Monitoring the development of the educational program as a way to individualize education and optimize work with a group of children in preschool educational institutions

Popova V.R.

Candidate of Pedagogical Sciences, Associate Professor

Nizhny Novgorod, Russia

Annotation. The article emphasizes the importance of monitoring for individual

differentiated work with children, the requirements for monitoring in preschool educational institutions, contained in regulatory documents. The author's approach to the problem is substantiated, an innovative model for monitoring children's educational achievements is presented, an algorithm for creating a monitoring map is revealed, and the connection between the monitoring results and the planning of the educational process in kindergarten is noted.

Keywords: preschool educational institution, monitoring, criteria, content, development, planning, parents

The role of education in modern stage the country's development is determined by the tasks of Russia's transition to rule of law, democratic society and market economy. The education system in 2001 was declared one of the priority areas for Russia's development; it must be competitive, which is extremely important during the period of Russia's accession to the WTO. To determine the exact actions for the development of the entire system

education in our country, every educational institution and every child, requires objective and comprehensive information, which can be obtained in most cases only by organizing monitoring.

Any monitoring allows you to get a holistic picture of the state of the system of working with children for any period of time, of the qualitative and quantitative changes occurring within the system. This requires indicators that track the dynamics of children's development, its pace, level, etc., creating the possibility of preventing or minimizing the destructive development of events.

Several years ago N.A. Korotkova and P.G. Nezhnov created an interesting monitoring system, published in the pages of the magazine “Child in Kindergarten”, even before the publication of FGT. The authors proposed monitoring the dynamics of the development of the child’s four most important initiatives as the main method of monitoring: creative, communicative, cognitive, goal-setting and volitional effort. This diagnosis, despite its “psychological” nature, is simple, informative, technological, and is directly related to the educational process and correction of the child’s subjective activity, its orientation, and work on the “sagging” areas of children’s initiative. Such diagnostics do not exist separately from the educational process, but help teachers creatively carry out individually differentiated work,

achieve positive changes in the personality of each student.

Unfortunately, few preschool educational institutions used this diagnostic system. Until the leadership ordered its adoption “from above,” the teachers did not dare to take the initiative. So the problem of monitoring in kindergarten remained unresolved for many years.

After the release of FGT to the structure of the main general education program of preschool education, the concept of “monitoring” became firmly established in the practice of preschool education. educational institutions, requirements for monitoring the educational achievements of children were presented.

The newly emerged requirements have put teachers in difficult conditions: monitoring tools have not yet been developed, but it is already necessary to measure educational results. The methodological services of the preschool education system were puzzled by the selection of suitable diagnostic techniques. Then they began to appear guidelines for monitoring. Today, along with special manuals from the authors of complex programs, many systems for monitoring the personal qualities of children and mastering the educational program by children are published (Afonkina Yu.A., Veraksa NE. and Veraksa AN., Vereshchagina N.V., Kalacheva L.D., Prokhorova L.N. and others).

However, books on this problem raised more and more new questions, since practitioners did not always understand the principle of determining a set of methods and the very mechanism of monitoring research.

In the teaching environment, as a result, the level of anxiety and uncertainty among educators in

their actions, a negative attitude was formed towards the monitoring procedure itself.

Lack of understanding of the need for monitoring, overly complex methods, and uncertainty about the diagnostic steps led to the formal implementation of this procedure and the arbitrary filling of final tables that do not reflect the true picture of the effectiveness of the educational process. The results of such a “research”, beautifully packaged in graphs and tables, existed on their own and were in no way connected with common system work of preschool educational institutions: with planning, correction of deviations, work with families of pupils, etc. Indeed, no one needs monitoring in this form.

However, today it is difficult to imagine the educational process of a preschool institution without monitoring. Education focused on the development of each child, his uniqueness, abilities and inclinations obliges the teacher to know each child: his interests, capabilities and abilities, which is important for building an individual development path for the student together with the family, as well as for competent design of the pedagogical process.

The recently emerged draft Federal State Educational Standard for preschool education somewhat adjusts the requirements of the previous document and specifies approaches to monitoring children's educational achievements. Thus, in section III it is written: during the implementation of the Program, an assessment may be carried out individual development children within the framework of pedagogical diagnostics (clause 3.2.3.). And further: the results of pedagogical diagnostics

(monitoring) can be used exclusively to solve the problems of individualizing education and optimizing work with a group of children.

Below is the text regarding psychological diagnostics, which is carried out by qualified specialists and only with the consent of parents (legal representatives).

As we can see, the draft Federal State Educational Standard quite rightly distinguishes between the concepts of pedagogical and psychological diagnostics (monitoring). The teacher conducts only pedagogical diagnostics of the actual state and specific characteristics of the subjects of pedagogical interaction, which is important for predicting trends in their development as the basis for goal setting and design of the pedagogical process.

So, pedagogical monitoring precedes the planning of the educational process; it is necessary to determine the content of individual and group work with children. Diagnosis of the actual level of development of children and its dynamics forms the basis of planning (the first version of the Federal State Educational Standards project).

In addition, the Federal State Educational Standard explains that the targets of preschool education (social and normative characteristics of a child’s possible achievements at the stage of completing preschool education) should not be diagnosed and assessed. In content, they coincide with the integrative personality qualities (social portrait of a graduate) described in the FGT for preschool education; their diagnosis made it especially difficult for educators. Federal State Educational Standards Regulations

regarding the fact that targets are not measured is completely fair.

Pedagogical monitoring, according to the Federal State Educational Standard, comes down to diagnosing the individual achievements of children in the process of implementing the Program. And the educator again faces questions related to the criteria and indicators of such monitoring, frequency, presentation of results, and planning based on monitoring results. He is concerned about how applicable the monitoring manuals developed by the authors of the sample basic general education programs are in the current situation.

Let us reveal our approach to the pedagogical monitoring procedure and, perhaps, it will be of interest to preschool educational institutions employees. After the release of FGT to preschool education, we, like all teachers, were in search of simple, compact and informative measurement procedures that could be included in the pedagogical process and associated with it. This is how a system for monitoring children’s mastery of the program, closely linked with planning, emerged. What a teacher can evaluate in the process of pedagogical monitoring

individual development of children? - Only the personal educational results of each of them and the dynamics of their development: this is the knowledge, abilities, skills of children, and methods creative activity. These indicators in the humanistic educational model act not as goals, but as means that contribute to the development of the child’s value orientations and personal qualities.

The new knowledge, skills and methods of activity acquired by a preschooler become important

steps in mastering new and new types of activities. As a child develops, he constantly strives for emancipation from an adult (all developmental crises are connected with this), but in real life, in his self-awareness, he can feel his growing up only through the development of new knowledge. In the process of mastering them, a value attitude towards them and a motivational sphere are formed. It is important to create the opportunity for the child to realize his achievements (I know, I can), to assert himself, to build his behavior in new situations, using the means and methods he has mastered. It is the knowledge, skills, methods of creative activity (the creative initiative of the student) in the process of mastering the Program by children that should be measured by monitoring procedures.

A few words about the frequency of such monitoring. According to Order 655, preschool institutions determine the deadlines themselves; usually it takes place twice (the beginning and end of the school year) or once (at the end of the school year). We believe that such time frames do not allow for regular monitoring of children’s educational achievements (in this case, only a statement of the final result is possible). By the end of the year, a lot has already been forgotten by the children, and if the process of children’s mastering the program at each stage of work on it was not monitored during the year, then the results will be low. Moreover, not only regarding “mastering the skills and abilities necessary to implement various types children's activities”, which are based on knowledge, but also on personal qualities.

In our opinion, monitoring should be carried out more often: not 1-2 times a year, but on each topic.

In preschool institutions today, in accordance with the complex thematic principle of constructing the educational process, children master the educational program by topic. Thus, during the year, 20-25 topics are planned for each age group, in the process of mastering which, i.e. It is convenient to monitor the expected results of a child’s development every day. This procedure should also be carried out by parents (customers) educational services), the first and main educators of their children, as defined by the Law of the Russian Federation “On Education” and other documents. Let us recall that it is parents who are responsible for raising children, and to help them in this activity, kindergartens are created, organizing the educational process and, accordingly, organizing joint activities of parents with the kindergarten in raising their own children.

Thus, the teacher is obliged to constantly provide parents with information about the program of work with children on a specific topic and about the program of each working day. To do this, information about the content being studied and indicators that can be used to check the assimilation of the program by each child are consistently posted in the parent's corner.

When organizing the educational process on a particular topic, the teacher draws up a monitoring map (table) in advance, in which he records the successes or failures of any of the children. During the day (if possible, on other days), with direct or indirect contact with children, the teacher puts certain icons in

monitoring map. The monitoring map is drawn up in tabular form, where the first horizontal column is the names and surnames of children, the next few columns are indicators that are monitored (allocated at the discretion of the teacher from the content mastered by children in areas - educational areas), as the most significant of the content topics. Other options for the structure of monitoring maps are also possible. But the main job of monitoring children’s mastery of the program is done by parents.

Map of monitoring the success of mastering the topic

(topic indicated)

List of children in groups Physical development Positive - but - speech Social and personal Artistic aesthetics

Knowledge Skills - Creative Knowledge « to £ E e m m U 3 e 3 ^ kch yrvo av anT [Knowledge « to £ E e m m U Knowledge and 1

1 2 1 2 1 2 1 2 1 2 1 2 1 2 1 2 1 2 3 1 2 1 2

As can be seen from the table, in four areas (educational areas) of child development - physical, cognitive-speech, social-personal and artistic-aesthetic (and in 10 educational areas - cultural practices, respectively), criteria have been defined

assessments: knowledge, skills, creative initiative.

On what basis are these criteria identified? The theoretical basis was the ideas of our domestic didactics I.Ya. Lerner, M.N. Skatkin and V.V. Kraevsky regarding the content of education, its four-component structure (knowledge, abilities and skills, methods of creative activity and value attitude to the world).

In the logic of reasoning, we presented the topic as part of the cultural content through which personal experience The pupils are formed by the mentioned components. The content of the topic contributes to the formation in children complete picture peace. For example, the topic: “Hometown”: the child acquires knowledge about the city and understands its significance for himself; acquires the skills and abilities of normative actions and behavior in the city, while showing a value-based attitude towards it; learns to self-determine, show creativity and initiative, without violating the norms and without destroying the space around him in the city. Therefore, the teacher needs to monitor

the formation of these structures in the student’s personality.

So, based on the four-component structure of the content, we have identified three criteria. Fourth, the value attitude towards the world is difficult to identify separately from all three criteria; it is organically woven into their composition. How can you see a child’s value attitude within the framework of the topic being studied? Its manifestations can be seen in the reflection of knowledge - not only in speech, but also in facial expressions, gestures,

intonation, as well as in relation to work - in its quality, as well as in how the child reacts to non-standard situations: solves the problem with interest and desire. As a result, they are formed personal qualities pupils corresponding to the targets of the Federal State Educational Standard.

Let's return to the table. For example, in physical development, we note the formation of three components in children (knowledge, skills and methods of creativity) in the studied content in the educational areas “Health” (number 1) and “Physical education” (number 2). Opposite the child’s surname, some of the icons appear (+ fully formed), (+/- incomplete, inaccurate assimilation), (- unformed). Thus, according to the program “From birth to school” (theme “Spring”, senior group) students of advanced training courses identified the following measured indicators in the direction: “Physical development”:

F.R. (physical development)

1- Features of the body - rhythm of life: the need for sleep and rest, doing business, nutrition:

Information from sports life countries;

2- Ability to dress according to the weather, dry clothes;

The ability to throw a ball from behind the head, the ability to jump;

3- Interest in sports games (initiative, participation);

Independent organization familiar outdoor games;

Indicators for the other three directions (areas) are determined by analogy. All indicators are recorded on the back of the monitoring card or on a separate sheet, which is convenient for monitoring dynamics

development of children from topic to topic for both the teacher and parents.

Such monitoring of children’s achievement of the planned results of mastering the Program is compiled in accordance with the recommendations of the FGT for preschool education (now the Federal State Educational Standard), allows for an assessment of the dynamics of children’s achievements, is carried out using low-formalized methods, and allows one to obtain a sufficient amount of information in the optimal time frame. The content of monitoring is closely related to educational programs for teaching and raising children.

In addition, as practice has shown, this approach to monitoring children’s mastery of the program (by topic) makes it possible to achieve the maximum quality of children’s educational achievements. Thanks to maintaining a monitoring map, the teacher can: 1) identify delays in children’s mastery of the topic and promptly carry out corrective work with them in the preschool educational institution (there is a place in the plan for individual educational activities); 2) actively involve parents in the educational process (contacts, training, continuous monitoring, assignments, etc.);

3) make the parent corner an effective means of communication between teachers and parents;

4) not to miss even one child, to provide targeted assistance to each family in organizing activities with children at home;

5) take a creative approach to planning and organizing the educational process.

Availability of a monitoring map that actually reflects the level current development children, allows the teacher to easily determine the direction and content of individually differentiated

working with children and their parents. Information about each of the pupils, entered daily into the map as the topic is studied, is necessary to optimize work with a group of children, planning the educational process in the “zone” of their proximal development, taking into account the potential and capabilities of each child.

Based on the results of the implementation of a specific program age group and based on the continuous recording of children’s successes in monitoring cards, you can see the results joint work teachers and parents. Using the maps, it is easy to calculate the percentage of each child’s mastery of the program and get an overall picture of the quality of the educational process in a group of students, which, if all the recommendations are taken into account, will be as high as possible.

Thus, achieving a high level of quality education, starting from preschool age- the first level of the education system (in accordance with the Law “On Education in the Russian Federation”), is associated not only with changes in its goals, content, forms of organization, but also in the organization of monitoring procedures.

Monitoring can and should become the most important element of the educational system, its organization and planning, if there is a certain technology for its implementation.

Bibliography 1. Korotkova N.A., Nezhnov P.G. 2005. Age standards and monitoring the development of preschool children [Text] / N.A. Korotkova, P.G. Nezhnov // Child in kindergarten. No. 3, No. 4.

2. Monitoring in a modern kindergarten [Text]: Toolkit/ Ed. N.V. Miklyaeva. -M. 2008. 64 p.

3. Popova V.R. 2012. Planning educational activities of subjects - an effective way to introduce FGT into the practice of preschool education [Text] // Collection of materials of the First Annual International Scientific and Practical Conference “Education and Education of Young Children” (October 26-27, 2011, Moscow). M. S 372-393.

4. Order of the Ministry of Education and Science of the Russian Federation (Ministry of Education and Science of Russia) dated November 23, 2009 N 655 “On the approval and implementation of federal state requirements for the structure of the basic general education program of preschool education.”

5. Rybalova I. A. 2005. Monitoring the quality of education and the management team in preschool educational institutions [Text] / IA. Rybalova //Management of preschool educational institution. No. 4.

6. Modern didactics: theory - practice [Text] / Ed. AND I. Lerner, I.K. Zhuravleva. M. 1994.

7. Federal state educational standard for preschool education (draft).

Ksenia Mukhayarova
Organization and conduct of pedagogical monitoring of children’s mastery of the educational program

Today the problem monitoring children's mastery of the educational program in a preschool educational institution is a pressing issue for any preschool educational organization. At the end of the school year before teachers are faced with the task, how to evaluate the achievements of preschoolers, what note, and most importantly - what criteria to focus on.

Research by A. S. Belkin, S. G. Vershlovsky, N. K. Golubev, V. V. Davydov, V. P. Zinchenko, I. I. Logvinov, N. D. Nikandrov and others show that the most important component any educational process is represented by pedagogical monitoring.

M. M. Potashnik, A. A. Shatalov, V. V. Afanasyev, I. V. Afanasyeva, E. A. Gvozdeva give the following definition. Monitoring defined as specifically organized, systematic monitoring of the state of objects, phenomena, processes using a relatively stable limited number of standardized indicators, displaying priority causal dependence for the purpose of assessment, control, forecast, prevention of undesirable development trends.

There are a number of legal documents regulating the process monitoring in preschool organization :

Law on Education of the Russian Federation

Federal State Educational Preschool standard education.

The Federal State Educational Standard for Educational Education states that “targets are not subject to direct assessment in the form pedagogical diagnostics(monitoring, and are not a basis for comparison with the real achievements of children"

But according to clause 3.2.3 of the Standard, when implementing educational program in preschool educational institutions can be carried out assessment of children's individual development within pedagogical diagnostics(pedagogical monitoring) in order to determine the dynamics of a child’s individual development profile and optimize work with a group of children.

At first glance, these statements contradict each other. And before teacher the question arises legally and is it advisable to carry out diagnostics of children in preschool organizations? Should conduct this procedure or abstain?

According to the Assimilation Efficiency Tracking Prohibition Standard There is no program for pupils, And pedagogical diagnostics and monitoring can be carried out, and with from a pedagogical point of view it is necessary. Each DO has its own educational program, which reflects the targets at the stage of completion of preschool education, as well as intermediate results mastering this Program. Received during monitoring data cannot be compared with others children, a group of children. results pedagogical diagnostics are not intended for public disclosure or discussion. They are available for analysis forecasting and propaedeutics only for a narrow circle teachers, working with children. The results allow see how well did the child succeed in mastering the Program, and are also used to support the child, build his educational trajectory or professional correction of the characteristics of its development. In progress monitoring the physical, intellectual and personal qualities of the child are examined.

Monitoring and diagnostics - these two concepts are related. Eg, conducting pedagogical monitoring You can use diagnostics as a method of collecting information, that is, include in your work diagnostic methods such as observation, testing, questioning, conversations, studying the product of activity and others. Today there are a large number pedagogical methods aimed at identifying the level of development of students in all 5 educational fields: cognitive development, speech, artistic-aesthetic, physical and social-communicative. In his pedagogical In practice, I usually use such techniques How:

1. Test "Nonverbal classification", author T. D. Martsinkovskaya,

2. Kogan test,

6. Methodology for identifying the level of speech development of preschool children ( authors: Ushakova O. S., Strunina E. M.,

7. Methodology "Analysis of the product of activity", author Komarova T. S.,

8. Methodology "Unfinished Situations" (authors: A. M. Shchetinina, L. V. Kirs,

12. Diagnostics of the level of development of gaming skills, author D. B. Elkonin.

13. Warteg technique "Circles"

Received during conducting pedagogical diagnostics and monitoring data is the basis for making management decisions to improve efficiency Educational program.

Publications on the topic:

Analytical report on the results of monitoring the achievement of program mastery results in the senior mixed-age group Analytical report on the results of monitoring children’s achievement of the planned results of mastering the Program in the senior mixed-age group.

Analytical report on the results of monitoring the development of the educational program by children of the second junior group Analytical report on the results of monitoring the development of the educational program by children of the 2nd junior group “Hedgehog” for the 2017-2018 school year.

Organizing and conducting walks with young children One of the most important conditions for raising healthy children is walking. The hardening effect of temperature fluctuations, Fresh air, open.

Consultation for teachers of preschool educational institutions “Organization and conduct of educational monitoring in kindergarten” Prepared by: teacher of MBDOU DS No. 48 “Dandelion” Kupaeva O. N. Educational program of preschool education “From birth to school.”

Express diagnostics are aimed at identifying the main indicators of readiness to master the program and the degree of its mastery. During express diagnostics, it is advisable to establish the developmental features of children’s physical qualities and accumulated motor experience. (mastery of basic movements), the dynamics of these indicators throughout the year.

METHODOLOGY FOR STUDYING THE FEATURES OF DEVELOPMENT OF PHYSICAL QUALITIES AND MASTERING BASIC MOVEMENTS IN PRESCHOOL CHILDREN ASSESSMENT OF PHYSICAL QUALITIES

Physical (motor) qualities are the individual qualitative aspects of a person’s motor capabilities: speed, strength, flexibility, endurance and agility. To test the physical qualities of preschoolers, control exercises are used, offered to children in a playful or competitive form.

Rapidity

Speed ​​is the ability to perform motor actions in the shortest possible time, which is determined by the speed of reaction to a signal and the frequency of repeated actions.

A 30 m run is proposed as a test. The length of the treadmill should be 5-7 m longer than the length of the distance. The finish line is drawn on the side with a short line, and behind it, at a distance of 5-7 m, a landmark line is placed, clearly visible from the start line. (flag on stand, cube) to avoid the child slowing down at the finish line. By command “At the start, attention!” the flag is raised, and on command "March!" child with maximum speed strives to reach the finish line. After resting, you need to offer the child two more attempts. The result of the best of three attempts is entered into the protocol.

Strength is the ability to overcome external resistance and counteract it through muscle tension. The manifestation of strength is ensured primarily by the strength and concentration of the nervous processes that regulate the activity of the muscular system. Arm strength is measured with a special hand dynamometer, leg strength with a deadlift dynamometer.

Speed ​​and strength qualities

Speed ​​and power capabilities shoulder girdle and leg muscles can be measured by the distance over which a child throws a medicine ball weighing 1 kg with both hands and does a standing long jump. This is due to the fact that jumping and throwing a medicine ball require not only significant muscle effort, but also speed of movement. Throwing a medicine ball weighing 1 kg is carried out using the overhead method with two hands. The child makes 2-3 throws; fixed best result Standing long jump; to jump, you need to put a mat down and make markings along it. To increase the activity and interest of children, it is advisable to keep them at a certain distance (slightly below the average result of the children in the group) place three flags and invite the child to jump to the farthest one. The results are measured from the toes at the beginning of the jump to the heels at the end of the jump. The jump is performed three times, and the best attempt is recorded.

Dexterity

Agility is the ability to quickly master new movements (ability to learn quickly), quickly and accurately adjust your actions in accordance with the requirements of a suddenly changing situation. The development of dexterity occurs under the condition of plasticity of nervous processes, the ability to sense and perceive one’s own movements and the environment.

Agility can be assessed by the results of running a distance of 10 m: it is defined as the difference in time during which a child runs this distance with a turn (5 m + 5 m) and in a straight line. The child should be given two attempts with a rest break between them; to increase the interest and effectiveness of the actions, it is better to perform the task in a competitive environment. Preschoolers aged 3-7 years old perform with interest another, more complex task called "Obstacle Course" . This task includes: running on a gymnastic bench (length 5 m); rolling the ball between objects (6 items), placed at a distance of 50 cm from each other (skittles, medicine balls, cubes, etc.); crawling under an arch (height 40 cm). Each child is given three attempts, and the best result is counted. To assess agility in older preschoolers, three exercises of increased coordination complexity are used - UPKS-1, UPKS-2, UPKS-3.

After three demonstrations, the child is asked to repeat the exercise. Completion is assessed using a five-point system. Each child is given three attempts. If performed correctly on the first attempt, a score will be awarded. "5" , from the second - "4" , from the third - "3" . If the child does not succeed in the exercise after three attempts, then the demonstration is repeated, and then the performance is assessed in the same way, but using a four-point system. UPKS-1

1. - left hand to the shoulder;
2. - right hand to shoulder;
3. - left hand up;
4. - right hand up;
5. - left hand to shoulder;
6. - right hand to shoulder;
7. - left hand down; 8-i.p.

UPKS-2 i.p. - o.s.

1. - right hand forward, left hand to the side;
2. - right hand up, left hand forward;
3. - right hand to the side, left hand up; 4- I.P. UGZhS-3

The exercise is performed based on muscle sensations without turning on the visual analyzer, etc. - o.s.

1. - hands to the side;
2. - right hand rotation 360°;
3. - right hand down; 4- I.P.

With the direct help of the experimenter directing the movements of the hands, the child is asked to remember the order in which the movements are performed.

Endurance.

Endurance is the ability to withstand fatigue in any activity. Endurance is determined by the functional stability of the nerve centers, coordination of the functions of the motor apparatus and internal organs. Endurance can be assessed by the result of continuous running at a uniform pace: for a distance of 100 m - for children 4 years old; 200 m - for children 5 years old; 300 m - for children 6 years old; 1000 m - for children 7 years old. The test is considered completed if the child runs the entire distance without stopping.

Flexibility

Flexibility is the morphofunctional properties of the musculoskeletal system, which determine the degree of mobility of its parts. Flexibility characterizes the elasticity of muscles and ligaments. Flexibility is assessed using an exercise: bending forward while standing on a gymnastic bench or other object with a height of at least 20-25 cm. To measure the depth of the bend, a ruler or bar is attached so that the zero mark corresponds to the level of the support plane. If the child does not reach the zero mark with his fingertips, then the result is determined with the sign "minus" . When performing the exercise, your knees should not bend.

Studying the degree of dynamics of development of physical qualities in children as an indicator of the effectiveness of physical education in a group

To assess the growth rate of physical quality indicators (degree of dynamics of development of physical qualities) we recommend using the formula proposed by V.I. Usakov:

ASSESSMENT OF MASTERING BASIC MOVEMENTS IN PRESCHOOL CHILDREN (STUDYING CHILDREN'S MOTOR EXPERIENCE)

Along with the peculiarities of the development of physical qualities, it is important to evaluate the existing motor experience, represented by the basic movements, and the quality of performance of various tasks. The criteria for assessing basic movements depend on the age of the child; up to three years, a fairly simple assessment can be used - "can" , "can not" . In the future, preference should be given to a more accurate system of evaluating results - in points:

V "Great" -- all elements of the exercise are performed in full accordance with the task and movement pattern (5 points);

V "Fine" - one mistake was made during the test, which did not significantly change the nature of the movement and the result (4 points);

V "satisfactorily" - the test is performed with great difficulty, there are significant errors, deviations from the specified model

(3 points);

V "unsatisfactory" - the exercises are practically not completed, but the child makes attempts (1-2 elements of movement) to its implementation (2 points);

V "Badly" - the child does not attempt to complete the test and is physically unable to complete it (About points).

The five-point system for assessing the results of testing motor skills allows not only to obtain a fairly objective picture of the physical fitness of individual children, but also to identify the level of development of children in the group, compare them with the indicators of children of another age group, and even it becomes possible to compare the level of physical fitness of children of the entire preschool institution. The results in points are recorded in the protocol.

Note. «?» - information that the teacher receives as a result of testing or processing results.

Qualitative indicators of mastering elements of the technique of basic movements by preschool children

Walking is normal

Younger age. 1. Straight, relaxed position of the torso and head. 2. Free hand movements (not yet rhythmic or energetic). 3. Coordinated movements of arms and legs. 4. Approximate adherence to the direction based on landmarks. Average age. 1. Straight, relaxed position of the torso and head. 2. Free movements of the arms from the shoulder. 3. The step is rhythmic, but not yet stable and heavy. 4. Maintaining direction with or without reference points.

Older age. 1. Good posture. 2. Free movements of the arms from the shoulder with bending at the elbows. 3. The step is energetic, rhythmic, stable. 4. Pronounced roll from heel to toe, slight turn of the feet. 5. Active extension and flexion of the legs knee joints (amplitude is small). 6. Compliance with different directions and the ability to change them.

Gait examination technique. Time is taken into account with an accuracy of 0.1 s, the start and finish are marked with lines. The child is at a distance of 2-3 m from the starting line. He walks 10 m to the object (toys) located at a distance of 2-3 m behind the finish line. The task is executed 2 times. The best result is recorded.

Younger age. Speed ​​running. 1. The body is straight or slightly tilted forward. 2. Expressed moment "flight" . 3. Free hand movements. 4. Maintaining direction based on landmarks.

Average age. Speed ​​running. 1. Slight tilt of the body, head straight. 2. Arms are bent at the elbows. 3. Pronounced hip extension of the swing leg (approximately at an angle of 40_500). 4. Rhythm of running. Slow running. 1. The body is almost vertical. 2. The step is short, bending the legs with a small amplitude. 3. Arms are bent, movements are relaxed.

Older age. Speed ​​running. 1. Slight tilt of the body, head straight. 2. Arms are bent, energetically pulled back, lowering slightly, then forward inward. 3. Quick hip extension of the swing leg (at an angle of approximately bo_800). 4. Lowering the pushing leg from the toe with pronounced straightening in the joints. 5. Straightness, rhythmic running.

Slow running. 1. The body is almost vertical. 2. Bending the legs with a small amplitude, short steps, placing the leg from the heel. 3. The movement of half-bent arms is free, with a small amplitude, the hands are relaxed. 4. Steady rhythm of movements.

Methodology for examining running: before checking the movements, the teacher marks the treadmill: the length is at least 40 m, there must be 5 m before the start line and after the finish line. A bright landmark is placed at the end of the treadmill (flag on a stand, ribbon, etc.). The teacher introduces the children to the teams ("On your marks!" , "Attention!" , "March!" ) , rules for completing the task (start running strictly at the signal, return to the start line only along the edge of the track). It is advisable to organize running in pairs: in this case, an element of competition appears, increasing the interest and mobilizing the strength of the children, two attempts are given with a rest interval of 2-3 minutes, and the best result is recorded.

Standing long jump

Younger age. 1. Initial position: A small squat with your legs slightly apart. 2. Push: pushing off with both legs at the same time. 3. Flight: legs slightly bent, arms position free. 4. Landing: softly, on both legs at the same time.

Average age. 1. I.P.: a) legs stand parallel, foot-width apart; b) half-squat with torso tilt; c) arms are slightly moved back. 2. Push:

a) two legs at the same time; b) swing your arms forward upward. 3. Flight: a) arms forward up; b) the torso and legs are straightened. 4. Landing: a) simultaneously on both legs, from heel to toe, softly; b) the position of the hands is free.

Older age. 1. I.P.: a) legs stand parallel, foot-width apart, torso tilted forward; b) arms are freely moved back. 2. Push: a) with both legs at the same time (up front); b) straightening the legs; c) a sharp swing of the arms forward upward. 3. Flight: a) body bent, head forward; b) moving half-bent legs forward; c) movement of the arms forward and upward. 4. Landing: a) simultaneously on both legs extended forward, moving from the heel to the entire foot;

b) knees are bent, the body is slightly tilted; c) arms move freely forward - to the sides; d) maintaining balance when landing.

Depth Jumping (jumping)

Younger age. 1. I.P.: a small squat with a torso tilt. 2. Push: with both legs at the same time. 3. Flight: legs straighten slightly, arms in a free position. 4. Landing: softly, on both legs at the same time.

Average age. 1. I.P.: a) legs stand parallel, slightly apart; b) half squat; c) arms move freely backwards. 2. Push: a) with both legs at the same time; b) swing your arms forward upward. 3. Flight: a) legs almost straight; b) hands up. 4. Landing: a) simultaneously on both legs, from the toe with the transition to the entire foot; b) arms forward - to the sides.

Older age. 1. i. P.: a) legs stand parallel, foot-width apart, slightly bent at the knees; b) the torso is tilted, the head is straight, the arms are freely back. 2. Push: a) strong push up with straightening of the legs; b) a sharp swing of the arms forward upward. 3. Flight: a) the body is extended; b) arms forward up. 4. Landing: a) simultaneously on both legs, moving from the toe to the entire foot, knees bent; b) the torso is tilted, c) arms forward - to the sides; d) maintaining balance when landing.

Running long jump

Older age. 1. I.P.: a) uniformly accelerated run-up on toes, body slightly tilted forward; b) energetic work with arms half bent at the elbows, the body straightens. 2. Push: a) the push leg is almost straight, placed on the entire foot, the swing leg is carried forward upward; b) straight position torso; c) arms forward up. 3. Flight: a) the swing leg is forward upward, the pushing leg is pulled up to it, the body is almost straight, one leg goes up, the other goes slightly to the side; b) bending the body forward, grouping; c) legs (almost straight)- forward, hands - down and back. 4. Landing: a) simultaneously on both legs, with a transition from the heel to the entire foot; b) the torso is tilted, the legs are bent at the knees; c) arms move freely forward.

Running high jump with legs bent

Older age. 1. I.P.: a) run-up with acceleration in the last steps; b) energetic work with arms half bent at the elbows. 2. Push: a) straightening the pushing leg with a sharp forward upward movement of the fly leg; b) bending the body forward; c) a strong swing of the arms upward. 3. Flight: a) pulling the pushing leg towards the fly leg, tuck; b) arms forward up. 4. Landing: a) simultaneously on both half-bent legs, moving from the toe to the entire foot; b) the body is tilted forward; c) arms move freely forward; d) maintaining balance when landing (step forward - to the side).

Methodology for examining jumps. In the gym, it is necessary to prepare racks for high jumps, a rubber track and clearly mark the take-off location. At the site, you should first prepare a pit for jumping: loosen the sand, indicate the take-off location, etc. The height increases gradually (by 5 cm). Each child is given three attempts in a row, and the best result is recorded. Before assessing difficult types of jumps (in length and height from the run) It is advisable to give 1-2 trial attempts (at a height of 30-35 cm).

Throwing into the distance

Younger age. 1. I.P.: standing facing in the direction of the throw, legs slightly apart, right arm bent at the elbow. 2. Swing: slight turn to the right. 3. Throw: with force (to maintain the direction of flight of the object).

Average age. 1. I.P.: a) standing facing in the direction of the throw, feet shoulder-width apart, left in front: b) right hand holds the object at chest level. 2. Swing: a) turn the body to the right, bending right leg; b) at the same time the right hand goes down and back; c) turn in the direction of the throw, right hand up and forward. 3. Throw: a) a sharp upward movement of the arm into the distance; b) maintaining the given direction of flight of the object. 4. Final part: maintaining balance.

Older age. 1. I.P.: a) standing facing in the direction of the throw, feet shoulder-width apart, left - in front, right - on the toe; b) right hand with an object at chest level, elbow down. 2. Swing: a) turn to the right, bending the right leg and transferring the body weight to it, the left leg to the toe; b) simultaneously straightening your right arm, swing it down and back - to the side; c) transferring body weight to left leg, turn the chest in the direction of the throw, right elbow up, back arched - "bow position" . 3. Throw: a) continuing to shift the body weight to the left leg, sharply straighten the right arm with the object; b) throw the object upward into the distance with a whipping movement of the hand; c) maintain the given direction of flight of the object. 4. Final part: a step forward (or put your right foot), maintaining balance.

Throwing at a horizontal target

Younger age. 1. I.P.: legs slightly apart, hand in front of you (aiming). 2. Throw: a) a sharp movement of the hand up and down; b) hitting the target.

Average age. 1. I.P.: stand half-turned to the target, feet shoulder-width apart, right arm extended forward (aiming). 2. Swing: a) turn towards the target, tilt the body forward, throw with force; b) hitting the target.

Older age. 1. I.P.: a) stand half-turned to the target, feet shoulder-width apart; b) the right hand is extended forward (aiming), the left one is freely lowered down. 2. Swing: a) transfer of body weight to the right leg, left to the toe; b) at the same time raise your right hand up. 3. Throw: a) turn towards the target, transferring the weight of the body to the left leg, the right to the toe; b) a sharp downward movement of the right hand, at the same time a whipping movement of the hand; c) hitting the target. 4. Final part: step forward or plant your right foot, maintaining balance.

Throwing at a vertical target

Younger age. 1. I.P.: a) standing facing in the direction of the throw, legs slightly apart, left in front; b) the right arm is bent at the elbow, at eye level (aiming). 2. Swing: the right arm is slightly bent at the elbow and raised up. 3. Throw: a) a sharp movement of the hand from the shoulder; b) hitting the target.

Average age. 1. I.P.: a) standing facing in the direction of the throw, feet shoulder-width apart, left in front; b) right hand with an object at eye level (aiming). 2. Swing: a) turn to the right, bending the right leg; b) at the same time the right arm, bent at the elbow, moves down - back - up; c) turn in the direction of the throw. 3. Throw: a) a sharp movement of the hand from the shoulder; b) hitting the target. 4. Final part: maintaining balance.

Older age. 1. I.P.: a) standing facing in the direction of the throw, feet shoulder-width apart, left in front; b) right hand with an object at eye level (aiming). 2. Swing: a) turn to the right, bending the right leg, left on the toe; b) at the same time, the right arm, bent at the elbow, moves down and back up; c) turn in the direction of the throw. 3. Throw: a) transfer of body weight to the left leg; b) a sharp movement of the arm forward from the shoulder; c) hitting the target. 4. Final part: maintaining balance.

Throwing examination technique. Distance throwing is carried out on the site

(length at least 10-20 m, width 5-6 m), which should be marked in advance by meters with flags or numbers. It is convenient to put bags or balls in buckets (boxes) for every child. The teacher clarifies the procedure for completing the task: throw the bag on command (ball) in a certain direction, then, on command, collect the bags (balls). Throwing at the target is carried out individually, each child is also given three attempts with each hand.

Climbing a gymnastic wall

Younger age. 1. Strong hand grip. Alternately grab the slats with your hands. 2. Alternating step. 3. Active, confident movements.

Average age. 1. Simultaneous placement of the arm and leg on the rail. 2. Rhythm of movements.

Older age. Same and different methods. 1. Same name (or different names) hand and foot coordination. 2. Simultaneous placement of the arm and leg on the rail. 3. Rhythm of movements.

Rope climbing using the three-step method>

Older age. I.P.: hanging with straight arms on a rope. First technique: bend your legs, grab the rope with your feet. Second technique: straighten your legs, bend your arms. Third technique: alternately intercepting the rope with your hands above your head. Climbing survey technique. Movement checks are carried out individually. It is necessary to place the mats near the projectile. 1-2 preliminary attempts are possible. The start of the ascent is accompanied by the commands: "Get ready!" , "March!" Each child is given three attempts, the best result is taken into account. Simultaneously with the assessment of the quality of movement, the time of ascent and descent is recorded. Based on diagnostic analysis results (express diagnostics), or better yet, its expanded version, the teacher clarifies the goals and objectives of physical education for the children in his group, plans the content and the most effective forms and methods of working with children.

EXPANDED DIAGNOSTIC OPTION FOR EDUCATIONAL FIELD "PHYSICAL CULTURE"

The expanded version of the diagnostic includes the above content of express diagnostics, aimed at identifying the main indicators of readiness to master the program and the quality of its mastery by children (development of physical qualities in children, features of accumulated motor experience: mastery of basic movements, dynamics of these indicators throughout the year), a more detailed study of the health characteristics, physical development of children, manifestations of the need for physical activity and physical improvement, as well as the child’s mastery of the position of a subject of physical activity.

Below is a description of individual diagnostic techniques. When assessing the quality of health of each child, it is important for the teacher to obtain information about his health group, existing deviations in health status, and medical contraindications. The study of the characteristics of physical development, the state of the functional systems of the body, and the adaptive resource deserves special attention.

The proposed diagnostic tasks are accessible, do not require additional special training for educators, and allow one to obtain statistically valid, reliable results.

METHODS FOR STUDYING THE FEATURES OF CHILDREN'S PHYSICAL DEVELOPMENT

Physical development is a set of morphological and functional characteristics that make it possible to determine the reserve physical strength, endurance and performance of the body.

Anthropometric indicators of physical development are body length and weight, chest circumference, head circumference.

Body length is the most stable indicator characterizing the state of plastic processes in the body. If growth lags behind by 20%, consultation with an endocrinologist is necessary. Body length (height) in preschoolers it serves as one of the criteria for somatic maturity, and is also the basis for correct assessment body weight and chest circumference. It is known that the intensity of the increase in body length and its final size are determined genetically. In this regard, knowing the height of the child’s parents, one can calculate his height in the future when he becomes an adult.

Man's height = (father's height + mother's height) x 0.54-4.5.

Woman's height = (father's height + mother's height) x 0.5 1-7.5.

To determine whether height corresponds to age standards, you can also use the following formulas.

Boy's height = (b x age) + 77.

Girl's height = (b x age) + 76.

A person's height, weight, and physique change with age. Significant individual differences in these indicators are observed between peers. Therefore, it is advisable to distinguish within each age three main types of children according to indicators of physical development: large (B) children, that is, children with high body weight and length; average (WITH) and small ones (M)- respectively having medium and small values ​​of these quantities (this can be

see in the table “Age and gender indicators of the development of motor qualities in preschool children” ). Body weight reflects the degree of development of the skeletal and muscular systems (internal organs, subcutaneous fat) and depends both on the genetic makeup, which determines the constitutional characteristics of the child, and on environmental factors (including from physical activity) . Body weight can be calculated using the formulas:

2 x age + 9 (for children from 2 to 5 years old);

3 x age + 4 (for children from 5 to 12 years old)

or compared with the results of the table.

Excess body weight by 10% is called obesity and requires correction.

A delay or absence of growth in somatic body size, and most of all, negative changes in body weight, indicate unfavorable changes in physical development and require measures, in particular, rationalization of the child’s motor regime.

METHOD FOR DETERMINING THE LEVEL OF MOTOR ACTIVITY OF A CHILD

Motor activity represents the body's satisfied need for movement. She happens to be the most important condition normal development of a child, as well as one of the most important forms of vital activity of a growing organism. The need for movement cannot be considered as a function of age, due to corresponding changes in the body. It varies greatly depending on the characteristics of children’s physical education, their level of motor readiness, and their living conditions. The development of motor skills, physical qualities, health status, performance, successful learning of material in various subjects, and finally, a person’s mood and longevity largely depend on motor activity. Under the influence of physical activity in preschool children, the activity of the cardiovascular and respiratory systems, the circulatory system improves, and the functional capabilities of the body increase. A relationship has also been revealed between motor rhythm and mental performance, school maturity of the child.

Insufficient physical activity negatively affects the child's body. But one should also caution against excessive physical activity, which leads to functional changes in the cardiovascular system of a preschooler.

INDICATORS OF A PRESCHOOL CHILDREN'S BODY'S NEED FOR MOVEMENT

The body’s natural need for movement for preschoolers averages from 10 to 15 thousand steps. (locomotion) per day. In children 3-4 years old, motor activity is 6-9 thousand steps per day, in children 4-5 years old - 9-12 thousand steps, in children 5-6 years old - 12-15 thousand steps, motor activity The child’s activity varies depending on the season: in winter it decreases, and in summer it increases by approximately 30% compared to average values.

Motor activity can be measured using a pedometer, which is attached to the child's belt, chest or shoulder blade; motor activity is measured in locomotion or steps. Using a pedometer, you can obtain objective information on the child’s physical activity during any regime period:

physical education class, morning exercises, on a walk, in independent motor activity.

The level of physical activity can also be measured by timing. For a certain period of time, the time of the child’s passive state is recorded. (sitting, running, jumping, etc.). Observation is carried out over one child or several children at the same time. Then the percentage of the child’s active and passive state for a given period of time is determined. The normal ratio of rest and movement for preschoolers can be considered 30% rest and 70% motor activity.

MANIFESTATION OF INDIVIDUAL FEATURES OF MOTOR ACTIVITY OF PRESCHOOL CHILDREN

The motor activity of each child is individual. If you carefully observe and analyze his motor behavior, you can classify him into one of three groups according to motor activity.

Children with normal/average motor activity. This level of activity ensures the timely and appropriate development of the child as a whole. These children are characterized, as a rule, by normal body weight, rarely get sick, learn the material well in kindergarten and then do well in school.

Children with low physical activity. Many of them are overweight and have various health problems. Excess weight in children is an additional burden and affects the functional state of the organs and systems of the child’s body. Increased weight reduces performance, complicates the course of many diseases, and shortens a person’s life expectancy. Obese children lag behind their peers in physical and sexual development and have poor motor skills. They have a calmer motor behavior, but this should not be regarded positively. The fact is that children resist fatigue caused by mental work through movements. A decrease in the number of movements in obese children under conditions of mental fatigue indicates imperfection of self-regulation processes. Increased weight also negatively affects mental development. As a rule, the child is sedentary and obese and has poor command of the necessary movements. Such children are usually ignored by their peers, especially in games, and they perceive themselves to be somewhat inferior. They develop undesirable traits such as isolation, indecisiveness, and even envy of children who are good at moving.

Children with high physical activity (motor children). Greater physical activity, like little, has negative consequences. A large range of movements creates a high physical load on the child’s body; it, like increased weight, can lead to deviations in the activity of the cardiovascular system. In addition, motor children are very susceptible to diseases. One of the reasons for frequent illnesses is that after a lot of physical activity, which these children receive on walks, they return sweaty, with wet underwear; As a result, heat transfer from the body increases, hypothermia occurs and, as a result, illness occurs. Due to high physical activity, children in this group often become physically overtired, and this in turn leads to mental fatigue.

Children with different physical activity learn differently educational material. Children with average physical activity, as a rule, learn the material well. Children with low and high activity show lower results.

METHODS FOR STUDYING VARIOUS MANIFESTATIONS OF PRESCHOOL CHILDREN'S POSITIONS OF THE SUBJECT OF ACTIVITY WHEN PERFORMING PHYSICAL EXERCISES

METHODOLOGY FOR STUDYING PRESCHOOL CHILDREN'S INTEREST IN PHYSICAL EXERCISES

Interest is a person’s conscious selective positive attitude towards something, encouraging him to be active in order to understand the object of interest. In this regard, emotional and cognitive (informative) Components. In preschool age, the emotional component of interest is more important. Peculiarities of interest in physical exercise are revealed during pedagogical observation of children’s independent motor activity and conversations with them.

Indicators of interest in physical exercise in children of middle and senior preschool age. Depth.

a) shows a specific interest in any type of physical exercise, asks questions to clarify the meaning of the exercise, the quality of its implementation - 3 points;

b) asks superficial questions, without trying to penetrate into the essence of the exercise, to perform it technically competently - 2 points;

c) does not show specific interest in any type of exercise - 1 point. Latitude.

a) is interested in different species physical exercise (6-7 exercises)- 3 points;

b) is interested in a range of physical exercises (4-5) - 2 points;

c) narrow interest in various physical exercises (1-3) - 1 point. To effectiveness.

a) actively shows interest, seeking to create conditions for the realization of his interest - 3 points;

b) actively shows interest, but does not seek to create conditions for its satisfaction - 2 points;

c) passive in showing his interest, but enjoys watching other children perform exercises - 1 point.

Motivation.

a) consciously shows interest in performing physical exercises, can explain why he likes the exercise, why do it - 3 points;

b) shows random interest that arose after the influence of an external number of factors (for example, watching an interesting TV show)- 2 points;

c) cannot explain why he needs to do this exercise and whether he likes it - 1 point.

Sustainability.

a) performs his favorite exercise constantly, uses it in his games, overcomes various difficulties - 3 points;

b) performs favorite exercises from time to time - 2 points; c) there is no sustained interest in any exercises - 1 point. Selectivity.

a) with a wide range of interests, singles out one type of exercise - 3 points;

b) shows interest in one type of exercise, ignoring others - 2 points;

c) does not apply selectively to any type of exercise - 1 point.

METHODOLOGY FOR STUDYING THE INTEREST OF YOUNGER PRESCHOOL CHILDREN IN EXERCISES WITH VARIOUS PHYSICAL EDUCATION Aids AND MOTOR TOYS

Observation of children in independent motor activity. Conditions: group room.

Equipment: play corners available in the group, mobile structure with physical education aids.

Methodology. Observation of children in physical activity in Everyday life in Group. The observation map records the following.

• Toys and physical education aids most often used by children in physical activity.
• Movements preferred by children that arouse their greatest interest.

METHODOLOGY FOR IN-DEPTH STUDY OF RESEARCH BEHAVIOR OF CHILDREN IN THE FIFTH YEAR OF LIFE WHEN PERFORMING PHYSICAL EXERCISES

Questions for monitoring children’s performance of various physical exercises in independent motor activity in a group and on a walk, as well as during physical education classes, physical education breaks between classes, physical education (entertainment).

1. Who (What) are subjects of exploratory behavior in motor

activities?

One child.

• Couple of children (compound).
• Group of children (compound). At the same time, during the observation of children, it is established: l/How they agree among themselves.
• Distribute goals and means.
• What strategies for joint examination of objects are used?
• Features of the need-motivational basis of children's exploratory behavior.

a) Shows (yut) whether and how exactly this manifests itself:

• Curiosity.
• The need for new experiences.
• The need for new knowledge. / Cognitive activity.

b) Do they demonstrate motives aimed at achieving a specific significant result that has utilitarian significance?

c) Do they demonstrate motives associated with the subject’s focus on acquiring new motor experience? (which ones exactly)?

d) Do motives associated with the subject’s focus on a variety of actions manifest themselves as a means of combating boredom (what

e) Are the child attracted by motives? "novelty" in a literal sense and in a relative sense, for example, performing familiar movements in a new situation, with new objects, or new movements with familiar objects? How exactly does this manifest itself? (Note: A striking manifestation of the novelty motive is the child’s reaction of surprise).

f) Is there a motive? "difficulties" (actions, object-subject)? What exactly?

g) Do they show interest in situations? "cognitive conflict" when doing physical exercise? How is it shown?

h) What does the child prefer:

• "selfless" , free exploration (arising at the initiative of a child or adult),
• l/ problem research; l/ educational research;
• spontaneous research.

3. What are the goals of a child’s exploratory behavior when performing physical exercises?

• Establishing the characteristics and properties of surrounding objects.
• other (What exactly?).

4. What are the objects of a child’s exploratory behavior when performing physical exercises?

• Your own body, its capabilities (how does it manifest itself?).
• Normal and not normal in movements.
• other children (how does it manifest itself?).
• Adults (how does it manifest itself?) (do they test various forms of their behavior on adults, etc.).
• Motor Items (which ones, how does it manifest itself?).
• Physical education benefits (which ones, how does it manifest itself?).
• What are the objects according to the degree of danger? (dangerous and safe) (which ones, how does it manifest itself?).

Attitude of objects to research behavior directed at them: neutral, stimulating exploratory behavior (toys, manuals, other), unfriendly to research behavior. How does it manifest itself?

5. What means of exploratory behavior are used by the child?

a) Analyzer systems .

b) External funds (Which ones exactly? How does it manifest itself?).

c) Internal psychic means:

instinctive programs of exploratory behavior (innate orientation-exploratory reactions);

• basic knowledge about research behavior: goals, objects, means, strategies, possible results);

6. The uniqueness of the process of research behavior:

• Searching for information (how does it happen?).
• Processing incoming information (transformation and use of knowledge) (how does it happen?).
• Locomotor examination strategy is used (by moving or changing the position of one’s own body relative to the object being examined without directly influencing it), manipulative examination (by manipulating the object and its parts).
• Does it ask cognitive and social-communicative questions? (Which ones exactly?).

Cognitive:

Identification issues (what is this? Who is this?);

Questions about the facts and properties of the objects with which the student is practicing;

Issues of explanation and argumentation (how does it manifest itself specifically?).

Social and communicative:

Questions about intentions and activities (what will you do now?);

Assessment questions (What is good and what is bad?); specifically what is asked about when performing physical exercises;

Confirmation and help-seeking issues; specifically what is asked about when performing physical exercises;

Rhetorical questions; specifically what is asked about when performing physical exercises;

Questions of uncertain meaning (specifically what is asked about when performing physical exercises).

7. What are the conditions for children’s exploratory behavior when they perform physical exercises?

a) Physical conditions that promote or hinder exploratory behavior.

b) Social conditions (permission, prohibition, attracting attention, social relations).

8. What are the results of a child’s exploratory behavior? (children)? New information about the objects towards which exploratory behavior is directed (direct product).

New information about other objects and about other properties of the object being studied.

Acquiring knowledge about the research activities: about the possibilities and goals of the research, about the arsenal of possible means, about methods and strategies, their comparative effectiveness in different situations, about the results that can be expected, etc. Cognitive, personal development (does motivational regulation change, is there a transition to qualitative new level goal formation, whether he begins to use qualitatively new effective strategies, that is, the development of the child as a subject as a whole, which is externally manifested in his ability to set and solve qualitatively new problems in various, increasingly new areas).

Questions for children aimed at identifying the characteristics of motivation for exploratory behavior when performing physical exercises (questions are asked after observing the child’s motor activity).

1. Did you like what you were doing now? (A)?
2. Why did you do this (A)?
3. Why did you like it? (Didn't like it?)
4. I was surprised (lass) are you doing something while doing exercises? Why? Did you like it?
5. Found out (A) is there anything new? What exactly?
6. If the child acted with a specific object, then he is asked to answer the question: what can be done with this object? What is this item "does" ?

Questions for children aimed at identifying the characteristics of exploratory behavior when performing physical exercises.

1. Do you learn something new when you exercise?
2. What exactly?
3. Will you use this new knowledge? When? Where?

These questions are aimed at establishing the uniqueness of the child’s processing of incoming information - the transformation and use of knowledge.

Questions for observing the work of a teacher in order to identify techniques aimed at developing exploratory behavior when children perform physical exercises.

1. Does the teacher use a variety of strategies: trial method, logical types

tasks with different sets of conditions?

a) With a complete set of conditions only necessary to solve the problem (which ones exactly?).

b) With the presence of all the necessary ones and with the addition of redundant, superfluous conditions.

c) With the absence of some necessary conditions and the complete absence of unnecessary ones.

d) With the absence of some necessary ones, but with the addition of unnecessary conditions.

1. Does the teacher use situations with different "degree of uncertainty" , in which

undefined is:

• only one component (for example, the goal, means, required result are known, and not only the method of achieving the result is known);
• several components?

2. Does the teacher create situations in motor activity in which the child could actively experiment, show cognitive activity, the diverse manifestations of which are:

• the child’s independent setting of cognitive and practical goals;
• putting forward diverse hypotheses and explanations; inspection of various elements of the object;
• the use of a variety of methods of action; the child’s choice of a single option for one or another component of cognitive activity?

3. What kind of complexity? "motor" situations stimulate (motivate) children's exploratory behavior, which ones reduce it? Why?

4. Does he use stimulating situations? "cognitive" conflict (tasks are offered for contradictory actions and behavior that involve going beyond the properties of the object-aid known to the child)?

5. Does he use techniques aimed at fully implementing the structure of exploratory behavior by children (taking into account subjects and objects, needs and motives, goals, means used,

the uniqueness of the process of research behavior and its results)? Which ones exactly? How effective are they?

What conditions have been created by the teacher for children to carry out exploratory behavior when performing physical exercises? What is their effectiveness?

A) physical conditions that promote or hinder exploratory behavior;

b) social conditions (permission, prohibition, attracting attention, social relations.

8. Does the child’s exploratory behavior show results? (children), does children pay attention to them? Namely:

• receiving new information about the objects to which exploratory behavior was directed (direct product);
• obtaining new information about other objects and other properties of the object being studied;
• children’s acquisition of knowledge about the research activity itself: about the possibilities and goals of the research, about the arsenal of possible means, about methods and strategies, their comparative effectiveness in different situations, about the results that can be expected, etc.,
• cognitive, personal development (change in motivational regulation, transition to a qualitatively new level of goal setting, use of qualitatively new effective strategies, development of the child as a subject as a whole - manifestation in the ability to set and solve qualitatively new problems in various, increasingly new areas).

Questions for conversation with teachers.

1. In your work with children, do you set goals for developing their exploratory behavior?
2. In what types of children's activities do you solve these problems?
3. Do you diagnose the level of development of exploratory behavior in children?
4. If yes, then by what indicators?
5. If not, why not?
6. Do you consider it appropriate to develop exploratory behavior in children of the fifth year of life when performing physical exercises?

exercise? Why?

7. If yes, then explain which physical exercises are most suitable for this.

8. List what structural components of exploratory behavior should be taken into account during its development in children.

9. Name effective techniques that stimulate the exploratory behavior of children in your group.

Questions for analyzing the work plan.

1. Do the work plan set goals for the development of exploratory behavior in children when performing physical exercises?
2. Are there any plans? specific situations Developing exploratory behavior in children when performing physical exercises? Their quality.

METHODOLOGY FOR STUDYING CREATIVE MANIFESTATIONS WHEN SENIOR PRESCHOOL CHILDREN PERFORM PHYSICAL EXERCISES

During pedagogical observation of children’s independent motor activity, the following options are established and recorded: creativity in the form of modifying familiar exercises; creativity in the form of creating combinations of familiar exercises; inventing new exercises, new rules in outdoor games.

For each manifestation of creativity in the first option a point is counted, in the second option - 2 points, in the third option - 3 points.

METHODOLOGY FOR STUDYING MANIFESTATIONS OF INDEPENDENCE IN MOTOR ACTIVITY OF CHILDREN OF PRE-SCHOOL AGE

Indicators.

1. Interest.

High level - shows special (increased) attention to actions with objects, physical education aids.

Average level - shows occasional interest in using objects and physical education aids.

Low level - does not show interest in activities with objects, physical education aids.

2. Methods of action.

High level - carries out practical and mental search actions with physical education aids and motor toys. Intermediate level - partially carries out search and reproductive actions with physical education aids and motor toys.

Low level - carries out chaotic, disorderly, little conscious actions with physical education aids and motor toys.

3. Result.

High level - actions with physical education aids are aimed at achieving high quality results, in accordance with the goal and plan. Average level - actions with physical education aids are aimed at achieving results, but do not fully realize the plan and goals. Low level - actions with physical education aids are not aimed at achieving results, but the child is satisfied with the process itself.

4. Forecasting.

High level - shows complete forecasting, using a word to indicate the upcoming development and outcome of one’s actions. Medium level - shows rare attempts at forecasting. Low level - no prediction.

5. Autonomy.

High level - in the process of motor activity with physical education aids, shows almost complete independence from an adult. Average level - in the process of motor activity with physical education aids, shows average independence from an adult, occasional assistance is required.

Low level - in the process of motor activity with physical education aids, shows complete dependence on an adult.

6. Activity.

High level - shows proactive activity based on internal motivation for new forms of activity.

Average level - shows occasional proactive activity in actions only with those objects that arouse his interest.

Low level - shows activity only at the prompting of an adult.

7. Persistence.

High level - persistently strives for the goal, makes attempts to correct mistakes independently, the help of an adult is an incentive to find a solution.

Average level - periodically strives for a goal, tries to overcome difficulties on its own. Indirect, situational help from an adult is required. Low level - strives for a goal within a short time, achieves it more often with the constant help of an adult.

8. Transfer of skills to new conditions.

High level - carries out a complete transfer of various motor skills to new conditions.

Intermediate level - attempts to transfer several motor skills to new conditions.

Low level - transfers one motor skill to new conditions.

9. Attitude to your independent motor activity.

High level - constantly shows a desire for independence in his independent motor activity, protects it from the interference of adults and other children.

Average level - occasionally shows a desire for independence in his independent motor activity, protects it from the interference of an adult and other children.

Low level - shows a passive attitude towards his independent motor activity, does not defend his independence, does not value the result of his activity.

METHODOLOGY FOR STUDYING THE MANIFESTATION OF VOLITIONAL QUALITIES IN MOTOR ACTIVITY BY CHILDREN OF THE SENIOR GROUP OF KINDERGARTEN

Determination. Based on the fact that this quality is defined as the ability to subordinate one’s behavior to a sustainable goal, children are offered test task I 1 - “Climbing onto a gymnastic bench under conditions of interference” . A large clock is placed in front of the child performing the task, which marks the time by which the child must complete the task. Children completed this task within 1.5 minutes.

I.P. - O.S. in front of the bench. 1 - right leg on the bench.

2 - put the left one, stand on the bench.

3 - lower your right leg to the floor.

4 - attach the left one to it.

The task had to be completed clearly, rhythmically, without distraction. 20 seconds after the start of the task, two children begin to play with rackets and a shuttlecock in front of the test subject. The child’s ability to subordinate his behavior to a specific goal is recorded - to perform monotonous physical activities that are difficult and uninteresting for him for a long time without being distracted. The completion of the task and the number of errors are recorded. High level of task completion - 2-3 mistakes were made, 1-2 distractions; average level- more than 3 mistakes, 2-3 distractions; low level - task not completed.

Persistence. Based on the fact that this quality is defined as the ability to achieve a goal, overcoming difficulties, control task 2 is used ("Hanging on the gymnastics wall" ) . The child was asked to climb onto the gymnastics wall and perform a straight arm hang.

The time during which the children were held before the onset of fatigue and after is recorded. The time it takes to complete the exercise depends not only on the level of development of muscle strength, but also - especially - against the background of fatigue from the children’s expression of volitional effort.

High level of task completion - hanging for more than 30 seconds; medium level - hang from 10 to 30 seconds; low level - less than 10 seconds.

Determination. Based on the fact that this quality is defined as the ability to make a timely, sustainable decision and proceed to its implementation without unnecessary delays, control task No. 3 is used. Children are asked to try to jump over the bar (deliberately raised to a height that is extremely difficult to overcome (height 40 cm)). It is not so much the completion of the task as such that is noted, but rather the presence of attempts to achieve a positive result.

The results are recorded as follows: completed the jump; made an attempt, but did not complete it; abandoned the attempt.

High level of task completion - made attempts, completed the task to completion (jumped over an obstacle), intermediate level - made attempts, but did not complete the jump; low level - gave up trying to complete the task.

Courage. Based on the fact that this quality is defined as the ability to go to the goal, despite the threatening dangers, control task No. 4 is used. Children are asked to do a somersault back from the inclined surface of the slide (height 70 cm.). Before the start of the test, children must be familiar with the technique of performing a back somersault. The task is offered only to children who do not have medical exemptions. The task was difficult because the somersault had to be performed not on a flat, straight surface, but on an inclined surface. To successfully complete it, children have to fight the fear of heights and falling; this task is carried out with insurance from the teacher. It is recorded whether the child performed the somersault without hesitation; hesitated, but completed the task; refused to comply.

High level of completion of the task completed without hesitation; intermediate level - hesitated, but completed the task; low level - refused execution.

Endurance and self-control. Based on the fact that this quality is defined as the ability to control oneself in any conditions, control task G 5 is used. Children are divided into two teams lined up behind the control line at a distance of 5 meters from two baskets. Each child has a ball in his hands. Participants of both teams are asked to take turns running to their basket and throwing the ball into it. In case of a miss, the ball must be picked up and the attempt repeated. The next member of each team can start from behind the control line only after the previous member's ball is in the basket. The first team to score all the goals wins. It is not the speed and accuracy of completing the task that is recorded, but the child’s ability to control himself when following the game rules. In addition, the individual characteristics of the child’s behavior when interacting with other teammates are recorded.

High level of task completion - started on time, did not cross the control line; intermediate level - crossed the line while waiting, but started on time; low level - started prematurely.

Assessment of the child’s level of mastery of the necessary skills and abilities in educational areas:

1 point - the child cannot complete all the proposed tasks, but

does not accept the power of an adult;

2 points the child, with the help of an adult, performs some tasks

false assignments;

3 points - the child completes all the proposed tasks with partial

with the help of an adult;

4 points - the child performs independently and with partial assistance

for an adult all the proposed tasks;

5 points - the child completes all the proposed tasks independently.

Monitoring tables are filled out twice a year at the beginning and end of the school year (it's better to use pens different colors) , for comparative diagnostics. The technology for working with tables is simple and includes two stages.

Stage 1. Opposite the last name and first name of each child, points are entered in each cell of the specified parameter, which is then used to calculate the final indicator for each child (the average value can be obtained if all the points are added up (by line) and divide by the number of parameters, round to the nearest tenth). This indicator is necessary for writing characteristics for a specific child and conducting individual accounting of intermediate results of mastering the general education program.

Stage 2. When all children have passed the diagnosis, the final indicator for the group is calculated (the average can be obtained if all the scores are added up (by column) and divide by the number of parameters, round to the nearest tenth). This indicator is necessary to describe group-wide trends (in compensatory groups - to prepare for a group medical-psychological-pedagogical meeting), as well as for keeping records of group-wide intermediate results of mastering the general education program.

A two-stage monitoring system allows you to quickly identify children with developmental problems, as well as identify difficulties in implementing program content in each specific group, i.e., quickly provide psychological and methodological support to teachers. Standard development options can be considered average values ​​for each child or a group-wide development parameter greater than 3.8. The same parameters in the range of average values ​​from 2.3 to 3.7 can be considered indicators of problems in the development of a child of social and/or organic origin. Average values ​​less than 2.2 will indicate a pronounced discrepancy between the child’s development and age. (The indicated intervals of average values ​​are advisory in nature, since they were obtained using methods used in psychological pedagogical research psychometric procedures, and will be updated as the results of monitoring children of this age become available.)

The presence of mathematical processing of the results of monitoring the levels of children’s mastery of the necessary skills and abilities in educational areas is determined by the qualification requirements for modern teacher and the need to take into account the intermediate results of each child’s mastery of the general education program of preschool education.

REFERENCE

based on the results of pedagogical diagnostics (monitoring)

children's mastery of the educational program of preschool education

MADOU Nizhnevartovsk DS No. 4 “Fairy Tale”

for the 2015-2016 academic year (end of the academic year)

Base: Order “On conducting pedagogical diagnostics (monitoring)” dated April 12, 2016 No. 141.

Target: determining the level of mastery of the educational program, studying the dynamics of students’ achievements in all areas of development, building an educational trajectory, forecasting pedagogical work with children, determining the effectiveness of educational activities.

Date: 18.04-27.04. 2016

Educators: E.N.Tadzhieva; T.A.Fomenko

Amount of children: 23

Pedagogical diagnostics were carried out on the basis of conversation, observation, analysis of the products of children's activities and diagnostic tasks.

Educational areas	Diagnostic techniques	Responsible
Physical development	Assessment of physical fitness - G. Leskova	Physical training instructor
	Diagnostics of the development of children's play - N.F. Komarova;	Educators
Cognitive development	Diagnostics of the development of cognitive processes - G.A. Uruntaeva, Yu.A. Afonkina	Educators
Speech development	Methods for studying speech in children from 3 to 7 years old by O.S. Ushakova; Learning to speak correctly - T.A. Tkachenko; Album for a speech therapist – O.B. Inshakova	Educators
	Diagnostic materials were developed in accordance with the recommendations of T.S. Komarova; T.N. Doronova Diagnostics of musical development of a preschool child M.B.Zatsepina;	Educators Musical director

SUMMARY INFORMATION

About children’s achievement of planned results

mastering the educational program of preschool education

(INDIVIDUAL DYNAMICS (TRAJECTORY) OF CHILD DEVELOPMENT

clause 2.11.1., clause 3.2.3. GEF DO

Total children: 25

Levels of development Direction	High		Average		Short
	N.g.	K.g	N.g.	K.g	N.g.	K.g
Physical development	14-56%		9-36%		2-8%
Social and communicative development	13-52%		12-48%
Cognitive development	10-40%		15-60%
Speech development	8-32%		17-68%
Artistic and aesthetic development	9-36%		15-60%		1-4%
Total:

Speech development

Quantitative Analysis

Children examined: 25

B – 8 (32%)

C – 17 (68%)

N – 0(0%)

Qualitative analysis:Children's structure improves simple sentence, compound and complex sentences are actively used. They can communicate with adults on topics that go beyond the immediate perceived situation.

Child	Problem	Planned works	Expected Result
Vitaly K., Ksenia P., Zoya M., Yura S., Timur Sh., Rail S., Violetta H.	Less active children do not show high initiative in communication, but willingly respond to look at a picture or play with a toy. Has difficulty retelling literary works, in independent stories based on plot paintings. Vocabulary is poor. Makes grammatical errors and errors in sound pronunciation, errors in determining the sound in a word. Finds it difficult to select an adjective for a noun.	Retelling of literary works. Didactic speech games for development attention, phonemic hearing, identifying speech sounds, selecting adjectives for nouns, synonyms, etc. Stimulate the manifestation of your own speech activity. Encourage children to ask questions Improve articulation. Improving monologue speech. Exercise children in the correct use of mastered grammatical forms to accurately express thoughts. Training in sound analysis of words.	The child speaks quite well orally, can express his thoughts and desires, use speech to express his thoughts, feelings and desires, construct a speech utterance in a communication situation, highlight sounds in words, the child develops the prerequisites for literacy

Cognitive development

Quantitative Analysis

Children examined: 25

B – 10 (40%)

C – 15 (60%)

N – 0 (0%)

Qualitative analysis

. Children have mastered different ways of interacting with other people. They learn to notice the emotional state of others, show attention and empathy. Children strive for independence and use their existing knowledge in various productive activities.

Children develop deeper knowledge about the world around them, they learn to compare objects and classify them according to one or more characteristics.

Child	Problem	Planned work	Expected Result
Ksenia P., Timur Sh., Rail S., Yana U., Violetta H. Kirill D., Ilya Z.	Children who have shown a low level of development show interest in tasks, but cannot independently analyze a visual task. They experience a decrease in cognitive activity.	Enrich children's tactile experience with objects. Continue to enrich the life experience of children by expanding their understanding of the world of people, objects, and the natural world. To promote the development of children's skills to classify objects according to general characteristics. Continue work to improve the content of the pedagogical process.

Social and communicative development

Quantitative Analysis

Children examined: 25

B – 13 (52%)

C – 12 (48%)

N – 0 (0%)

Qualitative analysis

They have an idea of ​​the rules of cultural behavior and follow them in a familiar environment, but in new conditions they may experience constraint and the need for support and direction from adults. They are sensitive to the assessment of their actions and deeds, and refrain from repeating actions that are negatively assessed by adults. In communication they strive for coordinated actions. Exercise basic self-control. They are attentive to the emotional state of others and show empathy. Show persistence in achieving results.

Child	Problem	Planned work	Expected Result
Timur Sh., Ksenia P., Yura S., Slava Ch., Valeria, Gleb Sh., Matvey B.	Speech activity is reduced, role repertoire is poor. Sometimes conflicts arise.	Conduct educational work to expand children's gaming experience. Pay special attention to the formation of positive relationships between children in play, the ability to negotiate,use sketches and exercises aimed at relieving emotional tension in all types of activities, shyness, create and play out situations that contribute to the development of verbal communication and the ability to focus on the emotional state of others.

Artistic and aesthetic development

Quantitative Analysis

Children examined: 25

B – 9 (36%)

C – 15 (60%)

N – 1 (4%)

Qualitative analysis

Children show interest and need to communicate with the beautiful things in the world around them and works of art, and experience the joy of meeting them. They see characteristic signs of objects and phenomena in the surrounding world.

Types of art are distinguished by their genres and means of expression. They have an idea of ​​the creative work of artists, sculptors, graphic artists, and see the peculiarities of the creative manner of some of them.

They can independently and purposefully examine works of art, correlate what they perceive with their experience, feelings and ideas. They communicate about what they have perceived with peers and adults.

They use expressive means, skills and abilities in their own activities to create an expressive image. Show independence, initiative and creativity.

Children with a high level completion of the program – 9 (36%).

Children with an average levelcompletion of the program – 15 (60%).

Children With low level mastering the program – 1 (4%).

Planned work:

• viewing paintings and illustrations by various artists to develop the expression of one’s feelings, emotions and aesthetic perception;
• the use of works of decorative and applied art to develop interest in beauty;
• working with parents to develop aesthetic perception in children.

Predicted result:

Distinguishes between works visual arts(painting, book graphics, folk decorative art, sculpture).

Highlights expressive means in different types art (form, color, flavor, composition).

Knows the features of visual materials.

Drawing. Creates images of objects (from nature, from an idea); story images.

Uses a variety of compositional solutions and visual materials.

Uses different colors and shades to create expressive images.

Performs patterns based on folk arts and crafts, years.

Modeling. They sculpt objects different shapes using learned techniques and methods.

Creates small plot compositions, conveying proportions, poses and movements of figures.

Creates images based on folk toys.

Application. Depicts objects and creates simple plot compositions using a variety of cutting techniques and tearing paper.

General conclusion: Analysis of the results obtained at the beginning of the school year made it possible to determine that the level of development of children in all types of children's activities is at a low level.

By introducing both modern health-saving and educational technologies into the educational process, it will be possible by the end of the year to increase the level of development of children in all types of children's activities.

Pedagogical monitoring for senior preschool age

The monitoring system contains 5 educational areas corresponding to the Federal State educational standard preschool education, order of the Ministry of Education and Science No. 1155 of October 17, 2013: “Social and communicative development”, “Cognitive development”, “Speech development”, “Artistic and aesthetic development”, “Physical development”, which allows for a comprehensive assessment of the quality educational activities in a group and, if necessary, individualize it to achieve a sufficient level of mastery by each child of the content of the educational program of the institution.

Assessment of the pedagogical process is related to the level of mastery of each child with the necessary skills and abilities in educational areas:

1. point – the child cannot complete all assessment parameters and does not accept adult help,
2. points – the child, with the help of an adult, performs some assessment parameters,
3. points – the child independently performs all assessment parameters independently.

Pedagogical diagnostic tables are filled out twice a year, unless otherwise provided by the educational organization, - at the beginning and end of the school year (it is better to use pens of different colors), to carry out comparative analysis. The technology for working with tables is simple and includes 2 stages.

Stage 1. Opposite the surname and first name of each child, points are entered in each cell of the specified parameter, from which the final indicator for each child is then calculated (average value = add all points (on a line) and divide by the number of parameters, rounded to tenths). This indicator is necessary for writing characteristics for a specific child and conducting individual accounting of intermediate results of mastering the educational program.

Stage 2. When all children have passed the diagnostics, then the final indicator for the group is calculated (average value = add up all scores (in a column) and divide by the number of parameters, round to tenths. This indicator is necessary to describe group-wide trends

(in compensatory groups - to prepare for a group medical, psychological and pedagogical meeting), as well as to keep records of group-wide intermediate results of mastering the general education program.

A two-stage monitoring system allows you to quickly find inaccuracies in the structure of the pedagogical process in the group and identify children with developmental problems. This allows us to timely develop individual educational routes for children and promptly provide psychological and methodological support to teachers. Standard development options can be considered an average value for each child or a group-wide development parameter greater than 3.8. The same parameters in the range of average values ​​from 2.3 to 3.7 can be considered indicators of problems in the development of a child of social or organic origin, as well as minor difficulties in organizing the pedagogical process in a group. Average values ​​less than 2.2 will indicate a pronounced discrepancy between the child’s development and age, as well as the need to adjust the pedagogical process in the group according to this parameter. educational field(The indicated intervals of average values ​​are advisory in nature, since they were obtained using psychometric procedures used in psychological and pedagogical research, and will be updated as the results of monitoring children of this age become available.)

The presence of mathematical processing of the results of pedagogical diagnostics of the educational process optimizes the storage and comparison of the results of each child and allows timely optimization of the pedagogical process in a group of children in an educational organization.

Pedagogical diagnostic tools are a description of those problematic situations, questions, instructions, and observation situations that you use to determine the child’s level of development of one or another assessment parameter. It should be noted that often during the period of pedagogical diagnostics, these situations, questions and instructions may be repeated in order to clarify the quality of the assessed parameter. This is possible when a child has been absent from the group for a long time or when there are discrepancies in the assessment of a certain parameter between teachers working with this group of children. Music and physical education leaders, additional education teachers take part in the discussion of the achievements of the children in the group, but develop their own diagnostic criteria in accordance with their job description and the focus of educational activities.

It is important to note that each parameter of pedagogical assessment can be diagnosed by several methods in order to achieve a certain accuracy. Also, one problem situation can be aimed at assessing several parameters, including from different educational areas.

Basic diagnostic methods teacher of an educational organization:

• observation
• problematic (diagnostic) situation
• conversation

Forms of pedagogical diagnostics:

• individual
• subgroup
• group

Please note that the diagnosed parameters can be expanded / reduced in accordance with the needs of a particular institution, therefore the description of pedagogical diagnostic tools in different educational organizations will be different. This is explained by the different content of the educational environment of the institution, the different contingent of students, and the different priority areas of the educational activities of a particular organization.

Examples of descriptions of tools for educational areas

Educational field “Social and communicative development”

1. Tries to follow the rules of behavior in public places, when communicating with adults and peers, and in nature.

Methods: observation in everyday life and in organized activities, problematic situation.

Form:individual, subgroup, group.

Exercise: record the child’s behavior and communication style during walks and independent activities.

Material: toys Ant and Squirrel, model of a forest with an anthill and a tree with a hollow.

Exercise: “Invite Ant to visit Squirrel”

1. Can give a moral assessment of his own and others’ actions/actions.

Methods: conversation, problem situation.

Material: a quarrel between children.

Form: subgroup.

Exercise: “What happened to you, why did you quarrel?” How do you feel? Why are you angry? Why is he crying?

1. Has preference in play, choice of types of work and creativity. Methods: observation (repeatedly).

Material: necessary materials for work on the site, in a corner of nature, in a game room, materials for drawing, modeling, appliqué, design, various board and printed games.

Form:individual, group.

Exercise: “Choose what you would like to do now”

Educational field "Cognitive development"

1. Knows his first and last name, residential address, first and last names of his parents, and their profession.

Methods: conversation.

Form:individual.

Exercise: “Please tell me what is your name? What is your last name? Where do you live? On which street? What is the name of dad/mom? What do they do?"

1. Distinguishes between circle, square, triangle, rectangle, oval. Correlates three-dimensional and planar figures.

Methods: problematic situation.

Material: circle, square, triangle, rectangle, oval of the same color and different sizes, ball, cylinder, cube of different sizes.Form:

Exercise: “Find what fits what in shape”

Educational field "Speech development"

1. Maintains a conversation, expresses his point of view, agreement/disagreement, uses all parts of speech. Matches adjectives to nouns and knows how to select synonyms. Methods:

Material: plot picture “Children in the sandbox”, the situation of children answering questions from an adult.

Form:individual, subgroup.

Exercise: "What are the children doing? How do you think a child wearing a striped cap feels? I think he's happy. Why do you think so? How can you tell about him what he is like?”

Educational field “Artistic and aesthetic development”

1. Holds scissors correctly and uses a variety of cutting techniques.

Methods: problem situation, observation.

Material: scissors, sheets of paper with drawn outlines.

Form of conduct Exercise: “Cut it out the way it’s drawn.”

Educational field "Physical development"

1. Can throw objects with his right and left hands at a vertical and horizontal target, hits and catches the ball.

Methods: problematic situation, observation in everyday life and organized activities.

Material: ball, basket, post – goal.

Form of conduct: individual, subgroup.

Exercise: “Hit the ball with your right hand, then with your left hand. Now let's try to get into the stance - the goal. Now we play the game “Catch the ball and hit it.”