from older age for 25-30 minutes. | Classes are conducted using special methods | Teachers, psychologist |
| Phonetic rhythm | 2 times a week from a young age, no earlier than every 30 minutes. after eating. In the physical education or music halls. Jr. age - 15 min., older age - 30 min. | Classes are recommended for children with hearing problems or for preventive purposes. The goal of the classes is phonetic literate speech without movements. | Teachers, head of physical education, speech therapist |
The use of health-saving pedagogical technologies in the work of preschool educational institutions will increase the effectiveness of the educational process, will form among teachers and parents value orientations aimed at preserving and strengthening the health of pupils, if conditions are created for the possibility of adjusting technologies, depending on the specific conditions and specialization of the preschool educational institution; if, based on statistical monitoring of children's health, the necessary amendments are made to the intensity of technological influences, an individual approach to each child is ensured; Positive motivation will be generated among preschool teachers and parents of children.
Forms of organizing health-saving work:
- physical education classes
- independent activities of children
- outdoor games
- morning exercises (traditional, breathing, sound)
- motor-health-improving physical training sessions
- exercise after nap
- physical exercises combined with hardening procedures
- physical exercise walks (to the park, to the stadium)
- physical education
- sports holidays
- health procedures in the aquatic environment.
Health-saving technologies used in combination ultimately form a strong motivation in the child for a healthy lifestyle.
PEDAGOGICAL DIAGNOSTICS “PHYSICAL DEVELOPMENT”. PREPARATORY GROUP. GEF DO
Date: October 5-16, 2021
| No. | Last name, first name of the child | INDICATORS / MANIFESTATION | ||||||||||||||||||||
| Physical Culture | Formation of initial ideas about a healthy lifestyle | |||||||||||||||||||||
| Performs all types of basic movements correctly (walking, running, jumping, throwing, climbing) | Performs physical exercises from different starting positions clearly and rhythmically, at a given pace, to music, according to verbal instructions | Participates in games with sports elements | Performs a jump onto a soft surface from a height of up to 40 cm | Long jumps from a standing position of at least 100 cm | Long jumps from a run up to 180 cm | Jumps in height from a running start to a height of at least 50cm | Jumps over a short and long rope in different ways | Run 30 m, (min. and sec.) | Run 90 m (min. and sec.) | Get up to squat in 30 seconds | Throws a medicine ball (1kg) into the distance | Throws objects at a target from different positions | Hit vertical and horizontal targets from a distance of 4-5 m | Throws objects with the right and left hands at a distance of 5-12 m | Throws objects at a moving target | Able to change formation in 3-4 columns, in 2-3 circles while moving, in 2 ranks after planning for the first or second, maintains intervals while moving | Can ensure correct posture | Applies personal hygiene skills (performs consciously and independently) | Applies cultural and hygienic skills (can monitor one’s appearance, etc.) | Ideas about a healthy lifestyle have been formed | ||
| 1 | ||||||||||||||||||||||
| 2 | ||||||||||||||||||||||
| 3 | ||||||||||||||||||||||
| 4 | ||||||||||||||||||||||
| 5 | ||||||||||||||||||||||
| 6 | ||||||||||||||||||||||
| 7 | ||||||||||||||||||||||
| 8 | ||||||||||||||||||||||
| 9 | ||||||||||||||||||||||
| 10 | ||||||||||||||||||||||
| 11 | ||||||||||||||||||||||
| 12 | ||||||||||||||||||||||
| 13 | ||||||||||||||||||||||
| 14 | ||||||||||||||||||||||
| 15 | ||||||||||||||||||||||
| 16 | ||||||||||||||||||||||
| 17 | ||||||||||||||||||||||
| 18 | ||||||||||||||||||||||
| 19 | ||||||||||||||||||||||
| 20 | ||||||||||||||||||||||
| 21 | ||||||||||||||||||||||
| 22 | ||||||||||||||||||||||
| 23 | ||||||||||||||||||||||
| 24 | ||||||||||||||||||||||
| 25 | ||||||||||||||||||||||
| 26 | ||||||||||||||||||||||
| 27 | ||||||||||||||||||||||
| 28 | ||||||||||||||||||||||
| 29 | ||||||||||||||||||||||
| Efficiency of pedagogical influences % | ||||||||||||||||||||||
Legend:
Manifestation: not formed; is in the formative stage; formed
Note:
ü the indicator “formed” means that the indicator is stable, does not depend on the characteristics of the situation, the presence or absence of an adult, other children, the child’s mood, the success or failure of previous activities, etc.
ü the indicator “is at the stage of formation” means that the indicator periodically appears and its manifestation depends on the characteristics of the situation, the presence of control by an adult, the child’s mood, etc.
ü the indicator “not formed” means that the indicator appears extremely rarely and its appearance is random
Analytical report on the results of pedagogical diagnostics
in the educational field "Physical development"
Target:
— individualization of education for physical development (including support for the child, building his educational trajectory of his development);
— optimization of work with a group of children on physical development.
Methodology: when conducting pedagogical diagnostics, low-formalized methods were used: observation (in game situations, during regime moments, in directly organized activities)
Diagnostic results: the effectiveness of pedagogical actions was %, namely:
Physical Culture- %;
Formation of initial ideas about a healthy lifestyle - %.
Issues identified:
Causes:
Number of children with special educational needs:
Prospects for optimizing the physical development group:
Develop individual educational routes for the physical development of pupils:
PEDAGOGICAL DIAGNOSTICS “SOCIO-COMMUNICATIVE DEVELOPMENT” PREPARATORY GROUP. GEF DO
Date: October 5-16, 2021
| No. | Last name, first name of the child | INDICATORS / MANIFESTATION | |||||||||||||||||||||||||||||
| Child in family and community | Socialization, development of communication, moral education | Labor education | Forming the foundations of security | ||||||||||||||||||||||||||||
| Has an idea of how a person’s position changes with age | The qualities characteristic of their gender are developed in boys and girls | Knows home address and telephone number, first and middle names of parents, their professions | Takes all possible participation in the life of the preschool institution | Takes part in project activities | Complies with the rules of organized behavior in everyday life | Complies with the rules of organized behavior on the street | Complies with the rules of organized behavior in public places | Complies with the rules of organized behavior in public places | In didactic games, negotiates with peers about the order of moves, the choice of cards, schemes | Independently chooses or invents a variety of game plots | Sticks to the intended plan while playing, leaving room for improvisation | Finds a new interpretation of the role and performs it | Models the subject-game environment necessary for the game | Develops the plot over a long period of time (several days, weeks) | Shows himself to be a tolerant and friendly partner | In communication, he expresses his point of view and treats the opinions of others with respect. | Regulates his behavior based on the norms and rules he has learned and accepted in society | The behavior of a boy/girl in most cases corresponds to the traditional idea of the behavior of a man/woman | Strives to follow a positive example | Capable of establishing stable contacts with peers | In joint games, he controls the implementation of the rules and is able to develop the plot of the game with minimal use of toys. | Can independently care for clothes and eliminate disorder in their appearance | Monitors the state of his workspace before and after classes | Responsibly performs duty duties | Shows diligence at work | Brings what he starts to completion | Follows the rules of organized behavior on the road | Possesses emergency behavior skills | Possesses environmentally friendly behavior skills | ||
| 1 | |||||||||||||||||||||||||||||||
| 2 | |||||||||||||||||||||||||||||||
| 3 | |||||||||||||||||||||||||||||||
| 4 | |||||||||||||||||||||||||||||||
| 5 | |||||||||||||||||||||||||||||||
| 6 | |||||||||||||||||||||||||||||||
| 7 | |||||||||||||||||||||||||||||||
| 8 | |||||||||||||||||||||||||||||||
| 9 | |||||||||||||||||||||||||||||||
| 10 | |||||||||||||||||||||||||||||||
| 11 | |||||||||||||||||||||||||||||||
| 12 | |||||||||||||||||||||||||||||||
| 13 | |||||||||||||||||||||||||||||||
| 14 | |||||||||||||||||||||||||||||||
| 15 | |||||||||||||||||||||||||||||||
| 16 | |||||||||||||||||||||||||||||||
| 17 | |||||||||||||||||||||||||||||||
| 18 | |||||||||||||||||||||||||||||||
| 19 | |||||||||||||||||||||||||||||||
| 20 | |||||||||||||||||||||||||||||||
| 21 | |||||||||||||||||||||||||||||||
| 22 | |||||||||||||||||||||||||||||||
| 23 | |||||||||||||||||||||||||||||||
| 24 | |||||||||||||||||||||||||||||||
| 25 | |||||||||||||||||||||||||||||||
| 26 | |||||||||||||||||||||||||||||||
| 27 | |||||||||||||||||||||||||||||||
| 28 | |||||||||||||||||||||||||||||||
| 29 | |||||||||||||||||||||||||||||||
| Efficiency of pedagogical influences % | |||||||||||||||||||||||||||||||
Legend:
Manifestation: not formed; is in the formative stage; formed
Note:
ü the indicator “formed” means that the indicator is stable, does not depend on the characteristics of the situation, the presence or absence of an adult, other children, the child’s mood, the success or failure of previous activities, etc.
ü the indicator “is at the stage of formation” means that the indicator periodically appears and its manifestation depends on the characteristics of the situation, the presence of control by an adult, the child’s mood, etc.
ü the indicator “not formed” means that the indicator appears extremely rarely and its appearance is random
Analytical report on the results of pedagogical diagnostics
in the educational field “Social and communicative development”
Target:
— individualization of education for social and communicative development (including support for the child, building his educational trajectory of his development);
— optimization of work with a group of children on social and communicative development.
Methodology: when conducting pedagogical diagnostics, low-formalized methods were used: observation (in game situations, during regime moments, in directly organized activities)
Diagnostic results: the effectiveness of pedagogical actions was %, namely:
Socialization, development of communication, moral education – %. Child in the family and community - % Self-care, independence, labor education - % Formation of the foundations of safety - % Identified problems :
Causes:
Number of children with special educational needs:
Prospects for optimizing a group of children in terms of social and communicative development:
PEDAGOGICAL DIAGNOSTICS “ARTISTIC AND AESTHETIC DEVELOPMENT”. PREPARATORY GROUP. GEF DO
Date: October 5-16, 2021
| No. | Last name, first name of the child | INDICATORS / MANIFESTATION | ||||||||||||||||||||||
| Introduction to the arts | Visual activities | Constructive modeling activities | Musical activities | |||||||||||||||||||||
| Distinguishes between types of fine arts, names the main visual means | Developed artistic perception of works of art | Creates individual and collective drawings, decorative, subject and plot compositions on themes of the surrounding life, literary works | Uses various materials and methods of creating images | Sculpts various objects, creates decorative compositions in various ways | Paints sculpted items based on folk art | Creates plot and decorative compositions, creates images using various methods of cutting and tearing paper of various textures | Able to design objects taking into account their functional purpose | Creates design options for the same object according to 2-3 conditions | Creates different designs from paper | Creates various images from natural materials with taking into account its texture, color and shape | Creates and plays out a design united by a common theme (team work) | Can talk about a piece of music he listened to, express his opinion, compare it with another | Hears the development of a musical image in a work | Names favorite works and their authors | Sings without tension, easily, loudly, expressively | Correctly conveys the melody in songs with musical accompaniment | Sings solo and in choir | Performs movements in dances, exercises, games rhythmically, musically and expressively | Participates in the creation of creative sketches | Plays solo and in an orchestra, performs simple melodies on high-pitched children's musical instruments, improvises | Actively participates in musical performances of songs, comes up with his own variations of movements in games and round dances. Shows creativity by participating in musical dramatization games and theatrical games | Recognizes the National Anthem of the Russian Federation. Anthem of Tula | ||
| 1 | ||||||||||||||||||||||||
| 2 | ||||||||||||||||||||||||
| 3 | ||||||||||||||||||||||||
| 4 | ||||||||||||||||||||||||
| 5 | ||||||||||||||||||||||||
| 6 | ||||||||||||||||||||||||
| 7 | ||||||||||||||||||||||||
| 8 | ||||||||||||||||||||||||
| 9 | ||||||||||||||||||||||||
| 10 | ||||||||||||||||||||||||
| 11 | ||||||||||||||||||||||||
| 12 | ||||||||||||||||||||||||
| 13 | ||||||||||||||||||||||||
| 14 | ||||||||||||||||||||||||
| 15 | ||||||||||||||||||||||||
| 16 | ||||||||||||||||||||||||
| 17 | ||||||||||||||||||||||||
| 18 | ||||||||||||||||||||||||
| 19 | ||||||||||||||||||||||||
| 20 | ||||||||||||||||||||||||
| 21 | ||||||||||||||||||||||||
| 22 | ||||||||||||||||||||||||
| 23 | ||||||||||||||||||||||||
| 24 | ||||||||||||||||||||||||
| 25 | ||||||||||||||||||||||||
| 26 | ||||||||||||||||||||||||
| 27 | ||||||||||||||||||||||||
| 28 | ||||||||||||||||||||||||
| 29 | ||||||||||||||||||||||||
| Efficiency of pedagogical influences % | ||||||||||||||||||||||||
Legend:
Manifestation: not formed; is in the formative stage; formed
Note:
ü the indicator “formed” means that the indicator is stable, does not depend on the characteristics of the situation, the presence or absence of an adult, other children, the child’s mood, the success or failure of previous activities, etc.
ü the indicator “is at the stage of formation” means that the indicator periodically appears and its manifestation depends on the characteristics of the situation, the presence of control by an adult, the child’s mood, etc.
ü the indicator “not formed” means that the indicator appears extremely rarely and its appearance is random
Analytical report on the results of pedagogical diagnostics
in the educational field "Artistic and Aesthetic Development"
Target:
— individualization of education for artistic and aesthetic development (including support for the child, building his educational trajectory of his development);
— optimization of work with a group of children on artistic and aesthetic development.
Methodology: when conducting pedagogical diagnostics, low-formalized methods were used: observation (in game situations, during regime moments, in directly organized activities)
Diagnostic results: the effectiveness of pedagogical actions was %, namely:
Introduction to art - %. Visual activity - % Constructive-model activity - % Musical activity - % Identified problems :
Causes:
Number of children with special educational needs:
Prospects for optimizing the group for artistic and aesthetic development:
Develop individual educational routes for students
PEDAGOGICAL DIAGNOSTICS “COGNITIVE DEVELOPMENT”. PREPARATORY GROUP. GEF DO
Date: October 5-16, 2021
| No. | Last name, first name of the child | INDICATORS / MANIFESTATION | ||||||||||||||||||||||||||
| Formation of elementary mathematical concepts | Development of cognitive and research activities | Subject environment | Social world | Natural world | ||||||||||||||||||||||||
| Independently combines various groups of objects that have a common feature into a single set, removes its individual parts from the set, establishes connections and relationships between the whole and the set and its various parts, finds parts of the whole set and the whole from known parts | Counts to 10 and beyond (quantitative and ordinal counting within 20) | Correlates the number (0-9) and the number of objects | Composes and solves one-step addition and subtraction problems | Distinguishes between quantities: length (width, height), volume (capacity), mass (weight of an object), and methods of measuring them | Measures and compares lengths and volumes | Able to divide an object/figure into equal parts, compare the whole and the part | Distinguishes and names: segment, angle, circle, oval, polygon, ball, cube, compares them | Has an understanding of time relationships day/week/month, determines time by clock | Knows the composition of the first ten numbers | Able to obtain each number by adding/subtracting one | Orients himself in the surrounding space and on a plane, indicates the relative position and direction of movement of objects, uses symbolic notations | Knows generalized methods of studying objects using a system of sensory standards and perceptual actions | Acts independently in accordance with the proposed algorithm | Fine motor skills of the hands are developed in a variety of activities. | Takes an active part in all types of projects | Pays attention to analyzing the effectiveness of information sources | Has ideas and some signs of objects in the surrounding world | Selects and groups objects according to cognitive task | Knows about his family | Has an idea of the immediate social environment (kindergarten, school and library, etc.) | Knows the coat of arms, flag, Anthem of Russia, names the main city of the country, has an idea about his native land and its attractions | Knows family holidays and traditions, some public holidays | Knows some representatives of the animal world (animals, birds, etc.) and has ideas about their interaction with humans | Knows the characteristic signs of the seasons and correlates with each season the characteristics of the lives of people, animals, and plants | Knows the rules of behavior in nature and follows them | Establishes elementary cause-and-effect relationships between natural phenomena | ||
| 1 | ||||||||||||||||||||||||||||
| 2 | ||||||||||||||||||||||||||||
| 3 | ||||||||||||||||||||||||||||
| 4 | ||||||||||||||||||||||||||||
| 5 | ||||||||||||||||||||||||||||
| 6 | ||||||||||||||||||||||||||||
| 7 | ||||||||||||||||||||||||||||
| 8 | ||||||||||||||||||||||||||||
| 9 | ||||||||||||||||||||||||||||
| 10 | ||||||||||||||||||||||||||||
| 11 | ||||||||||||||||||||||||||||
| 12 | ||||||||||||||||||||||||||||
| 13 | ||||||||||||||||||||||||||||
| 14 | ||||||||||||||||||||||||||||
| 15 | ||||||||||||||||||||||||||||
| 16 | ||||||||||||||||||||||||||||
| 17 | ||||||||||||||||||||||||||||
| 18 | ||||||||||||||||||||||||||||
| 19 | ||||||||||||||||||||||||||||
| 20 | ||||||||||||||||||||||||||||
| 21 | ||||||||||||||||||||||||||||
| 22 | ||||||||||||||||||||||||||||
| 23 | ||||||||||||||||||||||||||||
| 24 | ||||||||||||||||||||||||||||
| 25 | ||||||||||||||||||||||||||||
| 26 | ||||||||||||||||||||||||||||
| 27 | ||||||||||||||||||||||||||||
| 28 | ||||||||||||||||||||||||||||
| 29 | ||||||||||||||||||||||||||||
| Efficiency of pedagogical influences % | ||||||||||||||||||||||||||||
Legend:
Manifestation: not formed; is in the formative stage; formed
Note:
ü the indicator “formed” means that the indicator is stable, does not depend on the characteristics of the situation, the presence or absence of an adult, other children, the child’s mood, the success or failure of previous activities, etc.
ü the indicator “is at the stage of formation” means that the indicator periodically appears and its manifestation depends on the characteristics of the situation, the presence of control by an adult, the child’s mood, etc.
ü the indicator “not formed” means that the indicator appears extremely rarely and its appearance is random
Analytical report on the results of pedagogical diagnostics
in the educational field "Cognitive Development"
Target:
— individualization of education for cognitive development (including support for the child, building his educational trajectory of his development);
— optimization of work with a group of children on cognitive development.
Methodology: when conducting pedagogical diagnostics, low-formalized methods were used: observation (in game situations, during regime moments, in directly organized activities)
Diagnostic results: the effectiveness of pedagogical actions was %, namely:
Formation of elementary mathematical concepts - %. Development of cognitive and research activities - %
Familiarization with the subject environment
Familiarization with the social environment – % Familiarization with the natural world – %
Issues identified:
Causes:
Number of children with special educational needs:
Prospects for optimizing a group of children in terms of cognitive development:
Develop individual educational routes for students:
PEDAGOGICAL DIAGNOSTICS “SPEECH DEVELOPMENT”. PREPARATION GROUP. GEF DO
Date: October 5-16, 2021
| No. | Last name, first name of the child | INDICATORS / MANIFESTATION | ||||||||||
| Speech development | Fiction | |||||||||||
| Through speech, he takes initiative in communicating with teachers, institution staff, parents of other children, supports the topic of conversation that arises on the initiative of an adult, answers questions and responds to requests, talks on various topics (everyday, social, educational, personal, etc.) | Uses synonyms, antonyms, and complex sentences of various types in speech | Retells and acts out small literary works with the help of dramatization, composes stories about the subject according to a plan and model, according to a plot picture, a set of pictures with a plot development of the action | Distinguishes between the concepts of “sound”, “syllable”, “word”, “sentence” | Names words in a sentence, sounds and syllables in words in sequence | Finds words in a sentence with a given sound, determines the place of the sound in the word | Recognizes works, names 2-3 authors, names favorite books, sets out their content, including large works (in a conversation with a teacher, or based on a book) | Likes to listen to new fairy tales, stories, poems, prefers reading, participates in discussions, expresses his point of view | Looks at illustrated publications with interest, names 2-3 illustrators | Reads poetry expressively, retells excerpts from works | Distinguishes the genre of the work | ||
| 1 | ||||||||||||
| 2 | ||||||||||||
| 3 | ||||||||||||
| 4 | ||||||||||||
| 5 | ||||||||||||
| 6 | ||||||||||||
| 7 | ||||||||||||
| 8 | ||||||||||||
| 9 | ||||||||||||
| 10 | ||||||||||||
| 11 | ||||||||||||
| 12 | ||||||||||||
| 13 | ||||||||||||
| 14 | ||||||||||||
| 15 | ||||||||||||
| 16 | ||||||||||||
| 17 | ||||||||||||
| 18 | ||||||||||||
| 19 | ||||||||||||
| 20 | ||||||||||||
| 21 | ||||||||||||
| 22 | ||||||||||||
| 23 | ||||||||||||
| 24 | ||||||||||||
| 25 | ||||||||||||
| 26 | ||||||||||||
| 27 | ||||||||||||
| 28 | ||||||||||||
| 29 | ||||||||||||
| Efficiency of pedagogical influences % | ||||||||||||
Legend:
Manifestation: not formed; is in the formative stage; formed
Note:
ü the indicator “formed” means that the indicator is stable, does not depend on the characteristics of the situation, the presence or absence of an adult, other children, the child’s mood, the success or failure of previous activities, etc.
ü the indicator “is at the stage of formation” means that the indicator periodically appears and its manifestation depends on the characteristics of the situation, the presence of control by an adult, the child’s mood, etc.
ü the indicator “not formed” means that the indicator appears extremely rarely and its appearance is random
Analytical report on the results of pedagogical diagnostics
in the educational field "Speech development"
Target:
— individualization of education for speech development (including support for the child, building his educational trajectory of his development);
— optimization of work with a group of children on speech development.
Methodology: when conducting pedagogical diagnostics, low-formalized methods were used: observation (in game situations, during regime moments, in directly organized activities)
Diagnostic results: the effectiveness of pedagogical actions was %, namely:
Fiction - %. Speech development - %
Issues identified:
Causes:
Number of children with special educational needs:
Prospects for optimizing a group of children in speech development:
Develop individual educational routes for students:
