The level of development of integrative qualities

Physical development

Curiosity, activity

Emotionality, responsiveness

Mastering the means of communication and ways of interacting with peers

Ability to manage one's behavior and plan actions

Ability to solve intellectual and personal problems

Idea of ​​oneself, family, society, state, world and nature

Mastering the prerequisites for learning activities

Final result

Evaluation of the level of development:

1 point - most of the components are underdeveloped;

2 points - individual components are not developed;

3 points - corresponds to age;

4 points - high

The same diagnostic methods are used to monitor child development.

Traditionally, the result of the educational process is understood as the level of development of the child, reflecting increments in the physical, personal, intellectual, social development of pupils; child's readiness for school.

To control the quality and effectiveness of the educational process, track the dynamics of the development of the pupil and his educational achievements, a special procedure is needed - monitoring.

The concept of "monitoring" in relation to the field of education means a system for organizing, collecting, storing, processing and disseminating information about the activities of the educational system. Such a system provides continuous monitoring of the state of the pedagogical system and forecasting its development.

The essence of monitoring procedures is the continuity of monitoring the state of the educational system or its elements. The object of pedagogical monitoring is the results of education and the process of achieving them.

Monitoring, along with quality control and effectiveness of the educational process, involves an analysis of the causes of the identified discrepancies between the quality of the organization of the educational process and its structural elements (the level of mental and physical health of children, the nature of children's activities and the quality of the developing subject environment, the behavior of children and their relationships with each other, the attitude of the pupil to oneself and the level of formation of personal qualities, etc.); is aimed at finding ways to overcome them, making appropriate adjustments.

Purpose of monitoring in a preschool educational institution (organization) - identifying and assessing the level of a child's achievements in social-personal, cognitive-speech, artistic-aesthetic and physical development according to the declared performance indicators (integrative personality traits, starting readiness to study at school) of the main general educational program of the preschool educational institution; tracking the dynamics of the development of these qualities and the implementation on this basis of the psychological and pedagogical support of the child in the educational process of the preschool educational institution.

Monitoring tasks: identification of the current level of development of the integrative qualities of the child's personality at each age stage, determination of the level of initial readiness for learning at the senior preschool age, identification of the level of mastering the content of the program; identifying the personal achievements of the child in the process of mastering the main general educational program of the preschool educational institution, developing an individual program for the psychological and pedagogical support of the child in accordance with the data obtained, implementing effective feedback in the system "supervisor - teacher - parent - child" to take adequate measures to regulate and predict development, improvement of the educational process.

In the federal state requirements for the structure of the main general educational program of preschool education, it is noted that the system for monitoring the achievement by children of the planned results of mastering the Program should provide an integrated approach to assessing intermediate and final results.

In connection with this requirement, with the help of monitoring in a preschool educational institution (organization), the following is studied:

- the quality of performance results (personal, physical and intellectual qualities of the child; the degree of mastering the educational program and educational achievements; the degree of readiness for schooling; satisfaction of different consumer groups with the activities of the educational institution);

- the quality of the educational process (the quality of educational activities carried out in the process of organizing children's activities; organizing independent activities of children; interaction with the family;

- the quality of the conditions for the activity of an educational institution: personnel potential, developing environment, etc.

Monitoring is carried out by an analytical and diagnostic group of a preschool educational institution (organization), which includes: deputy head of educational work, educators, a psychologist, a speech therapist, a music director, a physical education instructor, a specialist in fine arts, a medical employee.

The subjects of psychological and pedagogical monitoring are educators; specialists of a preschool educational institution (speech therapist teacher, educational psychologist, music director, physical education instructor); parents.

Technological aspects of monitoring the personal development of preschool children

Three types of monitoring are used in the educational process:

- current, in the process of which the dynamics of the development of integrative personal qualities is monitored (current psychological and pedagogical diagnostics is carried out by the teacher of the group daily, according to the studied program material and the development of activities, according to age);

- intermediate, including tracking the current level of development of the integrative qualities of the child's personality, at each age stage. Moreover, the intermediate complex psychological and pedagogical diagnostics of child development is carried out once a year (May), at the end of each age period of 3, 4 years, 5, 6, 7 years;

- final, involving the determination of the final assessment of the level of development of the integrative qualities of the child's personality at the end of each age period, as well as the starting readiness of the child for school.

Examination of children of senior preschool age should be carried out in October, May of the current year and October, March before the child enters school.

The procedure of psychological and pedagogical assessment involves a two-level approach to the organization of monitoring.

First level the use of low-formalized methods used by the educator, the main of which is purposeful observation.

Second level - highly formalized methods used by specialists (tests, questionnaires, projective methods, etc.)

The final monitoring involves the use of multi-level methods, that is, a comprehensive system for assessing the level of development of the integrative qualities of the personality of children and starting readiness for school, etc. For example, studying and tracking the dynamics of the social and personal development of preschool children is carried out using the following methods:

- survey (conversation, interview);

- observation (included and not included, open and hidden, direct and indirect);

- natural, psychological-pedagogical and laboratory experiment;

- problem situations;

- the method of expert assessments in the ranking of personal qualities;

- sociometry;

- analysis of products of children's activities;

- projective methods (unfinished sentences, text interpretation, drawing tests);

- game tasks.

Forms of fixing the results of monitoring can be: a notebook of individual meetings; "health portfolio"; diagnostic cards, analytical sheets; maps of children's readiness for school, etc.

It is advisable to organize pedagogical monitoring in stages:

- organizational and preparatory, during which the creation of a program and the development of a procedure for psychological and pedagogical monitoring to identify the effective indicators of mastering the educational program take place;

- diagnostic, during which diagnostic information is collected;

- analytical and prognostic, including the formulation of a pedagogical diagnosis, the determination of the goals and content of work with the pupil, the development of psychological and pedagogical support for the child;

- correctional and educational, ensuring the implementation of programs, their current correction, tracking the dynamics of the child's development;

- results-analytical, aimed at identifying the effectiveness of the results of monitoring procedures, improving their organization and quality (correction of the monitoring procedure).

The result of psychological and pedagogical monitoring will be a comprehensive assessment of the formation of the integrative qualities of the individual in accordance with age and development of the main general educational program of the preschool educational institution, starting opportunities for school readiness.

The federal state requirements for the main general educational program of preschool education offer a list of integrative qualities of the child's personality, which he can acquire in the process of familiarization with different types of culture, internalization of cultural values ​​and cultural creativity:

- physically developed, having mastered the basic cultural and hygienic skills;

- inquisitive, active;

- emotionally responsive;

- mastered the means of communication and ways of interacting with adults and peers;

- able to manage their behavior and plan their actions on the basis of primary value ideas, observing elementary generally accepted norms and rules of behavior;

- able to solve intellectual and personal tasks (problems), adequate to age;

- having primary ideas about himself, family, society, state, world and nature;

- who has mastered the universal prerequisites for learning activities: the ability to work according to the rule and according to the model, listen to an adult and follow his instructions, etc.

Exemplary general education programs containing an invariant component of the standard of preschool education are focused on obtaining, as educational results, those qualities that are defined in federal requirements. At the same time, each of them offers different options for describing the organizational and methodological aspects of monitoring in kindergarten (development and use of express diagnostics, complex diagnostic tasks, timing and frequency of monitoring in different age groups, options for the participation of specialists in studying the achievements of children and etc.)

Example: Invariant component of monitoring

The use of monitoring in the educational process of a preschool educational institution allows:

- ensure continuous (rather than episodic, as in the usual practice of control) collection of information about the object of control;

- makes it possible to study the object according to the same criteria in order to identify the dynamics of changes;

-provides compactness, minimality of measuring procedures and optimality of their inclusion in the educational process.

Preschool education as an educational process.

Basic concepts: pedagogical process, essence, structure and main components, integrity of the pedagogical process, subject-subject interaction - the basis for constructing the pedagogical process, the originality of the organization of the pedagogical process, planning.

In preschool pedagogy, the pedagogical process is viewed as a purposeful, meaningfully rich and organized interaction between adults and children. The pedagogical process is a certain system, the components of which are the content, means, methods, forms of interaction between adults and children (B.T. Likhachev). The word “process” testifies to the length in time, and the word “pedagogical” - to the focus on transforming the personality of a person (child). The pedagogical process has a goal, content, activity and result. The pedagogical process of the kindergarten as a system focused on the holistic development of the individual, his abilities and creativity. The concept of "pedagogical process" in the special literature is used in a broad and narrow sense.

The pedagogical process in a preschool institution in a broad sense is a set of all conditions, means, methods aimed at solving one global problem. For example: the pedagogical process of the preschool educational institution is aimed at the comprehensive upbringing and development of the child. In addition to the global task, the pedagogical process can also be directed to the content of some narrow specific task (moral, aesthetic education). Various methods, means, forms of organization help the teacher to solve these problems. The specific tasks of the pedagogical process are interrelated, implemented and solved against the background of other tasks of upbringing and development of the individual, since the pedagogical process has integrity, commonality and unity.

The pedagogical process has three stages: preparatory, main and final (IP Podlasy). At the preparatory stage of the pedagogical process, the goal and specific tasks are determined, methods of influence are planned and selected, taking into account the main task, the age of the children and the concept of education (at the present stage, this is the concept of a student-centered approach, which implies the observance by the educator of the Declaration of the Rights of the Child). At the second (main) stage, pedagogical interaction between the child and the educator is carried out, constant operational monitoring of intermediate results is carried out. Operational control helps to detect deviations and errors in education and immediately make adjustments, make changes and additions to the implementation of the solution of educational and educational tasks. In this case, the teacher must take into account the feedback - the child's response to the impact. At the third (final) stage, the results are analyzed and the causes of shortcomings in education are determined.

The principles of constructing the pedagogical process in a preschool educational institution:

- even the age capabilities of children based on their interests;

- solution of educational and educational tasks in their unity;

- taking into account the provision on the leading activity, its change and the compensatory relationship of different types of activity in a single pedagogical process;

- the implementation of the interaction of the educator with the children under the leadership of an adult;

- showing mutual respect between the teacher and the child;

- creation of a natural relaxed environment for the development of a free creative personality;

- Observance of the Declaration of the Rights of the Child.

Education is understood as a system of education and training, which is carried out in the interests of the individual, the state and society. It also defines the general requirements for the organization of the educational process, its connection with educational programs, the principles for taking into account the psychological and pedagogical foundations of the interaction between the teacher and children, familiarizing parents with the content of the educational process in a preschool institution.

The educational process is understood as a professionally organized interaction of a teacher with children, including all elements of educational work. The concepts of “educational” and “pedagogical” processes have much in common. This is the presence of structure, components, meaning, functional orientation. Differences: the child is at the center of the educational process, and the efforts of all teachers are aimed at achieving it. The teacher is at the center of the pedagogical process. He is the organizer and leader of interactions with children, attentive to what and how children learn.

In pedagogy, the pedagogical process was considered in the works of M.A. Danilova, B.G. Likhachev, Yu.K. Babansky, I.P. Podlasogo. Common to all is the view of the pedagogical process as the interaction of its components, the identification of its integrity.

I.P. Podlasy formulated the laws of the pedagogical process:

- The pattern of dynamics (the higher the intermediate achievements of the child, the more significant the final result).

- The pattern of personality development (the level of personality development depends on heredity, educational and learning environment).

- Regularity of process control.

- The regularity of stimulation (the productivity of pedagogical work depends both on internal incentives - motives for educational activities, and on external - social, pedagogical, moral incentives).

- Patterns of the unity of sensory perception, logical comprehension and practical application of the meaningful.

- The regularity of the unity of external (pedagogical) and internal (cognitive) activities.

- Pattern of conditionality (the result is determined by the needs and capabilities of society and the individual).

B.G. Likhachev determined the criteria for the effectiveness of the pedagogical process of the school, and Sh.A. Amonashvili formulated the requirements for the pedagogical process.

The theory of preschool pedagogy is characterized by the study of certain aspects of the pedagogical process: teaching preschoolers, developing the game (A.P. Usova, D.V. Mendzheritskaya); development of independence and activity of the child (G.N. Godina); planning as the basis of the pedagogical process (T.S. Komarova, N.B. Mchedlidze, V.V. Kondratova).

The concept of preschool education orients teachers towards the implementation of an individually differentiated approach to children in different age groups, the possibility of building different differentiated educational routes.

In the history of domestic preschool pedagogy, there were several options for building the pedagogical process: in the 1920s–1930s. the pedagogical process was built on the basis of organizing moments. The whole life of children at certain intervals was concentrated around organizing moments.

Each organizing moment included a certain section of the program: social and political education, labor, natural history, physical education, mathematics, music, fine arts. During the training, the teacher revealed the content of each section and offered specific forms of work. The positive side of organizing moments is the long-term concentration of the child on certain cognitive material; he formed the skills of social behavior, worldview. Disadvantages - formalism in holding organizing moments and overorganization of children.

Later, other forms of constructing the pedagogical process were identified: thematic and complex. The essence of the thematic form is that the selected topic was the main core of the pedagogical process. The content of the topic was revealed in several lessons. The topic could include other activities related to it in content. The theme could be repeated during the academic year, and the entire educational process should not have been subject to it. The content of the topic could be one of the sections of the program, while other sections were studied in parallel. (N.V. Boychenko in the pedagogical process of the middle group of the kindergarten, thematic planning was used in order to develop plot-role-playing games on everyday topics).

At the heart of the complex construction of the pedagogical process is the need to establish a logical relationship between different sections of the program. The complex could include several different, but similar in content themes or various types of children's activities. Thematic and integrated approaches to the construction of the pedagogical process are aimed at grouping educational influences, the desire to give them in a concentrated, purposeful manner. However, the principle of concentration cannot be applied to all content at once, and then some of its aspects become secondary, and the teacher's attention to their development is reduced. Violated the versatile development of the individual.

The modern approach to this problem is the organization of the pedagogical process based on the allocation of dominant educational goals. Educational task is the leading goal. Its content is dictated by the peculiarities of the development of children at a certain age stage and the specific tasks of education. The dominant goal determines the relationship and hierarchy of upbringing and educational tasks. The versatility of content and forms makes it possible to develop a variety of interests and abilities of children, and a single motivation is to direct this development into a common, pedagogically valuable direction. A feature of this construction of the pedagogical process is that the dependence between different types of activity is changing. To the fore come, changing, various types of activities that are most optimal for the realization of the dominant goal. For example: for older preschoolers, the main goal is joint activities and the development of friendly relationships in the game, work, organized on the principle of jointness. Then other activities play a supporting role. Classes, independent individual artistic activities, holidays, etc. act as accompanying activities.

Components of the pedagogical process: target, content, organizational and methodological, analytical and effective.

With the publication of the Concept of preschool education, the problem of the pedagogical process again becomes relevant. At the heart of N.Ya. Mikhailenko and N.K. Korotkova is based on the idea of ​​building a holistic pedagogical process based on the types of interaction between an adult and children.

There are three blocks, each of which has its own specifics:

block 1 - regulated activities in the form of specially organized classes;

block 2 - joint activities of the educator with children;

block 3 - free activities of children.

The core of the pedagogical process is its content, which is determined by the educational standard and implemented through the educational program. Content is the most dynamic component of the pedagogical process. The content of the pedagogical process corresponds to the age of the children, solves the problem of standardization and regulation of the activities of the teacher, the formation of the basic foundations of the personality, self-movement, self-development of the child.

Educational programs take into account the standard, create conditions for the development of all aspects of the personality. Requirements for programs are defined in the instructional and methodological letters of the Ministry of Education of the Russian Federation.

Integrity, commonality and unity are the main characteristics of the pedagogical process. The specificity of a holistic pedagogical process is revealed when the dominant functions are singled out. The dominant function of the learning process is education, education - education, development - development. Each of these processes performs in a holistic process and related functions: upbringing performs not only an educational, but also a developing, educational function, and training is unthinkable without upbringing and development. The specificity is what methods will be chosen by the teacher to achieve the goal.

The basis of the educational process is planning. The plan is a project of pedagogical activity of all participants in the educational process. Planning is a scientifically based organization of the pedagogical process of a preschool educational institution, which gives it content, certainty, controllability.

Psychological and pedagogical research in recent years has shown that in planning it is not so much the teacher's knowledge of the age and individual characteristics of children that is of paramount importance, but the consideration of their personal characteristics and capabilities. Developing, personality-oriented interaction is understood as a reliance on the personal qualities of the child, which requires the educator: constant study and good knowledge of individual characteristics, temperament, character traits, attitudes, habits of children;

- the ability to diagnose, to know the real level of formation of personal qualities, motives and interests of children;

- timely identification and elimination of the reasons preventing the child from achieving the goal;

- combination of education with self-education;

- reliance on activity, development of initiative, amateur performance of children.

In accordance with the draft law "On Education in the Russian Federation", a federal state educational standard for preschool education is established for the system of preschool education.

Express diagnostics is aimed at identifying the main indicators of readiness for the assimilation of the program and the degree of its development. In the course of express diagnostics, it is advisable to establish the features of the development of physical qualities in children, the accumulated motor experience (mastery of basic movements), the dynamics of these indicators during the year.

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

Physical (motor) qualities are called separate qualitative aspects of a person's motor capabilities: speed, strength, flexibility, endurance and dexterity. To test the physical qualities of preschoolers, control exercises are used, which are 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.

As a test run, a 30 m run is offered. 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 clearly visible from the start line. (flag on a stand, cube) to avoid the child slowing down at the finish line. On command "Let's go, attention!" the flag is raised, and on command "March!" The child strives to reach the finish line with maximum speed. After the rest, you need to offer the child two more attempts. The result of the best of three attempts is recorded in the protocol.

Strength is the ability to overcome external resistance and counteract it through muscular tension. The manifestation of strength is provided primarily by the strength and concentration of the nervous processes that regulate the activity of the muscular apparatus. Hand strength is measured with a special hand dynamometer, leg strength with a standing dynamometer.

Speed-strength qualities

The speed-power capabilities of the shoulder girdle and leg muscles can be measured by the distance over which a child throws a stuffed ball weighing 1 kg with both hands and jumps in length from a place. This is due to the fact that jumping and throwing a stuffed ball require not only significant muscle effort, but also speed of movement. Throwing a stuffed ball weighing 1 kg is carried out in a way from behind the head with two hands. The child makes 2-3 throws; the best result is fixed Long jump from a place, for jumping you need to put a mat and make markings along it. To increase the activity and interest of children, it is advisable at a certain distance (slightly below the average result of the children of the group) place three flags and invite the child to jump to the furthest of them. 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, the best attempt is recorded.

Agility

Agility is the ability to quickly master new movements (ability to learn quickly), quickly and accurately reorganize their actions in accordance with the requirements of a suddenly changing environment. The development of dexterity occurs under the condition of the 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 for which the 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 break for rest between them; to increase interest and effectiveness of actions, the task is best performed in a competitive environment. Preschoolers 3-7 years old also perform with interest another, more difficult task, which is called "Obstacle Course" . This task includes: running on the gymnastic bench (length 5 m); rolling the ball between objects (6 items) spread out at a distance of 50 cm from each other (skittles, stuffed balls, cubes, etc.); crawling under the arc (height 40 cm). Each child is given three attempts, the best result is counted. To assess dexterity in older preschoolers, three exercises of increased coordination complexity are used - UPKS-1, UPKS-2, UPKS-3.

After three shows, the child is asked to repeat the exercise. Performance is evaluated on a five-point system. Each child is given three attempts. For the correct execution on the first attempt, "5" , from the second - "4" , with 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 evaluated in a similar way, but already according to a four-point system. UPKS-1

1. - left hand to the shoulder;
2. - right hand to the shoulder;
3. - left hand up;
4. - right hand up;
5. - left hand to the shoulder;
6. - right hand to the 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 on the basis of muscle sensations without turning on the visual analyzer, i.p. - o.s.

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

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

Endurance.

Endurance is the ability to resist fatigue in any activity. Endurance is determined by the functional stability of the nerve centers, the 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 passed if the child runs the entire distance without stopping.

Flexibility

Flexibility - morphological and functional properties of the musculoskeletal system, which determine the degree of mobility of its links. Flexibility characterizes the elasticity of muscles and ligaments. Flexibility is assessed using the exercise: leaning 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 inclination, 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 a sign "minus" . When performing the exercise, the legs at the knees should not bend.

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

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

EVALUATION OF MASTERING OF THE BASIC MOVEMENTS IN PRESCHOOL CHILDREN (STUDYING THE MOTOR EXPERIENCE OF CHILDREN)

Along with the features of the development of physical qualities, it is important to evaluate the existing motor experience, represented by the main movements, and the quality of various tasks. The criteria for assessing the main movements depend on the age of the child, up to three years a fairly simple assessment can be applied - "can" , "can not" . In the future, preference should be given to a more accurate system for 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 "well" - when performing the test, one mistake was made that 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 given model

(3 points);

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

V "bad" - the child does not attempt to complete the test, 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 the children of 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 the results.

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

Walking normal

Younger age. 1. Direct relaxed position of the torso and head. 2. Free hand movements (not yet rhythmic and energetic). 3. Coordinated movements of the arms and legs. 4. Approximate observance of the direction based on landmarks. Average age. 1. Direct relaxed position of the torso and head. 2. Free hand movements from the shoulder. 3. The step is rhythmic, but not yet stable and heavy. 4. Compliance with the direction based on landmarks and without them.

Senior 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. A pronounced roll from heel to toe, a slight turn of the feet. 5. Active extension and flexion of the legs in the knee joints (low amplitude). 6. Compliance with various directions and the ability to change them.

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

Younger age. Running for speed. 1. The trunk is straight or slightly inclined forward. 2. Pronounced moment "flight" . 3. Free hand movements. 4. Compliance with the direction based on landmarks.

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

Senior age. Running for speed. 1. Slight torso tilt, head straight. 2. Arms half-bent, vigorously drawn back, slightly lowering, then forward inward. 3. Rapid hip extension of the fly leg (at an angle of approximately bo_800). 4. Lowering the push leg from the toe with pronounced straightening in the joints. 5. Straightness, rhythm of running.

Slow run. 1. Trunk almost vertical. 2. Bending the legs with a small amplitude, the step is short, setting the foot - from the heel. 3. the movement of bent arms is free, with a small amplitude, the hands are relaxed. 4. Steady rhythm of movements.

The method of examining the run, before checking the movements, the teacher marks the treadmill: the length is at least 40 m, there should 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 stand, ribbon, etc.). The teacher introduces the children to the teams ("On your marks!" , "Attention!" , "March!" ) , task execution rules (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 that increases the interest and mobilizes the strength of children, two attempts are given with an interval for rest of 2-3 minutes, the best result is recorded.

Standing long jump

Younger age. 1. Starting position: a slight squat on slightly apart legs. 2. Push: take off with both feet at the same time. 3. Flight: legs slightly bent, arms free. 4. Landing: softly, simultaneously on two legs.

Average age. 1. I.P.: a) the legs are parallel, the width of the foot; b) semi-squat with torso tilt; c) hands are slightly pushed back. 2. Push:

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

Senior age. 1. I.P.: a) the legs are parallel to the width of the foot, the body is tilted forward; b) hands are freely moved back. 2. Push: a) with both legs at the same time (up forward); b) straightening the legs; c) a sharp swing of the arms forward up. 3. Flight: a) body bent, head forward; b) the removal of bent legs forward; c) moving the arms forward up. 4. Landing: a) simultaneously on both legs extended forward, with the transition from the heel to the entire foot;

b) the knees are half-bent, the torso is slightly inclined; c) hands move freely forward - to the sides; d) maintaining balance when landing.

Deep jump (jumping off)

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

Average age. 1. I.P.: a) the legs are 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 up. 3. Flight: a) legs are almost straight; b) hands up. 4. Landing: a) simultaneously on both legs, from the toe with the transition to the entire foot; b) hands forward - to the sides.

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

Running long jump

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

High jump with a running start by bending your legs

Senior age. 1. I.P.: a) run with acceleration on the last steps; b) energetic work of arms half-bent at the elbows. 2. Push: a) straightening the push leg with a sharp extension forward upwards of the flywheel; b) torso tilt forward; c) a strong swing of the arms up. 3. Flight: a) pulling up the push leg to the fly leg, tucking; b) arms forward up. 4. Landing: a) simultaneously on both half-bent legs with the transition from the toe to the entire foot; b) the body is tilted forward; c) hands move freely forward; d) maintaining balance when landing (step forward - sideways).

Jumping technique. In the hall, it is necessary to prepare racks for high jumps, a rubber track and clearly indicate the place of repulsion. On the site, you should first prepare a pit for jumping: loosen the sand, indicate the place of repulsion, etc. The height increases gradually (by 5 cm). Each child is given three attempts in a row, the best result is recorded. Before evaluating difficult types of jumps (in length and in height with a running start) 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 save the direction of the object's flight).

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

Senior 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 weight of the body to it, the left to the toe; b) at the same time unbending the right arm, sweep it down backwards - to the side; c) transferring body weight to the left leg, turning the chest in the direction of the throw, right elbow up, back arched - "stretched bow position" . 3. Throw: a) while continuing to transfer the weight of the body to the left leg, sharply straighten the right arm with the object; b) with a whipping movement of the brush, throw the object into the distance upwards; c) maintain the given direction of flight of the object. 4. Final part: step forward (or stick 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 .: half-turned to the target, feet shoulder-width apart, right arm extended forward (aiming). 2. Swing: a) turning towards the target, tilting the torso forward, throwing with force; b) hitting the target.

Senior age. 1. I.P.: a) half-turned stance to the target, feet shoulder-width apart; b) right hand extended forward (aiming), the left one is freely lowered down. 2. Swing: a) transferring the weight of the body to the right leg, left to the toe; b) simultaneously raise the right hand up. 3. Throw: a) turning towards the target, transferring the weight of the body to the left leg, right to the toe; b) a sharp movement of the right hand down, at the same time whipping movement of the brush; c) hit the target. 4. Final part: step forward or put the 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 arm 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 arm from the shoulder; b) hitting the target. 4. Final part: maintaining balance.

Senior 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, the left on the toe; 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) transfer of body weight to the left leg; b) a sharp movement of the arm forward from the shoulder; c) hit the target. 4. Final part: maintaining balance.

Throwing examination technique. Throwing into the distance is carried out on the court

(length not less than 10-20 m, width 5 m), which should be marked in advance by meters with flags or numbers. Bags or balls are convenient to put in buckets (boxes) for every child. The teacher clarifies the order of the task: on command, throw the bag (ball) in a certain direction, then on command to collect the bags (balls). Throwing at the target is carried out individually, each child is also given three attempts with each hand.

Climbing on the gymnastic wall

Younger age. 1. Strong grip with hands. Alternate interception of the hands of the rail. 2. Alternating step. 3. Active, confident movements.

Average age. 1. Simultaneous placement of the hand and foot on the rail. 2. Rhythm of movements.

Senior age. Same and different ways. 1. Same name (or different name) hand and foot coordination. 2. Simultaneous placement of the hand and foot on the rail. 3. Rhythm of movements.

Rope climbing in three steps>

Senior age. I.P .: hanging on straight arms on a rope. First technique: bend your legs, grab the rope with your feet. Second technique: straighten your legs, bend your arms. The third technique: alternately intercepting the rope with your hands above your head. Climbing survey technique. Checking movements is carried out individually. It is necessary to place 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. According to the results of the analysis of diagnostics (express diagnostics), and better - its expanded version, the teacher clarifies for the children of his group the goals and objectives of physical education, plans the content and the most effective forms, methods of working with children.

DETAILED OPTION OF DIAGNOSIS IN THE EDUCATIONAL FIELD "PHYSICAL CULTURE"

A detailed version of the diagnostics includes the content of the express diagnostics presented above, aimed at identifying the main indicators of readiness for the assimilation of the program and the quality of its development by children (development of physical qualities in children, features of the accumulated motor experience: mastering the basic movements, the dynamics of these indicators during the year), a more detailed study of the characteristics of health, physical development of children, manifestations of the need for motor activity and physical improvement, as well as the development of the position of the subject of motor activity by the child.

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 the state of health, and medical contraindications. The study of the features of physical development, the state of the functional systems of the body, and the adaptive resource deserves special attention.

The proposed diagnostic tasks are available, do not require additional special training of educators and allow you to get statistically significant, reliable results.

METHODS FOR STUDYING THE PHYSICAL DEVELOPMENT OF CHILDREN

Physical development is a set of morphological and functional features that make it possible to determine the stock of 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 due by 20%, consultation of an endocrinologist is necessary. body length (growth) in preschoolers, it serves as one of the criteria for somatic maturity, and is also the basis for the correct assessment of body weight and chest circumference. It is known that the intensity of the increase in body length and its final dimensions are genetically determined. In this regard, knowing the height of the child's parents, you 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 the compliance of growth with age norms, you can also use the following formulas.

Boy height = (b x age) + 77.

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

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

see in the table "Age and sex indicators of the development of motor qualities in children of preschool age" ). Body weight reflects the degree of development of the bone and muscle systems (internal organs, subcutaneous fat) and depends both on the genetic predetermination that determines the constitutional features of the child, and on environmental factors (including 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 table results.

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

Delay or absence of growth in somatic body dimensions, and most of all, negative shifts in body weight indicate unfavorable changes in physical development and require measures, in particular, the rationalization of the child's motor regimen.

METHOD FOR DETERMINING THE LEVEL OF MOTOR ACTIVITY OF A CHILD

Motor activity is the satisfied need of the body for movement. It is the most important condition for the normal development of the 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 the corresponding changes in the body. It varies greatly depending on the characteristics of the physical education of children, on the level of their motor fitness, on the conditions of their life. The development of motor skills, physical qualities, state of health, working capacity, successful assimilation of material in various subjects, and finally, the mood and longevity of a person largely depend on motor activity. Under the influence of motor activity in preschoolers, the activity of the cardiovascular and respiratory systems, the circulatory apparatus improves, and the functional capabilities of the body increase. The relationship between the motor rhythm and mental performance, school maturity of the child was also revealed.

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

INDICATORS OF THE NEED OF THE ORGANISM OF A PRESCHOOL CHILD IN MOVEMENT

The natural need of the body for movement for preschoolers is on average from 10 to 15 thousand steps (locomotion) per day. In children 3-4 years old, physical 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 The child's activity varies with the season: in winter it decreases, and in summer it increases by about 30% compared to the average values.

Motor activity can be measured using a pedometer, which is attached to the belt, chest or shoulder blade of the child, motor activity is measured in locomotion or steps. With the help of a pedometer, you can get objective information on the child's motor activity in any regime period:

physical education, morning exercises, walking, independent motor activity.

You can also measure the level of motor activity by timing. For a certain time period, the time of the passive state of the child is fixed (sitting, running, jumping, etc.). Monitoring is carried out for one child or several children at the same time. Then the percentage of the active and passive state of the child 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, then you can attribute him to one of the three groups according to motor activity.

Children with normal/average physical activity. This degree 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, they rarely get sick, they learn the material well in kindergarten and then do well at school.

Children with low physical activity. Many of them are characterized by increased body weight and various deviations in the state of health. Overweight children is an additional burden and affects the functional state of the organs and systems of the child's body. Increased weight reduces efficiency, complicates the course of many diseases, and shortens a person's life expectancy. Obese children lag behind their peers in physical, sexual development, and have poor command of movements. They have a calmer motor behavior, but this should not be regarded positively. The fact is that resistance to fatigue caused by mental work is carried out in children due to movements. A decrease in the number of movements in obese children under conditions of mental fatigue indicates the imperfection of self-regulation processes. Increased weight negatively affects the development of the psyche. As a rule, the child is sedentary, obese, poorly masters the necessary movements. Such children are usually ignored by their peers, especially in games, and they are aware of themselves to some extent inferior. They develop such undesirable traits as isolation, indecision and even envy of children who are good at movement.

Children with high physical activity (motor kids). Large physical activity, like small, 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 that these children get on walks, they return sweaty, with damp underwear; as a result, the heat transfer of the body increases, hypothermia of the body occurs and, as a result, a disease. Due to the high motor activity, children in this group are often physically overtired, and this in turn leads to mental fatigue.

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

METHODS FOR STUDYING DIFFERENT MANIFESTATIONS IN PRESCHOOL CHILDREN POSITIONS OF THE SUBJECT OF ACTIVITY WHEN PERFORMING PHYSICAL EXERCISES

METHODOLOGY FOR STUDYING THE INTEREST OF PRESCHOOL CHILDREN IN PHYSICAL EXERCISES

Interest is a conscious selective positive attitude of a person towards something that encourages him to be active in order to know the object of interest. In this regard, interest is distinguished by emotional and cognitive (informative) Components. At preschool age, the emotional component of interest is more important. Features of interest in physical exercises are revealed in the course of pedagogical observation of the independent motor activity of children, conversations with them.

Indicators of the manifestation of interest in physical exercises in children of middle and older preschool ages. 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 performance - 3 points;

b) asks superficial questions, not 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 types of physical exercises (6-7 exercises)- 3 points;

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

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

Motivation.

a) consciously shows interest in doing physical exercises, can explain why they like the exercise, why do it - 3 points;

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

c) cannot explain why it is necessary to perform 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 large breadth of interests, he 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 AIDS AND MOTOR TOYS

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

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

Methodology. Observation of children in motor activities in daily life in a group. The following is recorded in the observation map.

• Toys and physical education aids most often used by children in motor activities.
• Movements preferred by children, causing them the greatest interest.

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

Questions for monitoring the performance of various physical exercises by children in independent motor activity in a group and on a walk, as well as during physical education classes, physical culture pauses between classes, physical culture leisure (entertainment).

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

activities?

One child.

• Pair of children (compound).
• group of children (compound). At the same time, during the observation of children, it is established: l / As they agree among themselves.
• Allocate ends and means.
• What collaborative subject survey strategies are used
• Features of the need-motivational basis of the research behavior of children.

a) shows (yut) whether and in what way it manifests itself:

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

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

c) Do the motives associated with the orientation of the subject to acquire new motor experience (which ones)?

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

e) Does the child attract motives "novelties" in a literal and relative sense, such as performing familiar movements in a new situation, with new objects, or new movements with familiar objects? What exactly does this manifest itself in? (Note. A vivid manifestation of the motive of novelty is the reaction of surprise on the part of the child).

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

g) Show interest in situations "cognitive conflict" while exercising? How is it shown?

h) What does the child prefer:

• "disinterested" , free study (arising from the initiative of a child or an adult),
• l/ problem research; l/ educational research;
• spontaneous research.

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

• Establishment of characteristics, properties of surrounding objects.
• other (what exactly?).

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

• Own body, its capabilities (What does it show?).
• The norm and not the norm in movements.
• other children (What does it show?).
• adults (What does it show?) (whether they test various forms of their behavior on adults, etc.).
• Engine Items (which, in what way it manifests itself?).
• Physical education benefits (which, in what way it manifests itself?).
• What are the objects according to the degree of danger (dangerous and safe) (which, in what way it manifests itself?).

The relation of objects to the exploratory behavior directed at them: neutral, stimulating exploratory behavior (toys, manuals, other) unfriendly to exploratory behavior. What is manifested?

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 mental means:

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

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

6. The originality of the process of research behavior:

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

Cognitive:

Identification issues (What is it? Who is it?);

Questions about the facts and properties of the objects with which he exercises;

Questions of explanation and argumentation (how exactly does it show up?).

Socio-communicative:

Questions about intentions and activities (What are you going to do now?);

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

Questions of confirmation and seeking help; specifically what is asked when performing physical exercises;

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

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

7. What are the conditions for the exploratory behavior of children 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 the child's exploratory behavior (children)? New information about objects targeted by exploratory behavior (direct product).

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

Acquisition of knowledge about the research activity itself: about the possibilities and goals of research, about the arsenal of possible means, about methods and strategies, their comparative effectiveness in different situations, about the results of those that can be expected, etc. Cognitive, personal development (does motivational regulation change, is there a transition to a qualitatively new level of goal formation, does it begin to use qualitatively new effective strategies, that is, the development of the child as a subject as a whole, which outwardly manifests itself in his ability to set and solve qualitatively new tasks in various, more and more new spheres).

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

1. Did you like what you were doing now (a)?
2. Why did you do it (a)?
3. Why did you like it? (didn't like it?)
4. surprised (went) do you do something while exercising? Why? You like it?
5. found out (a) is there something new? What exactly?
6. If the child acted with a specific object, then it is proposed to answer the question: what can be done with this object? What is this item "does" ?

Questions to children aimed at identifying the features 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 originality of the child's processing of incoming information - the transformation and use of knowledge.

Questions for monitoring 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 a different set of conditions?

a) With a complete set of only necessary conditions for solving the problem (what exactly?).

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

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

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

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

undefined is:

• only one component (for example, the goal, the means, the required result are known, and not only the way to achieve the result is known);
• multiple 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:

• independent setting by the child of cognitive and practical goals;
• putting forward various hypotheses and explanations; examination of various elements of the object;
• the use of a variety of methods of action; child's choice of a single variant of one or another component of cognitive activity?

3. What are the levels of difficulty "motor" situations stimulate (motivate) exploratory behavior of children, which reduce? Why?

4. Does the situation use motivation that stimulates "cognitive" conflict (tasks are offered for contradictory actions, behavior that involve going beyond the limits of the properties of the benefit object known to the child)?

5. Does he use techniques aimed at the full implementation of the structure of exploratory behavior by children (subjects and objects, needs and motives, goals, means used,

originality of the process of research behavior and its results)? What exactly? How effective are they?

What conditions are created by the teacher for the implementation of exploratory behavior by children when performing physical exercises? What is their effectiveness?

a) physical conditions that promote or hinder exploratory behaviour;

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

8. Does the results of the child's exploratory behavior mark (children), draws the attention of children to them? Namely:

• obtaining new information about the objects to which the exploratory behavior was directed (direct product);
• obtaining new information about other objects and other properties of the studied object;
• the acquisition by children of knowledge about the research activity itself: about the possibilities and goals of 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 formation, the use of qualitatively new effective strategies, the development of the child as a subject as a whole - manifestation in the ability to set and solve qualitatively new tasks in various, ever newer areas).

Questions for discussion with teachers.

1. Do you set goals in your work with children to develop 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, 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

exercise? Why?

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

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

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

Questions for the analysis of the work plan.

1. Does the work plan set tasks for the development of exploratory behavior in children when performing physical exercises?
2. Are specific situations planned to develop exploratory behavior in children when performing physical exercises? Their quality.

METHODOLOGY FOR STUDYING CREATIVE MANIFESTATIONS IN THE PERFORMANCE OF PHYSICAL EXERCISES BY OLDER PRESCHOOL CHILDREN

In the course of pedagogical observation of independent motor activity of children, the following options are established and fixed: creativity in the form of modification of familiar exercises; creativity in the form of creating combinations from familiar exercises; inventing new exercises, new rules in outdoor games.

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

METHODOLOGY FOR STUDYING MANIFESTATIONS OF INDEPENDENCE IN MOTOR ACTIVITY OF CHILDREN OF JUNIOR PRESCHOOL AGE

Indicators.

1. Interest.

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

Intermediate level - shows episodic interest in actions with objects, physical education aids.

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

2. Modes of action.

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

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

3. Result.

High level - actions with physical training aids are aimed at achieving a high quality result, in accordance with the goal, design. Average level - actions with physical education aids are aimed at achieving results, but do not fully realize the plan, 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 full forecasting, in a word indicates the upcoming development and the 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 training aids, it shows almost complete independence from an adult. Average level - in the process of motor activity with physical training aids, he shows average independence from an adult, occasional help is required.

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

6. Activity.

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

Intermediate level - shows episodic initiative activity in actions only with those subjects that arouse his interest.

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

7. Persistence.

High level - stubbornly strives for the goal, makes attempts to correct mistakes on his own, the help of an adult is an incentive to find a solution.

Intermediate level - periodically strives for the goal, tries to overcome difficulties on his own. Indirect, situational assistance from an adult is needed. Low level - tends to the goal in a short time, reaches it more often with the constant help of an adult.

8. Transferring 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 - carries out the transfer of one motor skill to new conditions.

9. Attitude towards one's independent motor activity.

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

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

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

METHODOLOGY FOR STUDYING THE MANIFESTATION OF VOLIED QUALITIES IN MOTOR ACTIVITY IN CHILDREN OF THE OLDER GROUP OF KINDERGARTEN

Purposefulness. Based on the fact that this quality is defined as the ability to subordinate their behavior to a sustainable goal, children are offered control task I 1 - "Climbing on the gymnastic bench in conditions of interference" . A large clock is placed in front of the child performing the task, on which the time until which the child must complete the task is marked. This task was completed in 1.5 minutes.

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

2 - put the left, stand on the bench.

3 - lower the right leg to the floor.

4 - attach the left to it.

The task had to be performed clearly, rhythmically, without distraction. 20 seconds after the start of the task, in front of the subject, two children begin to play with rackets and a shuttlecock. The ability of the child to subordinate his behavior to a specific goal is fixed - to perform for a long time a monotonous physical hard and uninteresting activity for him without being distracted. The execution of the task, the number of errors is fixed. 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 failed.

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

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

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 sustainable decision in a timely manner and proceed to its implementation without unnecessary delays, control task No. 3 is used. Children are invited to try to jump over the bar (obviously raised to a height that is extremely difficult to overcome (height 40 cm)). It is noted not so much the completion of the task as such, but the presence of attempts to achieve a positive result.

The results are recorded as follows: performed the jump; made an attempt, but did not finish; refused the attempt.

High level of task completion - made attempts, brought the task to the end (Jumped over an obstacle), medium 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 towards the goal, regardless of the threatening dangers, control task No. 4 is used. Children are invited to do a somersault back from the inclined surface of the slide (height 70 cm). Before the start of the test, children should be familiarized with the technique of performing a somersault back. The task is offered only to children who do not have medical exemptions. The task is difficult because it was necessary to perform a somersault not on a flat, straight surface, but on an inclined surface. To successfully complete it, children have to deal with the fear of heights, falls, this task is carried out with insurance from the teacher. It is recorded whether the child completed the somersault without hesitation; hesitated, but completed the task; refused to comply.

Completed a high level of task completion without hesitation; average level - fluctuated, but completed the task; low level - refused to execute.

Endurance and self-control. Based on the fact that this quality is defined as the ability to control oneself in any conditions, control task D 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 their hands. Participants of both teams are invited to take turns running to their basket and throwing the ball into it. In the event of a miss, the ball must be picked up and the attempt retaken. The next member of each team may start from behind the control line only after the previous member's ball is in the basket. The first team to score all the balls wins. It is not the speed and accuracy of the task that is fixed, 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; average level - crossed the line while waiting, but started on time; low level - started prematurely.

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

1 point - the child cannot complete all the proposed tasks, according to

the power of an adult does not accept;

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

the help of an adult;

4 points - the child performs independently and with partial help

adult all the proposed tasks;

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

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

Stage 1. Opposite the last name and first name of each child, points are put down in each cell of the specified parameter, according to which the final indicator for each child is then calculated (the average value can be obtained if all scores are added (by line) and divide by the number of parameters, round to tenths). This indicator is necessary for writing a characteristic for a particular child and for individual accounting of the intermediate results of mastering the general education program.

Stage 2. When all children have been diagnosed, the final indicator for the group is calculated (the average value can be obtained if all scores are added (by 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-pedagogical meeting), as well as for keeping records of group-wide intermediate results of mastering the general education program.

The two-stage monitoring system makes it possible to quickly identify children with developmental problems, as well as to determine the difficulties in implementing the program content in each specific group, that is, to quickly provide psychological and methodological support to teachers. Normative developmental 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. Mean 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, as they were obtained using the psychometric procedures used in psychological and pedagogical research, and will be refined 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 due to the qualification requirements for a modern teacher and the need to take into account the intermediate results of mastering the general educational program of preschool education by each child.

Ksenia Mukhayarova
Organization and conduct of pedagogical monitoring of the development of the educational program by children

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

The studies of 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 pedagogical monitoring.

M. M. Potashnik, A. A. Shatalov, V. V. Afanasiev, I. V. Afanas’eva, 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 causation for the purpose of assessing, controlling, forecast, warning of undesirable development trends.

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

Law on Education RF

Federal State Educational preschool standard education.

The GEF DO 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 the preschool educational institution can be carried out assessment of the individual development of children in the framework of pedagogical diagnostics(pedagogical monitoring) in order to determine the dynamics of the individual development profile of the child and optimize work with a group of children.

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

Per Absorption Efficiency Tracking No Standard There are no programs for pupils, and pedagogical diagnostics and monitoring can be carried out, and with pedagogical point of view. Each DO has its own educational program, which reflects the targets at the stage of completion of preschool education, as well as intermediate results development of 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 to a narrow circle teachers working with children. The results allow see How well did the child development of the Program, and are also used to support the child, build it educational trajectory or professional correction of the features of its development. During monitoring the physical, intellectual and personal qualities of the child are examined.

Monitoring and diagnostics - these two concepts are interconnected. For example, conducting pedagogical monitoring it is possible to apply diagnostics as a method of collecting information, that is, to include 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 pupils for all 5 educational areas: cognitive development, speech, artistic and aesthetic, physical and socio-communicative. In his pedagogical In practice, I usually use the following methods as:

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

2. Kogan test,

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

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

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

12. Diagnosis of the level of formation 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.

Related publications:

Analytical report on the results of monitoring the achievement of the results of mastering the program in the older age group Analytical information on the results of monitoring the achievement by children of the planned results of mastering the Program in the senior age group.

Analytical report on the results of monitoring the development of the educational program by children of the second younger 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 academic year.

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

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