Preschool education, monitoring: requirements, program and functions

Legislation in the field of preschool education and monitoring

In 2013, the Law “On Education” was adopted. The document emphasized the obligation to conduct monitoring and place the obtained data in the public domain. A definition of the procedure itself is given: systematic monitoring of the education sector according to developed criteria. The assessment parameters included: the dynamics of educational results and the population, learning conditions, educational achievements.

Preschool education also had to join this process. However, the introduction of the federal standard made some adjustments. The procedure for monitoring preschool education according to the Federal State Educational Standard is presented somewhat contradictorily. On the one hand, it is noted that educational targets should not be directly assessed. On the other hand, a procedure for pedagogical monitoring is provided. As a result, the objects of assessment were the educational process and the conditions created by the teaching staff to achieve the requirements of the standard.

Who is monitoring?

Considering the number of monitoring parameters, the circle of individuals and organizations involved in it becomes quite extensive. The law mentions external and internal monitoring. The first is carried out by special organizations for assessing the quality of education, the second is carried out by educational institutions themselves, based on criteria approved at the federal level. Categories of monitoring participants in the institution: director, educators, specialists, educational psychologists, parents.

Levels of monitoring: federal, regional, local. The assessment can be carried out by regional institutions of further professional education. As part of the monitoring of preschool education, the IED (Institute for Educational Development) provides data on the availability of its services to the population. The results of such research are freely available.

Availability and quality of preschool education

Several parameters have been identified by which their level is assessed. This is the state of the kindergarten network, the degree of implementation of preschool education development programs, the coverage of children, the personnel potential of institutions, etc.

Responsibility for conducting the analysis lies with regional executive authorities, but powers are often delegated to subordinate institutions. The IRO monitors preschool education using automated information systems; the data is posted on the institution’s website. The statistics reflect:

number of preschool educational organizations;
the total number of preschool children in the region;
the number of children who received preschool education services (including by age group);
the number of children not covered by preschool services;
number of waiting lists;
the population's need for preschool services;
information about teachers and other preschool education workers.

Why was there a need for monitoring in a preschool educational institution?

The pedagogical process of a modern kindergarten should be focused on ensuring the development of each child, preserving his uniqueness and identity, creating opportunities for the development of abilities and inclinations. Therefore, the key to effective design of the pedagogical process is that the teacher has information about the capabilities, interests and problems of each child. There is a need for a quality control system for the pedagogical process that will allow the teacher to monitor the dynamics of the physical, intellectual and personal development and educational achievements of children.

Along with the need for educational practice, the need to create an effective system for assessing the quality of the pedagogical process is also indicated in the regulatory documents regulating the work of preschool educational institutions in the Russian Federation. Thus, in the “Federal state requirements for the structure of the basic general educational program of preschool education” (approved by Order of the Ministry of Education and Science of the Russian Federation on November 23, 2009 No. 655) in the section “System for monitoring the achievement of children’s planned results in mastering the Program” it is indicated that “the monitoring system children’s achievement of the planned results of mastering the Program (hereinafter referred to as the monitoring system) should provide an integrated approach to assessing the final and intermediate results of mastering the Program, allow for an assessment of the dynamics of children’s achievements and include a description of the object, forms, frequency and content of monitoring.” Therefore, when designing an educational program for a kindergarten, the administration and teaching staff should first of all determine the expected results - the achievements of children - and design a system for tracking them, that is, monitoring.

What is monitoring?

The concept of “monitoring” as a method of scientific research is widely used in ecology, biology, sociology, economics, and management theory. From an environmental point of view, this is “continuous monitoring of the state of the environment in order to prevent undesirable deviations in the most important parameters,” and from a sociological point of view, this is “the determination of a small number of indicators that reflect the state of the social environment.” The transfer of this concept to the field of education has changed its meaning, and in modern conditions educational monitoring can be defined as a system for organizing the collection, storage, processing and dissemination of information about the activities of the pedagogical system, providing continuous monitoring of its condition and forecasting of development.

In the preschool education system, “monitoring” is a relatively new concept, and therefore it is necessary to clarify its relationship with the more established ones - “pedagogical diagnostics” and “control”.

Within the framework of control as a type of management activity, the planned and actual states of the controlled object are compared, for example, the achievements of children in the framework of mastering an educational program. The most common problem when organizing control over the activities of preschool educational institutions is the collection of a significant amount of information. This information is collected unsystematically over a number of years—or, if collected, it is not fully analyzed. In addition, the frequency of information collection is random, that is, no one establishes how often it is necessary to collect information about a particular object.

Pedagogical diagnostics is a pedagogical activity aimed at studying the actual state and specific characteristics of the subjects of pedagogical interaction, as well as predicting trends in their development as the basis for goal setting and design of the pedagogical process. The main problem in organizing pedagogical diagnostics in kindergarten is the predominance of the research function (studying the state of the object, comparing the results obtained and the norm, standard) to the detriment of the design function. Often, kindergarten teachers try to implement cumbersome and narrowly focused diagnostics developed for pedagogical research. As a result, the data obtained are of a formal nature and are not taken into account in designing the work of the kindergarten for the subsequent period.

Thus, the use of educational monitoring technologies in the pedagogical process of a kindergarten will solve the identified problems, since monitoring presupposes:

* constant collection of information about objects of control, that is, performing a tracking function;

*studying an object using the same criteria with the aim of

identifying the dynamics of change;

* compactness, minimalism of measuring procedures and their

involvement in the pedagogical process. The monitoring structure includes the following stages.

1. Definition of the monitoring object, establishment of a standard (standard, norm) and operationalization of monitoring (definition of criteria, indicators and indicators).

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 received as well as existing 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.

What is studied as part of educational monitoring in kindergarten?

1. Monitoring the quality of the results of the activities of a preschool educational institution. Determining the effectiveness of a preschool educational institution is primarily related to the degree to which target objectives are achieved: protecting the lives and strengthening the health of children, the development of early and preschool children, interaction with the family and its support in the process of raising preschool children. Based on this, the objects of monitoring the quality of the results of preschool education activities are:

- physical, intellectual and personal qualities of the child;

- the degree to which the child has mastered the educational program, his educational achievements;

— the degree of readiness of the child for schooling;

— satisfaction of various consumer groups (parents, teachers, educators) with the activities of preschool educational institutions.

2. Monitoring the quality of the pedagogical process implemented in a preschool educational institution. The activities of the kindergarten and the achievement of the above results are ensured by the implementation of the educational program. When designing a map for monitoring the pedagogical process of a preschool educational institution, it should be ensured that it is focused on monitoring quality:

- educational activities carried out in the process of organizing various types of children's activities (play, communication, work, cognitive-research, productive, musical and artistic, reading) and during routine moments;

— organizing children’s independent activities;

— interaction with children’s families on the implementation of the basic general education program of preschool education for preschool children.

3. Monitoring the quality of the operating conditions of the preschool educational institution. The implementation of the pedagogical process is possible if the preschool educational institution is provided with appropriate resources and the necessary conditions are created. Therefore, the monitoring system should include an analysis of the conditions that ensure the quality of the pedagogical process in preschool educational institutions:

— personnel potential of preschool educational institutions (features of professional competence of teachers);

— developmental environment of preschool educational institutions.

What are the characteristics of educational monitoring tools in kindergarten?

Determining the direction of monitoring as the next step involves the development of measurement tools: criteria and methods for conducting diagnostic procedures within the framework of monitoring.

A criterion (from Greek - a means for judgment) is understood as a sign on the basis of which something is assessed, determined or classified; a criterion is a measure of judgment, evaluation. The criterion indicates the presence of a particular property in an object, phenomenon or process. For example, the criteria for valeological competence of children of senior preschool age can be defined as follows.

1. The child’s interest in the content of conversations, game tasks and problematic situations related to health and a healthy lifestyle.

2. Showing interest in the independent activities of the preschooler.

3. Availability of answers to questions, solutions to problem situations and game tasks.

4. Adequacy of children's answers and decisions, their awareness (can explain their decisions).

5. Completeness and depth of knowledge and decisions, health-saving erudition.

6. Application of health-saving knowledge, skills and abilities by a child in everyday life and behavior.

7. Independence in the use of health-saving knowledge, skills and abilities.

In monitoring, one extremely important requirement is imposed on the criteria - the criterion must allow measurement. Some criteria have very weak dynamics, and it makes sense to measure them once every few years.

It should be understood that monitoring criteria serve as guidelines for the educator. It is necessary to realize that the deviation of the results obtained from the intended standards or norms does not require rapid changes and intervention in the child’s development process, but requires a comprehensive analysis of the quality of the processes and conditions that ensure the results obtained. Thus, in the diagnostic activity of the teacher, the results of assessing the development of a particular child are constantly compared with any “variant of the norm” accepted by the teacher himself. Most often, the teacher focuses on the norms reflected in educational programs, while correlating the child’s development with the level characteristics of the norms described in the program. If, based on the diagnostic results, it turns out that the indicators of a particular child correspond, for example, to the average level of development, the teacher considers this as an insufficiently good result and plans to work with the child in this direction. From this follows the main focus of the teacher’s activity - correctional and developmental. Diagnostics are thus seen primarily as diagnostics of developmental problems rather than of the child's achievements. But can every child (or at least the majority of children) achieve the high level described in the program (in all sections!), set as the ideal development option? According to the Russian psychologist Yu. B. Gippenreiter, with 10 independent properties being studied, only 1 out of 1024 (!) people will turn out to be “normative” from a statistical point of view.

The problem of standardization when assessing diagnostic results forces us to look for new meaningful criteria. As G. A. Berulava notes, as an assessment of the results obtained, not a score (or any other level assessment), not a comparison of subjects with each other, should be used, but the degree of preparedness of each child to perform a certain criterion task, that is, the competence of the subject. Essentially, this approach forces us to fundamentally reconsider the methods of processing diagnostic results. The priority becomes a qualitative analysis of diagnostic results, which makes it possible to identify the child’s achievements, his difficulties, and the characteristics of his development.

The next step after developing monitoring criteria is to determine methods, the use of which will allow obtaining the required amount of information in the optimal time frame.

In the “Federal state requirements for the structure of the basic general educational program of preschool education” (approved by Order of the Ministry of Education and Science of the Russian Federation on November 23, 2009 No. 655) in the section “System for monitoring the achievement of children’s planned results in mastering the Program”, it is indicated that “a mandatory requirement for building a monitoring system is a combination of low-formalized (observation, conversation, expert assessment, etc.) and highly formalized (tests, samples, instrumental methods, etc.) methods, ensuring the objectivity and accuracy of the data obtained.”

Let us consider the characteristics of these methods and the features of their use.

Formalized methods include tests, questionnaires, projective techniques and psychophysiological methods. They are characterized by a certain regulation, objectification of the examination or test procedure (exact adherence to instructions, strictly defined methods of presenting stimulus material, non-interference of the researcher in the activities of the subject, etc.), standardization (establishing uniformity in the processing and presentation of the results of diagnostic experiments), reliability and validity. These techniques make it possible to collect diagnostic information in a relatively short time and in a form that makes it possible to quantitatively and qualitatively compare individuals with each other.

As part of monitoring the achievements of children in kindergarten, specialists can use tests and methods of projective techniques. Let us briefly describe the possibility of their use in the activities of a teacher.

Testing.

Tests (translated from English as “test”, “check”, “sample”) are standardized and usually short and time-limited tests designed to establish quantitative individual psychological differences between children. Their distinctive feature is that they consist of tasks for which the child needs to get the correct answer.

The implementation of test methods in psychological and pedagogical work can be carried out by both a teacher and a teacher-psychologist. This is determined by the focus of the test (what quality it is aimed at measuring) and the specialist’s readiness to use test techniques.

Thus, to study the degree to which children have mastered the educational field “Cognition,” educators can widely use subject tests, where the material of test tasks is presented in the form of real objects: cubes, cards, parts of geometric shapes, etc. Subject tests allow one to obtain information on such criteria mathematical education of older preschoolers, as the degree to which the child has mastered geometric figures, size parameters, the ability to count and compare groups of objects by number, compose (practically) numbers from two smaller ones within 10, and solve simple logical and arithmetic problems.

In turn, instrumental tests (reactometers, reflexometers, etc.), requiring the use of special technical means or special equipment, are most often used by educational psychologists and defectologists in kindergarten.

Projective technique.

An essential feature of projective methods is the use of vague stimuli, which the child himself must supplement, interpret, develop, etc. Thus, the child is asked to interpret the content of plot pictures, complete unfinished sentences, give an interpretation of vague outlines, etc. In this group of methods, answers to tasks also cannot be correct or incorrect - a wide range of different solutions is possible. It is assumed that the nature of the child’s responses is determined by the characteristics of his personality, which are “projected” in his answers. Projective techniques are widely used in studying the characteristics of a child’s personal development and his mastery of most areas of the educational program.

Less formalized methods include observations, conversation, and analysis of activity products. These methods provide very valuable information about the child, especially when the subject of study are phenomena that are difficult to objectify (for example, value orientations, the child’s attitude to various phenomena) or are extremely variable in content (dynamics of goals, states, moods, etc. .). It should be borne in mind that poorly formalized techniques are very labor-intensive; Only the presence of a high level of culture during observation and conversations with children helps to avoid the influence of random and side factors on the results of an examination or test. We will consider observation in more detail - the leading method of conducting educational monitoring in kindergarten.

Observation is indispensable for initial orientation in reality. Since this method is essentially aimed at studying the individual, unique in the psyche, it gives mainly qualitative characteristics of the phenomenon being studied. Observation allows us to describe a specific picture of developmental manifestations and provides many living, interesting facts that reflect the life of a child in his natural conditions. Therefore, this method is the initial and main one in educational monitoring. The most commonly used method is participant observation, when a teacher (also known as an observer) is involved in the process of interaction with those whom he observes.

In conclusion, I would like to note that poorly formalized diagnostic techniques should not be opposed to formalized techniques: as a rule, they complement each other.

Monitoring functions

Research of this kind is carried out to analyze professional activities, making it possible to improve the pedagogical process. Therefore, the requirements for monitoring preschool education highlight a number of functions:

Informational. The opportunity to obtain comprehensive information about the quality of the educational process in a particular kindergarten. As a result, participants in educational relations (teachers, governing bodies, parents, representatives of the public) are involved in managing the pedagogical process.
Control and diagnostic. Monitoring is primarily a tool for assessing the quality of training. Allows you to control the degree of compliance of the educational process with the necessary parameters.
Reflective. Provides feedback from the educational institution and interested categories of the population. Promotes cooperation between participants in educational relations.
Integrative. Allows you to objectively assess the educational situation in the city (district), see the full picture, since the monitoring results are analyzed at the internal and external levels.
Prognostic. It makes it possible to determine the vectors for the further development of the kindergarten and make the necessary amendments.

Monitoring in further consultation on the topic

Report for the presentation

"Monitoring in kindergarten"

In the “Federal state requirements for the structure of the basic general education program of preschool education” (approved by Order of the Ministry of Education and Science of the Russian Federation on November 23, 2009 No. 655), in the section “The monitoring system for children’s achievement of the planned results of mastering the program (hereinafter referred to as the monitoring system) should provide a comprehensive approach to assessing the final and intermediate results of mastering the Program, allow for an assessment of the dynamics of children’s achievements and include a description of the object, forms, frequency and content of monitoring.”

What is monitoring?

In the preschool education system, “monitoring” is a relatively new concept, and therefore it is necessary to clarify its relationship with the more established ones – “pedagogical diagnostics” and “control”.

Within the framework of control as a type of management activity, the planned and actual state of the controlled object is compared, for example, the achievements of children in the framework of mastering an educational program.

Monitoring involves:

constant collection of information about objects of control, that is, performing a tracking function;

studying an object using the same criteria in order to identify the dynamics of changes;
compactness, minimalism of measuring procedures and their inclusion in the pedagogical process.

What are the characteristics of educational monitoring tools in kindergarten?

Determining the direction of monitoring as the next step involves the development of measurement tools: criteria and methods for conducting diagnostic procedures within the framework of monitoring.

A criterion is understood as a sign on the basis of which something is assessed, determined and qualified; a criterion is a measure of judgment, evaluation. The criterion indicates the presence of a particular property of an object, phenomenon or process.

In monitoring, there is one extremely important requirement for criteria - the criterion must allow measurement. Some criteria have very weak dynamics, and it makes sense to measure them once every few years.

The next step after developing monitoring criteria is to determine methods, the use of which will allow obtaining the required amount of information in the optimal time frame.

In the “Federal State Requirements for the Structure of the Basic General Education Program of Preschool Education” in the section “System for monitoring the achievement by children of the planned results of mastering the Program,” it is stated that “a mandatory requirement for building a monitoring system is a combination of low-formalized (observation, conversation, expert assessment, etc.) ) and highly formalized (tests, samples, instrumental methods, etc.) methods that ensure the objectivity and accuracy of the data obtained.”

Let us consider the characteristics of these methods and the features of their use.

Testing. Tests (translated into English as “test”, “check”, “sample”) are standardized and usually short and time-limited tests designed to establish quantitative individual psychological differences between children. Their distinctive feature is that they consist of tasks for which the child needs to get the correct answer.

The implementation of test methods in psychological and pedagogical work can be carried out either by a teacher or by a teacher-psychologist. This is determined by the focus of the test (what quality it is aimed at measuring) and the specialist’s readiness to use test techniques.

Thus, to study the degree to which children have mastered the educational field “Cognition,” educators can widely use subject tests, where the material of test tasks is presented in the form of real objects: cubes, cards, parts of geometric shapes, etc. Subject tests make it possible to obtain information on such criteria for the mathematical education of older preschoolers as the degree to which the child has mastered geometric figures, size parameters, the ability to count and compare groups of objects by number, compose (practically) numbers from two smaller ones within 10, and solve simple logical and arithmetic problems .

Projective technique. An essential feature of projective methods is the use of vague stimuli, which the child himself must supplement, interpret, develop, etc. Thus, the child is asked to interpret the content of plot pictures, complete unfinished sentences, give an interpretation of vague outlines, etc. In this group of methods, answers to tasks also cannot be correct or incorrect - a wide range of different solutions is possible.

Less formalized methods include observation, conversation, and analysis of activity products. These methods provide very valuable information about the child, especially when the subject of study are phenomena that are difficult to objectify (for example, value orientations, the child’s attitude to various phenomena) or are extremely variable in content (dynamics of goals, states, moods, etc. .). It should be borne in mind that poorly formalized methods are very labor-intensive; Only the presence of a high level of culture during observation and conversations with children helps to avoid the influence of random and side factors on the results of an examination or test.

Observation is indispensable for initial orientation in reality. Since this method is essentially aimed at studying the individual, unique in the psyche, it gives mainly qualitative characteristics of the phenomenon being studied. Observation allows us to describe a specific picture of the manifestations of development, provides many living, interesting factors that reflect the life of a child in his natural conditions. Therefore, this method is the initial and main one in educational monitoring.

How should monitoring be organized in kindergarten?

The definition of monitoring as constant observation and monitoring of a child’s development may erroneously give educators the idea that the more often measurements are taken, the better. However, frequent measurements are justified in the case of material or biological systems. In social systems, which include educational systems, with frequent measurements, the effect of respondents becoming accustomed to measurement methods (questions, tasks, tests) is possible, which can lead to the formation of an answer stereotype, and therefore to distortion of the results. In addition, each measurement requires certain resource costs. Therefore, in the “Federal State Requirements for the Structure of the Basic General Education Program of Preschool Education” in the section “System for monitoring the achievement of children’s planned results of mastering the Program” it is stated that “the frequency of monitoring is established by the educational institution and should provide the ability to assess the dynamics of children’s achievements, balanced methods, and not lead to overwork of pupils and not to disrupt the course of the pedagogical process.”

In our opinion, the most optimal mode for organizing a monitoring system would be to include primary (at the beginning of the school year), intermediate and final (at the end of the school year) diagnostic measurements.

At the beginning of the school year (approximately during September), the main primary diagnostics are carried out: starting conditions are identified (initial level of development), the child’s achievements by this time are determined, as well as developmental problems, the solution of which requires the help of a teacher. Based on this diagnosis, the teacher, in collaboration with a psychologist and specialist teachers, formulates a diagnosis (that is, the problems in the area that interfere with the child’s personal development are identified, and his achievements and individual manifestations that require pedagogical support are highlighted), defining the tasks of the work, and the child’s educational route is designed for year.

At the end of the school year (usually in May), the main final diagnosis is carried out, based on the results of which the degree to which the kindergarten staff has solved the assigned tasks is assessed and the prospects for further design of the pedagogical process are determined, taking into account the new development tasks of the child. The “ideal norm” for this diagnosis is a developmental characteristic that already corresponds to the age of the children (for the older group - a characteristic of the achievements of a 6-year-old child).

In the period between the primary and final diagnostics, intermediate diagnostics are carried out. It may not be carried out with all children in the group, but selectively - only with those who exhibit significant developmental problems. Both participant observation and simple test tasks for children can be used as methods of pedagogical monitoring. The purpose of conducting intermediate pedagogical diagnostics is to assess the correctness of the educational strategy chosen for the child and to identify the dynamics of development. Based on the results of this type of diagnosis, a teacher, psychologist, and specialist teachers can, if necessary, make adjustments to the pedagogical process.

Recommendations for conducting basic primary diagnostics.

In order to conduct pedagogical diagnostics, it is necessary to determine its purpose. In accordance with the goal, the criteria are determined by which the diagnostic results will be assessed (ideal result), which must be accurate, unambiguous, and objective.

Next, methods of pedagogical diagnostics are defined. The choice of methods depends on the purpose of diagnosis. At the same time, pedagogical diagnostics does not require complex tools. At its core, this is rapid diagnostics. The method of systematic participant observation should be preferably used. It goes unnoticed when determining the primary diagnosis and makes it possible to see the overall picture of the emotional and psychological climate in the group, determine the level of general development and mastery of certain types of activities by children, and identify the behavioral characteristics of each child.

This material can help the practicing teacher conduct basic primary diagnostics, on the basis of which work with children will be designed. Basic diagnostics solves the problem of identifying the actual state of the diagnosed object, its specific features and development trends (development forecast).

The main method of conducting this diagnosis is the method of participant observation, supplemented by a number of other methods.

Based on this diagnosis, educators, in collaboration with a psychologist and specialist teachers, formulate a diagnosis that defines the tasks of the work and designs the child’s educational route for the year.

To carry out basic primary diagnostics you will need:

small tear-off notepad with adhesive backing;

pencil or pen for writing;
a large screen sheet (you can draw a Whatman paper), on which the teacher will record sheets of paper with notes from a notebook;
description of the quality/qualities that will be diagnosed (as an ideal comparative norm);
criteria and indicators by which diagnostics will be carried out.

The screen sheet should be placed in a place in the group where it will not be visible to visitors (parents, preschool employees).

The description of the quality being diagnosed (in our case, an approximate characteristic of development) must be taken from scientific and methodological literature, from the educational program. In this case, the characteristic should reflect what can already be achieved by the child. So, if a diagnosis of the development of children of an older age group is carried out, then for the main primary diagnosis a description of the achievements for a child of middle preschool age is taken.

Such a description serves as an ideal model, an ideal norm with which the real characteristics of a particular child will be compared. Remember that the ideal norm is only a guideline in educational work. It helps determine the direction of the child’s development, highlight his achievements or possible problems. It is not used to differentiate children into groups of low or high levels of development.

Primary diagnosis is carried out in September, during the period of adaptation to kindergarten. At this time, both problems and positive aspects in the child’s development appear, so it becomes easier to understand what manifestations and qualities require support, what educational tasks are relevant for each child in the group.

The first stage - preliminary, presumptive diagnosis - requires the primary use of the observation method. Observing the behavior of children in various types of children's activities (play, communication with adults and peers, child labor and self-service, visual and constructive activities, etc.) makes it possible to see the overall picture of the emotional and psychological climate in the group, determine the specifics of development and characteristics interactions of the child with peers and adults.

Observation technology involves the following algorithm of actions, implemented daily during this stage.

Determine the goals and objectives of observation (for example, to identify the features of the child’s development of ways of knowing, to study the child’s behavior in a situation of joint activity, etc.). Determining the topic of observation helps the teacher see what would otherwise go unnoticed.

Identify 3 to 5 children who will be monitored during the day. This must be done, since it is almost impossible to observe all the children in the group. Every day you need to select other children to observe. Within two to three weeks of diagnosis, almost all children will come to the attention of the teacher.
Select observation situations when it is most appropriate to observe the child’s manifestations in accordance with the goal, so as not to disrupt the natural flow of the educational process.
Choose a method for recording the observation results (recording in a notebook, on forms and technological maps, on a tape recorder, video camera, etc.). When conducting observations, it is important to record information objectively, factually, without interpreting the fact. Compare, for example, two entries: “Seryozha tried to take the machine that Oleg was playing with at that moment” and “Seryozha started a fight with Oleg to take the machine.” In the second option, the child’s assessment is clearly visible, and not a positive one. This overly emotional attitude can reduce the objectivity of the conclusions.

Not all manifestations need and can be recorded; some of the observed situations will simply be remembered by the teacher. But do not waste time recording the facts: the records will make it possible to identify the dynamics of the child’s development, the trends of this development.

When conducting diagnostics, you should rely on the following principles.

Pedagogical diagnostics is aimed at helping the child in the educational process. The diagnostic results should not receive an emotional or ethical connotation in the teacher’s opinion about the child (“This is bad, but this is good”). Diagnostic results should be treated as confidential information. It is not up to them to properly organize educational work, to understand how and how to help children.

Pedagogical diagnostics are carried out in a familiar environment for the child. During free play, during routine moments, on a walk or in class, the teacher observes the behavior of interest or boredom, joy or sadness, pays attention to the child’s achievements, etc. The teacher records the results of his observations on recording sheets and attaches them to the diagnostic screen. It is better to do this unnoticed by children. You can also use various schemes and forms of observation.
When conducting observation, a process of comparing the manifestations of a particular child and the ideal norm of development takes place. This comparison helps the teacher understand what the child’s problems may be, what achievements are typical for him, whether the child’s insufficient development of any characteristic is hindering him, what qualities it is advisable to develop in the child.
The teacher’s idea of the child’s development is made up of many private assessments, so observation should be carried out for at least two weeks. In addition to his own observation, the teacher can obtain information about the child from conversations with parents and kindergarten staff. It is important to collect information about the child’s inclinations, interests, hobbies, and his communication and cognitive characteristics. It is necessary not only to record a fact, but also to try to understand its reasons (analyze the facts).

The result of the first stage (which lasts about two weeks) will be the teacher’s approximate idea of the child’s developmental characteristics. To clarify and concretize this idea, a second diagnostic stage is carried out.

The second stage - clarifying diagnosis - is based on additional methods: analysis of the products of children's activities, conversations with children, surveys, questionnaires of teachers and parents, small experimental tasks and simple tests. Special diagnostic methods are also used to identify the child’s social status in the peer group, emotional well-being in the family, features of speech and intellectual or physical development, creativity and creative potential, emotional responsiveness, cognitive activity, etc.

These methods are carried out selectively, and not with all children in the group, and only if observation has not made it possible to study the manifestation of any quality and evaluate it. The second stage takes one to two weeks.

The third stage - the final diagnosis - consists not only of summarizing the data obtained as a result of preliminary and clarifying diagnoses, but also of comparing and contrasting them. The process of analyzing the data obtained and drawing a certain conclusion from it is called their interpretation. The method of experimental assessments is predominantly used. At this stage, all teachers who interact with the children of the group gather together and discuss the information obtained as a result of the diagnosis.

The result of the joint discussion will be a completed diagnostic card, which reflects in color the score for each diagnostic indicator for each child. The color can be chosen arbitrarily; we suggest choosing the colors of the traffic light:

the green indicator appears brightly, this is the child’s achievement;

yellow – the indicator is unstable, unstable, the child needs support in this manifestation;
red: the indicator almost does not appear, the child needs help in this direction.

The horizontal cells of the diagnostic card help to “see” the general development situation of a particular child. Vertical cells reflect the picture of the group as a whole.

Based on the results of pedagogical diagnostics, the design of the pedagogical process is carried out. In the practice of education, requirements have developed that require the mandatory presence of four components in the teacher’s work plan: characteristics of the initial state, the basis of the goals of the activity, a description of the system of proposed actions and analysis of the achieved results.

Thus, if no significant problems are identified, the emphasis in the project is on areas characteristic of a given age stage. Pedagogical means and methods are provided to preserve, support and develop the child’s individuality. If problems are observed in the child’s development, it is advisable to concentrate efforts on solving those aspects of development where problems are more pronounced or these problems significantly affect the child’s development process.

Goals should be specific and realistic, that is, ones that can be achieved within a few weeks. To do this, you need to formulate answers to the following questions.

What is this child's problem? What can be defined as a child's achievement?

What do we want to achieve in a few weeks? (Be specific and realistic in setting goals.)
What special work can help solve problems and support achievements? (The content of the work and the forms of its implementation in the pedagogical process of the kindergarten are determined, recommendations are formulated for the family.)

The diagnostic card also reflects the general picture of the development of children in the group; the most problematic areas can be identified in the vertical cells, which requires setting educational goals for a subgroup or the entire group of children. Thus, pedagogical diagnostics is the basis for constructing educational work with children.

Basic principles

Like any standardized system, monitoring the quality of preschool education is built according to certain rules.

Key monitoring principles:

the presence of a number of regulatory rules and social demands (legislative framework, scientific research, requirements of student parents, ideas of teachers);
specificity of the objectives (on their basis the entire process is built and the results are evaluated);
repeatability (analysis for specific positions at a clearly defined time);
the number of diagnostics should be sufficient to create a complete picture of the educational process, but not excessive;
predictability (information obtained during monitoring allows one to assess the prospects for further work);
During monitoring, teachers act in a coordinated manner, based on common criteria;
collegiality in analyzing the results (at least two experts).

What exactly is being assessed?

The main task of monitoring is to improve the quality of preschool education and further development. The work of a kindergarten includes a number of areas, so the assessment system is multifaceted. Monitoring the preschool education system primarily includes analysis of:

process of education and development;
the conditions under which this process occurs;
final educational results.

There are also several additional areas of assessment:

Monitoring of the management system (meeting the needs for educational services, range of forms of preschool education, technical equipment of premises, safety, social partnership).
Analysis of interaction between kindergarten and family.
Monitoring of personnel work (improving professional qualifications, introducing new pedagogical technologies).
Evaluation of additional paid services.

Methodological work based on diagnostics

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

A low level of quality of education may have several reasons: shortcomings in the training of educators, lack of interaction with parents, an outdated education program, methods and technologies for working with children, or an unsystematic set of innovations, etc. Main direction

methodological work is to identify these reasons, provide consultations and specific recommendations to educators, and develop a plan for the implementation of improving the quality of educational services of preschool educational institutions.

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

Advanced training

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

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

Quality of the educational process

Quality assessment primarily means monitoring the main educational programs of preschool education, their content and the dynamics of students’ mastery. The standard defines 5 main areas of child development (artistic and aesthetic, physical, communicative, cognitive, speech). During the monitoring, the forms and techniques used by teachers in each area, the achievements and problems of children are analyzed. The conclusions drawn are taken into account when planning further development work.

Monitoring of the educational process is carried out by educators and specialist teachers (each assesses the success of children’s mastery of their section of the program). The frequency of analysis is determined by the work plan: at the beginning and at the end of studying a topic or implementing a project. Methods are selected based on the main tasks (diagnostic situations in the form of a game, compiling a portfolio of the child’s work, etc.). If problems are identified, a correction plan is drawn up.

Monitoring the educational process in preschool educational institutions

The development of a child in the preschool period is a complex and multifaceted process. Every day a child discovers new boundaries of the world around him. A huge thirst for knowledge makes a child interested in everything and take an active part in everything, passing through himself - to give his assessment of what he understands, to invent, to create, and most importantly to develop further, rising every day to a new stage of development.

Monitoring is a derived form of the Latin monitor, meaning the implementation of an action that is aimed at implementing functions such as observation, control and warning.

Monitoring is defined as a specially organized, systematic observation of the state of objects, phenomena, processes using a relatively stable limited number of standardized indicators that reflect priority causal dependence for the purpose of assessment, control, forecast, and prevention of undesirable development trends. Monitoring includes the collection of information carried out according to a standard set of indicators using standard procedures, and the output provides an assessment of situations and the state of objects, also in a standard form.

The main goal of monitoring is to study the process of children achieving the planned final results of mastering the basic general education program of preschool education on the basis of identifying the dynamics of the formation of integrative qualities in students, which they should acquire as a result of its mastery by the age of 7.

Academician A.G. Asmolov writes: “One of the most important factors determining the motivated activities of adults (parents and teachers) aimed at the development of the child are target norms that define expectations in the field of child development. At the same time, the child should be considered not as an “object” of observation, but as a developing personality, the development of which can be beneficially influenced by an adult in accordance with consciously set goals. Thus, the prerequisites for a humanistic approach must be laid down initially - through a generalized image of the child’s personality, set by an adequate system of developmental norms. The activities of children in given educational conditions should give teachers and parents the opportunity to directly, through ordinary observation, obtain an idea of their development in relation to the psychological and pedagogical normative picture.”

The Law “On Education” (dated December 29, 2012 N 273-FZ (as amended on July 13, 2015)) introduced a rule prohibiting any form of certification of preschool children. But with the help of monitoring and other studies at different stages, it is possible to record the level of development of the child, so that teachers of preschool institutions and parents understand how to work with them further.

The Standard for Preschool Education (“On approval of the federal state educational standard for preschool education” dated October 17, 2013 No. 1155) deals only with 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.

The system for monitoring children’s achievement of planned results, children’s mastery of the basic general education program of a preschool educational institution, provides an integrated approach to assessing the final and intermediate results of mastering the Program, and makes it possible to assess the dynamics of children’s achievements.

Monitoring of the achievement of planned intermediate results in children's mastery of the basic general education program of preschool educational institutions is carried out, as a rule, twice a year (August - May). It provides the opportunity to assess the dynamics of children's achievements, and is characterized by a balance of methods that prevent overwork of students and do not disrupt the course of the educational process.

During the monitoring process, the physical, intellectual and personal qualities of the child are examined through observations of the child, conversations, and expert assessments.

Based on the results of monitoring, a map of an individual educational route is drawn up for each student, which defines the goals and objectives of educational work on the formation of those integrative personality qualities, as well as skills and abilities in those sections of the main educational program of the preschool educational institution for which the lowest indicators were identified. For example, in accordance with low indicators for the integrative quality “Mastered methods of communication and ways of interacting with adults and peers,” and also depending on the child’s behavior, the following is indicated: “It is difficult to change the style of communication with adults and peers depending on the situation, reacts aggressively when conflicts that arise, does not know how to negotiate with peers, has a negative attitude towards an adult’s comments,” etc.

Monitoring methods are varied:

— Observation

— Examination of children

— Analysis of children's activity products and special pedagogical tests organized by the teacher

— Collection of information in the Data Bank about kindergarten teachers

— Questioning parents

Monitoring of child development includes assessment of the child’s physical development, his state of health, as well as the development of general abilities: cognitive, communicative and regulatory.

Diagnosis of cognitive abilities includes diagnosis of perceptual development, intellectual development and creative abilities of children.

Diagnosis of communication abilities involves identifying the child’s ability to understand the states and statements of another person in the observed situation, as well as express his attitude to what is happening in verbal and non-verbal form. Particular attention is paid to diagnosing the construction of a child’s statement and diagnosing interpersonal relationships within the group.

Diagnosis of regulatory abilities includes diagnosis of the emotional and voluntary regulation of a child’s behavior, in particular the ability to act, plan complex actions, as well as distribute roles and negotiate with activity partners.

During the school year, it is important to carry out individual work with children, replenish the educational and methodological base of the preschool educational institution, replenish the subject-development environment in the group, conduct hardening activities, and also actively work with parents.

Thanks to all this, the level of children’s mastery of the program by the end of the year increases.

To increase the level of children’s mastery of the program to familiarize themselves with the world around them, it is necessary to use conversations, visual aids, didactic games, for example: “Collect plants”, “Seasons”, “Professions”, “Wild - domestic animals”, “Mushrooms, berries” ", etc. Board and printed games, for example, such as "Professions" (lotto), "Animal World" (lotto), "Transport" (lotto), etc.

In artistic creativity, visual aids, toys, and coloring books should be widely used.

In terms of social and personal development, throughout the year it is necessary to use conversations in work with children, for example, such as: “Home alone”, “The street is full of surprises”, “Be careful, the road”, “Who is your friend”, “Old age must be respected”, etc. Widely use outdoor games in work, such as: “Tram”, “Find your color”, “Sparrows and a car”, “Colored cars”, “Pick up a sign”, “Talking signs”, etc.

After monitoring the quality of mastering the basic general education program of preschool education, the results are discussed at the pedagogical council. The Pedagogical Council forms a list of children who have shown low results in mastering the basic general education program of preschool education and who need an individual educational trajectory.

Educators, together with specialized specialists, develop an individual educational route (content component), then the developed method of its implementation (technology for organizing the educational process) is recorded in the calendar plan.

Teachers of a preschool educational institution are developing a form for an individual educational route.

The main goal of creating an individual educational route: creating conditions in kindergarten that promote the positive socialization of preschoolers, their social and personal development, which is inextricably linked with the general processes of intellectual, emotional, aesthetic, physical and other types of development of the child’s personality.

The educational route includes the main directions:

— organization of movement (development of general and fine motor skills);

— development of skills (cultural-hygienic and communicative-social);

- formation of activities (manipulative, sensory-perceptual, objective-practical, playful, productive types - modeling, appliqué, drawing);

— development of speech (formation of the sensory basis of speech, sensorimotor formation of ideas about the environment (the objective world and social relations);

— mechanism, speech functions;

- formation of ideas about space, time and quantity.

A modern specialist in almost any field of activity must be able to design and create at least simple databases. This will help automate and speed up the process of solving many routine tasks. A mandatory requirement for building a monitoring system in a preschool educational institution is the use of only those methods, the use of which allows you to obtain the required amount of information in the optimal time frame. The content of monitoring should be closely related to educational programs for teaching and raising children. The frequency of monitoring is established by the educational institution and should ensure the ability to assess the dynamics of children’s achievements, balance the methods, not lead to overwork of students and not disrupt the course of the educational process. A mandatory requirement for building a monitoring system is a combination of low-formalized (observation, conversation, expert assessment, etc.) and highly formalized (tests, samples, instrumental methods, etc.) methods, ensuring the objectivity and accuracy of the data obtained.

Literature:

1. Davydov, V.V. The problem of developmental training / V.V. Davydov. - M.: Pedagogy, 2012. - 320 p.

2. Malofeev N. N. From the history of integrated education: how it all began // Inclusive education: problems, searches, solutions: materials of the international. scientific-practical Conf., Sept. 2011/rep. ed. E. I. Mikhailova, Doctor of Pedagogical Sciences: editorial board: A. A. Grigorieva, Doctor of Pedagogical Sciences, etc.]. - Yakutsk: Offset, 2011. - 276 p. - With. 31.

3. Pildes, M. B. System of work of an educational institution in the context of modernization of education: educational program of the school / M. B. Pildes, E. D. Tenyutina. - Volgograd: Teacher, 2010. - 211 p.

4. Order of the Ministry of Education and Science of the Russian Federation (Ministry of Education and Science of Russia) dated October 17, 2013 N 1155 Moscow “On approval of the federal state educational standard for preschool education.”

5. Sokolkov, E. A. Problem-based modular training: textbook / E. A. Sokolkov. - Moscow: University textbook, 2012. - 390 p.

6. Federal Law of December 29, 2012 N 273-FZ (as amended on July 13, 2015) “On Education in the Russian Federation” (as amended and supplemented, entered into force on July 24, 2015).

7. Khutorskoy, A.V. Pedagogical innovation: a textbook for university students studying pedagogical specialties / A.V. Khutorskoy. — 2nd ed., erased. - Moscow: Academy, 2010. - 252 p.

Monitoring of psychological and pedagogical conditions

The success of mastering the basic program largely depends on the atmosphere in which the child finds himself upon entering kindergarten. The standard specifies diagnostic and monitoring criteria in preschool education regarding the conditions for organizing the learning and development process.

The staffing conditions of a preschool institution are assessed by the deputy head or methodologist. Their task is to collect information about specialists, educators, and other employees using the form of account cards and portfolios.

Psychological and pedagogical conditions are analyzed by the administration and teachers of the kindergarten. The emotional atmosphere in groups and the level of professional competence of employees are assessed. For this purpose, methodologists use methods of operational control, educators use mutual assessment, self-analysis, conversations with children, and questioning of parents.

Monitoring system in DOU article on the topic

MONITORING SYSTEM IN DOW

Due to the fact that the priority direction of the new educational standards is the implementation of the developmental potential of general secondary education, the urgent task of preschool education is to ensure the development of integrative qualities as the basis for universal educational activities, along with the traditional presentation of the subject content of specific disciplines. The most important task of the modern preschool education system is the formation of integrative qualities that provide children with the further successful development of learning skills, the ability for self-development and self-improvement. All this is achieved through the conscious, active appropriation of social experience by children. At the same time, knowledge, abilities and skills (KUNs) are considered as derivatives of the corresponding types of purposeful actions, i.e. they are formed, applied and stored in close connection with the active actions of the children themselves.

The system for monitoring children’s achievement of the planned results of mastering the approximate basic general education program of preschool education (hereinafter referred to as GEP) is designed to provide an integrated approach to assessing the results of mastering this program and the dynamics of children’s development.

The pedagogical process of a modern kindergarten should be focused on ensuring the development of each child, preserving his uniqueness and identity, and creating opportunities for the development of abilities. Therefore, the key to effective design of the pedagogical process is that the teacher has information about the capabilities, interests and problems of each child.

Thus, in the “Federal state requirements for the structure of the basic general education program of preschool education” (approved by order of the Ministry of Education and Science of the Russian Federation on November 23, 2009 No. 655) in the section “System for monitoring the achievement of children’s planned results in mastering the Program” it is indicated that the monitoring system should provide an integrated approach to assessing the final and intermediate results of mastering the program, allow for an assessment of the dynamics of children’s achievement and include a description of the object, forms, frequency and content of monitoring.” It is also stated here that the frequency of monitoring is established by the educational institution and should provide the opportunity to assess the dynamics of children’s achievements, balance the methods, not lead to overwork of students and not disrupt the course of the pedagogical process.

What is MONITORING?

Monitoring is a system for collecting, processing, storing and distributing information about the state of the educational system or its individual elements, which makes it possible to effectively predict the ways of its further development and self-improvement.

(Monitoring is the systematic collection and processing of information that can be used to improve decision-making, and also, indirectly, to inform the public or directly as a feedback tool for the purposes of project implementation, program evaluation or policy development.)

Monitoring is specially organized, targeted observation, constant monitoring and diagnosis of a condition based on existing sources of information, as well as specially organized research and measurements.

Monitoring is a continuous process of observing and recording the parameters of an object in comparison with specified criteria.)

The basis for organizing a monitoring system in a preschool educational institution is the following documents:

1. Order of the Ministry of Education and Science of the Russian Federation dated November 23, 2009. No. 655 “On approval and implementation of federal state requirements for the structure of the basic general education program of preschool education”);

2. Letter of the Ministry of Education and Science of the Russian Federation to the executive authorities of the constituent entities of the Russian Federation exercising management in the field of education “On the development of the basic general education program for preschool education” dated October 21, 2010 No. 03-248 (methodological recommendations).

3. Basic general education program (BEC) of the institution.

The main task of monitoring is to determine the degree to which the child has mastered the educational program and the impact of the educational process organized in a preschool institution on the child’s development.

Monitoring should comply with the following principles:

Scientific (taking into account the patterns of child development, using scientifically based methods and forms of monitoring)
Continuity and cyclicality (constant assessment of children’s achievement of the planned results of mastering the educational program, frequency of implementation)

Humanization (respect for the child’s personality, his interests, rights)
Collegiality (involvement in conducting and discussing the results of monitoring of all teachers and other preschool specialists)

I agree with paragraph 2 of Article 32 of the Law of the Russian Federation “On Education”: a preschool educational institution is responsible for the implementation of educational programs and for the quality of education of its graduates. The content and set of monitoring methods is determined by the type of preschool educational institution, and therefore by the presence (or absence) of certain specialists on the institution’s staff.

The monitoring involves:

- educators working with this group of children; musical director

— preschool educational institution specialists (teacher-psychologist, teacher-speech therapist)

- medical worker (senior nurse)

Child development monitoring is carried out twice a year:

- October

- April

In the process of monitoring, the physical, intellectual and personal qualities of the child, the degree of mastery of the educational program by the child, his educational achievements, the degree of readiness of the child for school education are examined through a combination of low formalized and highly formalized methods that ensure the objectivity and sufficiency of the data obtained.

Monitoring methods: Low formalized methods (used by educators):

Observation is a descriptive psychological research method consisting of a purposeful and organized perception and recording of the behavior of the object being studied (it makes it possible to see the overall picture of the emotional and psychological climate in the group, to determine the level of general development and mastery by children of certain types of activities (play, child labor and self-service, fine arts) and constructive activities, etc.), identify the behavioral characteristics of each child, the characteristics of interaction with peers and adults)
Conversation is a question-and-answer method of organizing and implementing the process
Expert assessment is a set of procedures aimed at obtaining information from specialists, analyzing and summarizing it in order to prepare and select rational decisions (Examination of children using special methods (assignments, home games, tasks, etc.), allowing to identify the child’s social status in the peer group , emotional well-being in the family, features of speech and intellectual or physical development, creativity and creative potential, emotional responsiveness, cognitive activity, etc. These methods are carried out selectively if observation has not made it possible to study the manifestation of any quality)
Questioning parents, etc.

Highly formalized methods (used by preschool education specialists):

Criterion-oriented non-test methods (intended to determine the level of individual achievements)
Criteria-Based Testing
Screening tests (a simple diagnostic test used to study a large number of respondents in order to identify individuals with a high probability of having a certain quality)
Special pedagogical tests (various techniques, tests, other diagnostic methods)

Organization of monitoring in kindergarten

Organization of monitoring involves tracking intermediate and final results of program development.

The developed integrative qualities of a child are the final result of mastering the basic general education program of preschool education. Throughout preschool childhood, their changes occur, which reflect the age and individual characteristics of children and their compliance with the teacher’s activities in implementing the educational goals of the Program.

In each period of preschool age, the emerging integrative quality as a set of signs and properties has its own specifics. Throughout the entire period of development of the Program (from 3 to 7 years), its individual components are formed - intermediate results.

Intermediate results.

Monitoring of intermediate results of program development is carried out at the end of each psychological age, and based on its results, conclusions can be drawn about the success of solving program educational tasks.

At the beginning of the school year, the main primary diagnosis is carried out: the child’s achievements by this time are determined, as well as developmental problems, the solution of which requires the help of a teacher. Based on this diagnosis, the educator, in collaboration with a psychologist and specialist teachers, identifies problem areas that interfere with the child’s personal development, and also highlights his achievements and individual manifestations that require pedagogical support, determines work tasks and designs the child’s educational route for the year.

Intermediate diagnostics may not be carried out with all children in the group, but selectively - only with those who exhibit significant developmental problems. Both observation and simple test tasks for children can be used as methods of pedagogical monitoring. The purpose of conducting intermediate pedagogical diagnostics is to assess the correctness of the educational strategy chosen for the child and to identify the dynamics of development. Based on the results of this type of diagnosis, the teacher and other specialists, if necessary, can make adjustments to the pedagogical process.

At the end of the school year, the main final diagnosis is carried out, based on the results of which the degree to which the kindergarten staff has solved the assigned tasks is assessed and the prospects for further design of the pedagogical process are determined, taking into account the new development tasks of the child. The “ideal norm” for this diagnosis is a developmental characteristic that already corresponds to the age of the children (for example, for the older group, a characteristic of the achievements of a 6-year-old child).

Recommendations for basic primary diagnostics

In order to conduct pedagogical diagnostics, it is necessary to determine its purpose. In accordance with the goal, the criteria are determined by which the diagnostic results will be assessed, which must be accurate, unambiguous, and objective.

Pedagogical diagnostics does not require complex tools. At its core, this is express diagnostics. The method of systematic participant observation, supplemented by a number of other methods, should be used predominantly.

The description of the diagnosed quality must be taken from scientific and methodological literature, from the educational program. In this case, the characteristic should reflect what can already be achieved by the child. So, if a diagnosis of the development of children of an older age group is carried out, then for the main primary diagnosis a description of the achievements for a child of middle preschool age is taken. It should be remembered that the ideal norm is only a guideline in educational work. It helps to determine the direction of the child’s development, highlight his achievements or possible problems. It is not used to differentiate children into groups of low or high levels of development.

The surveillance technology involves the following algorithm of actions, implemented daily during this stage:

Determine the goals and objectives of observation (for example, to identify the features of the child’s mastery of ways of knowing, to study the child’s behavior in a situation of joint activity, etc.). Determining the topic of observation helps the teacher see what would otherwise remain invisible.
Identify 3 – 5 children who will be monitored during the day, since it is practically impossible to monitor all the children in the group. Every day you need to select other children to observe.
Choose observation situations so as not to disrupt the natural flow of the educational process.
Choose a method for recording the observation results (recording in a notebook, on forms, technological maps, etc.).

When conducting diagnostics, you should rely on the following principles:

The diagnostic results should not receive an emotional or ethical connotation in the teacher’s opinion about the child (“This is bad, but this is good”).
Diagnostic results should be treated as confidential information.
Pedagogical diagnostics are carried out in a familiar environment for the child. During free play, during routine moments, on a walk or in class, the teacher observes the children’s behavior and their communication with each other, notes the child’s state of interest or boredom, joy or sadness, pays attention to the child’s achievements, etc. It is better to do this unnoticed by children.
In addition to his own observation, the teacher can obtain information about the child from conversations with parents and kindergarten staff. It is important to gather information about communication and cognitive tendencies. It is necessary not only to record any fact, but also to try to understand its reasons (analyze).

When organizing monitoring, L. S. Vygotsky’s position on the leading role of education in child development is taken into account, therefore it includes two components: monitoring the educational process and monitoring child development.

— Monitoring of the educational process is carried out through tracking the results of mastering the educational program.

— Monitoring of child development is carried out based on an assessment of the development of the child’s integrative qualities.

Monitoring the educational process

Monitoring of the educational process (monitoring of mastery of the educational program) is carried out by teachers working with preschoolers. It is based on an analysis of children’s achievement of intermediate results, which are described in each section of the educational program.

Using educational process monitoring tools, you can assess the degree of progress of a preschooler in the educational program.

Data on the monitoring results are entered into a special child development card as part of the educational program.

MONITORING THE EDUCATIONAL PROCESS
Kindergarten group
Date of monitoring
Child's first and last name	Level of mastery of necessary skills and abilities
Child's first and last name	Health	Physical Culture	Socialization	Work	Safety	Cognition	Communication	Reading literature	Artistic creativity	Music	Final result

Development level assessment:

3 points - High level of development

2 points - Average level of development

1 point - Low level of development

Child development monitoring

Monitoring of child development (monitoring of the development of integrative qualities) is carried out by teachers, a preschool psychologist and a medical worker. The main task of this type of monitoring is to identify the individual developmental characteristics of each child and, if necessary, outline an individual route of educational work to maximize the potential of the child’s personality.

Diagnosis of cognitive abilities includes diagnosis of perceptual development, intellectual development and creative abilities of children.

Diagnosis of regulatory abilities includes diagnosis of the emotional and voluntary regulation of a child’s behavior, in particular, emotional acceptance or rejection of the situation that has developed in a preschool institution, the ability to act, plan complex actions, as well as distribute roles and negotiate with activity partners.

Monitoring of child development is carried out using the observation method, criterion-based diagnostic techniques and test methods.

MONITORING CHILD DEVELOPMENT
Kindergarten group
Date of monitoring
Child's first and last name	Level of development of integrative qualities
Child's first and last name	Physical development	Curiosity activity	Emotionality, responsiveness	Mastering the means of communication and ways of interacting with adults	The ability to manage one's behavior and plan actions	Ability to solve intellectual and personal problems	Ideas about oneself, family, society, state, world and nature	Mastering the prerequisites for educational activities	Final result

Development level assessment:

3 points - High level of development,

2 points - Average level of development,

1 point - Low level of development

Based on the methods carried out, an individual development map of the child is drawn up and an individual development trajectory is built.

Assessment of the developmental and material environment

The modern educational process is impossible in the absence of the necessary technical means. During monitoring of preschool education, special attention is paid to this.

The financial capabilities of the institution are assessed by the head. Incoming funds, needs and expenses are taken into account. Monitoring is carried out continuously throughout the year.

Material and technical conditions are analyzed by deputy heads or senior educators. Their compliance with specified standards is assessed, and the need for the purchase of new equipment is identified.

Monitoring of the subject-development environment is carried out by all teaching staff. The features of the developmental environment in groups and the surrounding area are taken into account. Methods: self-control, competitions, mutual control, questioning. Based on the results, analytical reports are compiled.

Pedagogical observation

The standard allows for the assessment of a child's individual development. It is carried out with the help of pedagogical monitoring in preschool education. In this case, the actions of educators are assessed first. Each institution has its own system of pedagogical diagnostics, which makes it possible to build the process of individual support for a preschooler. The frequency is determined by the program. The data obtained is used in the work and is not subject to verification by regulatory authorities.

Using recommended methods, the teacher determines the needs, interests, and preferences of children. This makes it possible to adjust your own pedagogical actions. There are direct observations (by the teacher himself), indirect (by other persons), included (the teacher participates in the action), open (children know about it) and closed.

Monitoring in a preschool educational institution

Monitoring is a derived form of the Latin monitor, meaning the implementation of an action that is aimed at implementing functions such as observation, control and warning. Pedagogical monitoring

call the form of organization, collection, processing, storage and dissemination of data on the activities of the pedagogical system. This form provides monitoring of the state of the pedagogical system and allows us to predict its development.

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

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

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

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

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

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

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

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

Aspects

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

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

Receiving the information.

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

The stage of obtaining research data borders on its analysis, and between them there is a stage of discussion

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

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

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

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

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

Monitoring the quality of education in preschool educational institutions.

The definition of pedagogical monitoring should be considered from the quality of education

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

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

In stages

collection of information are:

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

The effectiveness of education is determined by performing the following algorithm

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

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

Monitoring system.

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

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

These blocks, together with the many elements that make up them, are carriers of the quality of education. In its structure, integral properties are distinguished that characterize quality in the form of the integrity of its simple and composite elements. These include: consistency, adaptability, focus on personality and activity, focus on humanities and cultural studies, reliability, continuity, efficiency, optimality, functionality. In addition, the structure

The quality of education includes the quality of the didactic orientation of children’s activities (construction, games), the quality of forms of organization of life activities (entertainment, activities), and the quality of independent activity.

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

Methodological work based on diagnostics.

Advanced training

Monitoring children's progress in the preschool education program

Achieving educational results is the most delicate point in the assessment system. Monitoring of preschool education in this area determines the level of organization of educational activities, achievements and shortcomings in the work of the teaching staff. Planned and carried out by the head of the kindergarten with the participation of all employees.

In the process, we use proprietary methods or develop our own criteria, assessment tools, and comparative scales. Training of employees in assessment techniques may be required. Duration: 2-4 weeks. Based on the results, diagnostic sheets and analytical reports are prepared and available for study.

Parents' opinion

An important indicator of the quality of the educational process in kindergarten remains the opinion of the families of pupils and their satisfaction with the services provided. Therefore, the traditional form of monitoring preschool education is conducting surveys and questionnaires to assess the position of parents. Their results are used when planning work with families of pupils. In most cases, such surveys are anonymous.

Parents are invited to evaluate the work of the kindergarten according to the following criteria:

teacher qualification level;
material equipment of the institution;
dynamics of child development;
safety of life and health;
feedback and forms of interaction between employees and parents;
availability of gaming materials and equipment;
equipment of the adjacent area;
methodological support of the educational process.