Analytical reference
as a result of operational control
"Preparation and implementation of GCD"
In accordance with the annual work plan of the preschool educational institution "NAME" for the 2016-2017 academic year and the order of the head "On conducting operational control in senior groups" No. _____ dated ____, the senior teacher of the full name carried out operational control on the topic: "Preparation and conduct of GCD".
With the aim of identifying the effectiveness of the educator in the process of conducting GCD.
Verification period: 27.04.2017- 29.04.2017
During this period, the control was carried out:
NOD "Lepka", topic: "A bird pecks seeds from a saucer" (2nd junior-middle group), educator - full name
GCD "Development of speech", topic: Sound culture of speech: sounds "R", "R" (middle group), educator - full name
GCD "Physical culture" - topic: "Repetition of the material covered", educator - full name
The scope of control included:
Knowledge of methods and techniques
Compliance with hygiene requirements for the group room as a whole and for the working area.
Notes: The audit was of an analytical and advisory nature.
the date
control
Name of teacher, age group,
subject
GCD
Objects of control
Remarks
04.05.2017
NOD "Lepka"
theme: "A bird pecks seeds from a saucer"
(2 junior-middle group),
teacher - full name
Knowledge of the program material and the course of GCD
The organization of the educational process is carried out in accordance with the implemented main general educational program "FROM BIRTH TO SCHOOL" ed. NOT. Verax
The teacher owns the program material and monitors the progress of the GCD.
Knowledge of methods and techniques
The educator has a sufficient method of organizing and conducting the educational activities of children. The structure of educational activity is sustained. The teacher uses verbal and visual, game methods of working with children.
Readiness of visual material
A bird toy and a saucer were used as visual material.
Aesthetics of design of visual aids
Meets sanitary and hygienic requirements, safe, aesthetically designed
Handout preparedness
Handout (plasticine, stack, oilcloth) for each child.
The expediency of placing material in the training area
There are no comments.
Preparedness of workplaces / GCD venues
Complies with the requirements of SanPin
17.05.2017
NOD "Speech Development"
Topic: Sound culture of speech: sounds "R", "R"
(middle group)
teacher - full name
Knowledge of the program material and the course of GCD
The educator relies on the abstract. The structure of educational activity is sustained. When implementing the tasks set, sufficient attention is paid to the use of game techniques.
Knowledge of methods and techniques
The educator has sufficient knowledge of the methodology for organizing and conducting the educational activities of children. The following methods and techniques were used in the lesson: story, question-answer, repetition of tongue twisters, guessing riddles, reliance on the previously read story. Basically, the children were active in the lesson, followed the instructions of the teacher, showed interest in activities.
Readiness of visual material
The process of teaching children in kindergarten is built on the basis of visualization in teaching, however, there is no visual material in the lesson.
Aesthetics of design of visual aids
Is absent
Handout preparedness
Is absent
The expediency of placing material in the training area
There are no comments.
Preparedness of workplaces / GCD venues
Conforms to the requirements of SanPin.
17.05.2017
NOD "Physical culture"
Topic: "Repetition of the material covered"
preparatory group
teacher - full name
Knowledge of the program material and the course of GCD
The teacher owns the program material, monitors the progress of the GCD.
Knowledge of methods and techniques
The educator has sufficient knowledge of the methodology for organizing and conducting the educational activities of children. Maintained driving mode. During the lesson, the stages are traced: warm-up, periods of high and low activity. The teacher observes and reminds the children during the lesson about safety. In the classroom, the technique of performing exercises is worked out (balance exercise, walking with an added step on the bench). During the warm-up, the pupils are offered exercises for the muscles of the arms, legs, back. The teacher sets the warm-up rhythm, using a musical instrument - a tambourine.
Readiness of visual material
Sports equipment was used as a handout (gymnastic sticks for each child, hoops, a gymnastic bench). Equipment prepared before class starts.
Aesthetics of design of visual aids
All equipment meets sanitary and hygienic requirements, is safe, aesthetically designed.
Handout preparedness
There are no comments.
The expediency of placing material in the training area
Physical training takes place in the bedroom, due to the lack of a gym. There are no comments.
Preparedness of workplaces / GCD venues
Before the start of the lesson and at its end, the room was not ventilated. The teacher and pupils do not have a sports uniform (T-shirt, shorts, comfortable shoes).
As the analysis showed, the preschool educational institution is conducting purposeful work on the implementation of the “Basic General Education Program - “FROM BIRTH TO SCHOOL” (under the editorship of N.E. Veraksa), which is built in accordance with the age capabilities of the characteristics of pupils, the specifics and capabilities of educational areas: Social and communicative development”, “Speech development”, “Cognitive development”, “Artistic and aesthetic development”, “Physical development” The educational process in kindergarten groups is organized in accordance with the requirements of SanPiN.
Most teachers in organized forms of education have a sense of style, widely and actively use language tools (intonation, emotional shades) in their work. Skillfully model their voice (strength of voice, pitch, rate of speech, timbre of voice) to express various feelings. In working with preschool children, teachers have an idea of speech etiquette and thereby strive to develop them in aesthetic education.
From the analysis of the viewed classes, we can conclude that teachers, when implementing directly educational activities, take into account the requirements of the program, but not all teachers use demonstration and handout material at the proper level.
In the course of the control, I would like to note the ability of teachers, full name and full name, to organize children, motivate their activities and maintain interest and discipline throughout the lesson.
During the audit, the presence of demonstration material was noted, there are didactic manuals in the preschool educational institution, however, teachers do not turn to them.
I would like to note the activity of children of all age groups in the classroom: the guys willingly enter into communication with others, are active in conversation, emotional and sociable. In a conversation, they try to prove themselves, they know how to communicate with each other, with adults, ask questions, share their impressions.
Findings:
1. The organization of directly educational activities in the preschool educational institution partially complies with the requirements of the Federal State Educational Standard. Teachers more often use frontal (group) forms, and the Federal State Educational Standard for DO involves the transition to subgroup and individual forms of work.
2. Educators use a variety of methods and techniques in pedagogical activities, connection with the life and personal experience of each child, develop the ability of children to independently acquire knowledge and replenish their volume.
1. For the teacher of the middle group, full name and use visual didactic material in working with children.
2. For the teacher of the preparatory group, full name, follow the uniform at the physical education lesson (the presence of a sports uniform for both children and the teacher himself).
3. All teachers continue to creatively use and vary known methods and techniques in pedagogical activity, to direct their efforts to subgroup and individual forms of work with children.
4. For the senior educator to prepare a consultation for teachers "Organization of directly educational activities in accordance with the Federal State Educational Standard of DO."
Senior Educator _______________________
Municipal preschool educational institution
« Kindergarten No. 14 "Solnyshko", Rtishchevo, Saratov Region
Analytical report
according to the results
final monitoring
middle group children
for the 2015-2016 academic year.
Prepared by the teacher:
Ivanova Olga Sergeevna
Rtishchevo 2016
In the middle group of MDEI No. 14 "Solnyshko", Rtishchevo, Saratov Region, final monitoring was carried out to solve the following tasks:
Identification of the level of formation of knowledge, skills and abilities in: " Physical development",
"Social and communicative development", "Speech development",
"Artistic and aesthetic development", "Cognitive development", as well as identifying the level of developmentintegrative qualitiesat the time of the study;
Summarizing the results of the study, comparing the results of the final diagnosis with the diagnosis at the beginning of the year;
Tracking the dynamics of children's development;
Identification of children lagging behind in the development of the educational program, as well as the reasons for their poor progress;
Summing up the results of the 2015-2016 academic year.
Used:
the following diagnostic methods:
- surveillance,
- analysis of products of children's activities,
- didactic games,
- individual conversations,
- solution of problematic (diagnostic) situations.
forms of pedagogical diagnostics:
- individual;
- subgroup;
- group.
The payroll of the group at the beginning of the academic year was 24 students, at the end of the academic year - 22 students, 21 students took part in the monitoring, which is 95.5% of the total number of students in the group.
The results of the final monitoring of the development of sections of the program
"Childhood" (educational areas) of the middle group
For the 2015-2016 academic year.
According to the indicators identified during the diagnostic examination, it can be noted that since the beginning of the year, in the process of developmental education, there has been a significant dynamics in the development of children, namely:
An analysis of the mastering of the OO program by children of the middle group allows us to draw the following conclusion:
Top scores:
According to the NGO "Physical Development":
High level - 62%;
Medium - 38%;
Low-0%;
Children began to confidently and actively perform the basic elements of the technique of general developmental exercises, basic movements, follow the rules in outdoor games and control their implementation, independently conduct outdoor games and exercises, began to more confidently navigate in space, perceive the show as a model for independent exercise, evaluate the movements of peers and notice their mistakes.
Children have improved indicators of speed-strength qualities, coordination, general endurance;
the need for physical activity, interest in the implementation of the elementary rules of a healthy lifestyle has formed;
skills were formed to independently and correctly perform the processes of washing, washing hands; independently monitor their appearance; behave for
table during meals; dress and undress independently, take care of their
things (things for personal use).
To achieve the highest performance in the educational field
"Physical development" it is necessary to organize joint activities and independent motor activities of children to develop skills in throwing, catching, throwing; outline work on the development of a more confident and active implementation of orientation in space.
The same indicators for the NGO "Social and communicative development":
High level - 62%;
Medium - 38%;
Low - 0%.
Children successfully learned:
norms and valuesaccepted in society, including moral and ethical values;
ways of communication and interactiona child with adults and peers during educational and play activities;
learned to establish role-playing relationships, create a game environment using real objects and their substitutes for this, act in a real and imaginary game situation; enrich the themes and types of games, game actions, plots;
become more independent, emotionally responsive;
began to show interest in game experimentation;
more clearly they began to follow the game rules in didactic, mobile, developing games; they formed a willingness to work together with their peers, the experience of game interaction was enriched;
developed a respectful attitude and a sense of belonging to one's family and to
the community of children and adults in the organization;
Positive attitudes towards various types of labor and creativity; the basis of safe behavior in everyday life, society, nature.
It is necessary to continue work on the development of playing skills in director's games, on the development of creative skills in inventing and creating plots of director's games with the help of toys and objects for showing to peers. It is also necessary to pay attention to games-experiments with various objects and materials.
Below are the results for the NGO "Cognitive Development":
high level - 57%;
average - 33%;
low - 9.5%.
Work in the educational field was aimed at developing children's interests, curiosity and cognitive motivation; the formation of cognitive actions, the formation of consciousness; development of imagination and creative activity; the formation of primary ideas about oneself, other people, objects of the surrounding world, about the properties and relations of objects of the surrounding world (shape, color, size, material, quantity, number, part and whole, space and time, movement and
peace, causes and consequences), about the small motherland and Fatherland, ideas about
socio-cultural values of our people, about domestic traditions and holidays,
about the planet Earth as a common home of people, about the features of its nature, diversity
countries and peoples of the world.
You need to pay attention to:
Development of the ability to establish links between the qualities of an object and its purpose, to identify the simplest dependencies of objects (in shape, size, quantity) and to trace changes in objects according to one or two signs;
develop ideas about your hometown and country;
development of the ability to compare objects by spatial arrangement (left (right), in front (behind ...)), determine the location of an object in a row (second, third);
determine the sequence of events in time (what comes first, what comes next)
from pictures and simple models.
According to the NGO "Artistic and aesthetic development" the following indicators:
High level - 52.3%;
average - 33.3%;
low - 14.5%.
Children developed an interest in handicrafts, illustrations in
children's books, small sculptures, unusual architectural buildings,
description of architectural objects in illustrations for fairy tales.
The skills of artistic and aesthetic perception developed: consistent
examining objects and works, recognizing the depicted objects and phenomena; the ability to see their expressiveness, to correlate with personal experience; highlight their sensory features, visually and tactilely examine toys, attractive objects, small sculptures.
Developed the ability to create an image of individual objects and simple
stories in different activities; in drawing, modeling to depict typical and
some individual features, in the design to convey spatial
structural features of the building.
Developed visual and expressive skills:
The ability to correctly position the image on a sheet of paper, highlight the main thing with color, size, location on the sheet; create distinctly basic shapes, compose an image from several parts, using the rhythm of spots, geometric
elements of a pattern, in modeling - by means of moldings, a pattern in a stack;
children learned to choose the color corresponding to the depicted object;
use a variety of colors; use color as a means of expression
character of the image.
Children have acquired more precise technical skills.
In drawing : the ability to select visual arts when reminded by the teachermaterials and tools, image methods in accordance with the createdmanner; the ability to confidently draw lines, stripes, rings, arcs; perform hatching;
work with a bristle brush, combine some materials.
In the application : mastering the available methods and techniques of cutting and breaking
applications; from stripes and cut out forms to make images of different objects.
Ability to use scissors correctly, carefully cut and paste parts;
the ability to use non-pictorial materials to create expressive
image.
in modeling : mastering some modeling techniques: pulling from a whole piece; topping; smoothing the surface of molded figures, the junction of parts; rolling plasticine in a circular motion of the hands into balls; rolling with direct movements of the hands into columns, sausages; pressing the middle of the plasticine ball, cylinder with your fingers.
In constructionfrom ready-made geometric shapes: ability to analyze
object, highlight the main parts and details that make up the structure. Creation
variants of familiar structures from ready-made geometric shapes;
from the theme constructordetails of different sizes:
ability to perform simple constructions; mastering methods of replacing forms, giving them stability, strength, using overlaps.
paper construction: mastering generalized methods of folding various crafts; gluing to the main shape of the parts.
Construction from natural material: the ability to see the image in the natural
material, make an image of the parts, use glue to fix the parts,
plasticine.
In order to achieve the best results, it is necessary to pay attention to the development of the ability to compose a new color tone on the palette, to apply one paint to another, to transfer certain details in the works;
on the ability to smear plasticine balls on cardboard, apply plasticine to the borders of the desired contour to create a flat plasticine picture on cardboard (plasticineography).
Reading fiction was aimed at:
Expanding the reading interests of children
getting pleasure from communicating with a book, the desire for a second meeting
with her.
Perception of a literary text
mastering the ability to listen carefully and hear a literary work,
sympathize and empathize with the heroes of the work, imagine
heroes, features of their appearance, some character traits, isolate
the actions of the heroes and give them an elementary assessment, explain the obvious motives
actions, with the help of the teacher to understand the general mood of the work.
Creative activity based on a literary text -
The manifestation of a desire to memorize poetic texts, retell familiar and
re-read fairy tales and stories based on illustrations and without them to other children
and adults, toys. Learn different ways to express your attitude towards
a literary work, its heroes: in a story, drawing, application, modeling; at
retelling and reading by heart the text; in different types of theatrical
activities.
It is necessary to pay attention to the ability to realize the importance of some means of linguistic and intonation expressiveness for conveying the images of heroes, attitudes towards them and events.
The lowest results were obtained for the NGO "Speech Development":
High level - 19%,
average - 61.9%,
low - 19%.
Work in this educational area was directed to the possession of speech as a means of communication and culture; enrichment of the active dictionary; development of coherent, grammatically correct dialogic and monologue speech; development of speech creativity; development of sound and intonation culture of speech, phonemic hearing; acquaintance with book culture, children's literature, listening comprehension of texts of various genres of children's literature; formation of a sound analytic-synthetic
activity as a precondition for literacy.
It is necessary to pay attention to the development of the ability to clearly pronounce the sounds of the native language, the correct pronunciation; development of the ability to retell fairy tales, compose descriptive stories about objects and objects, using pictures.
Use in speech of complete, common simple with homogeneous
members and complex sentences for the transfer of temporary,
spatial, causal relationships; use of suffixes and
prefixes in word formation; proper use of the ending system
nouns, adjectives, verbs for the design of a speech statement;
compilation of descriptive sentences from 5-6 sentences about objects and narrative
stories from personal experience; to develop the ability to compose narrative stories based on toys, paintings; compiling descriptive riddles about toys, objects of nature.
Analysis of the quality of assimilation by children of this group of individual integrative qualities allows us to draw the following conclusion:
The highest results are shown by children in mastering the following integrative qualities:
- "Emotionally responsive":
High level - 85.7%
Average - 14.2%.
Children respond to the emotions of loved ones and friends. Use in speech the words of participation, emotional sympathy, compassion to maintain cooperation, establish relationships with peers and adults. Experience the joy of communicating with animals and plants. Empathize with the characters of fairy tales. Emotionally react to works of fiction.
- "Having mastered the means of communication and ways of interacting with adults and peers" -
High level - 80.9%;
Average level - 19.04%
Most children actively show a desire to communicate with peers, need meaningful contacts with peers about toys, joint games, and common affairs. Speech contacts are longer and more active, the first friendships between children are being established. Children strive for self-expression in activities, for recognition and respect of their peers.
Children actively cooperate with adults not only in practical matters, but also actively strive for cognitive, intellectual cooperation with adults; they ask many questions of a exploratory nature.
Somewhat lower results in the development of the following integrative qualities:
"Inquisitive, active" -
high level - 66%,
average - 28.5%;
low level - 9.5%.
Most of the children are highly active and inquisitive. Children strive to establish connections and dependencies in nature, the social world. They own the basic methods of cognition, have some experience in activities and a stock of ideas about the environment, with the help of an adult, they are included in the activities of experimentation, research activities, naming properties and qualities of objects, features of objects of nature, combining objects and objects into species categories, indicating characteristic features.
“Physically developed, having mastered the basic cultural and hygienic skills"- high level - 61.9%;
Average level - 38%
Children's movements have become much more confident and varied. Children perform age-appropriate hygiene procedures, follow the elementary rules of a healthy lifestyle, talk about the sequence and the need to perform cultural and hygienic skills, strive for independence in self-service, set goals themselves and see the need to perform certain actions.
- "Able to manage his behavior, plan his actions based on primary value ideas, observing elementary generally accepted norms and rules of behavior" -
High level - 61.9%,
the average level is 38%.
Children have mastered different ways of activity, show independence, strive for self-expression. The behavior of children is determined by the requirements of the adult and the primary value ideas about "what is good and what is bad." With the help of an adult, children can outline actions aimed at achieving a specific goal. At the reminder of an adult, they try to adhere to the basic rules of behavior in everyday life and on the street.
- "Having Primary Ideas (General Awareness)" -
high level - 52%;
average - 38.09%;
low-9.5%.
Children know their first name (full and short), last name, age, gender. They are aware of some of their skills, knowledge, what they have learned. They seek to learn from an adult some information about their body.
They know the composition of the family, the activities of its members, talk about family events, holidays.
They have an idea about the professions of kindergarten workers. Know the name of the country and hometown.
The following integrative qualities turned out to be the least successful for mastering by children:
- "Able to solve intellectual and personal tasks (problems), adequate to age" -
high level - 47.6%;
average - 33.3%;
low - 19.04%.
Half of the children can apply the acquired knowledge and methods of activity to solve simple tasks set by adults, show interest in various types of activities, actively participate in them, use knowledge to solve intellectual and everyday problems.
“Having mastered the universal prerequisites for educational activity” -
high level - 47.6%,
These are children who are good at working according to the model, listening to an adult and completing his tasks, answering when asked.
Medium - 38.09%,
These children need a little help from an adult, leading questions to get the right answer.
Low - 14.2%.
These are children who find it difficult to work according to the model, do not know how to work independently, their work does not correspond to the plan. They need repeated repetition of the question.
- "Having mastered the necessary skills and abilities" -
high level - 47.6%;
These are children who have developed special skills and abilities necessary for the implementation of various types of children's activities.
average - 38.09%;
These are children who have minor problems in mastering special skills and abilities.
Low level - 14.2%.
These children need individual work on the formation of skills and abilities corresponding to children of middle preschool age.
To achieve high results in the course of the upbringing and educational process, problematic practical and cognitive situations were used, in which children independently applied the mastered techniques that contribute to the development of a system of various investigative actions, techniques of simple analysis, comparison, and the ability to observe.
For the development of children's independence, methods of an individual approach were used, which made it possible to pay attention to the real level of skills, which differ significantly in different children.
The main form of organization of children's activities is the game, therefore, preference was given to the game construction of their entire lifestyle.
An opportunity was also created for children's variable play activities through an appropriate subject-developing environment: a variety of toys, substitute items, materials for play creativity, rational placement of play equipment.
Game motivation was actively used. All types of developing educational situations took place either in the form of a game, or were composed of game techniques and actions. Due to the peculiarities of visual-figurative thinking of the middle preschool age, preference was given to visual, game and practical methods.
In children of this age, there is an active maturation and development of the emotional sphere: feelings become deeper, more stable. Therefore, by supporting them, situations were specially created in which children acquired the experience of friendly communication, attention to others. This is a situation of mutual support and help for children, showing attention to elders, caring for animals, caring for things and toys.
When interacting with preschoolers, several pedagogical positions were used:
- partnerships and collaborations;
- transfer of experience;
- seeking help from children.
Such interaction helps children to become independent and competent faster.
According to the results of the final monitoring (formation of knowledge, skills and abilities inmain educational areas, level of developmentintegrative qualities)in the middle group, the average was obtained:
55.6% of children have a high level,
Medium - 36.35%,
Low - 8.19%.
MONITORING ANALYSIS NOVEMBER 2012-2013
Municipal Autonomous Preschool Educational Institution "Sharlyk Kindergarten No. 4"
Analysis of the monitoring of the implementation of the program "From Birth to School" in the senior group of the 2011-2012 academic year
Prepared by the educator: Chernova Lidia Vladimirovna, teaching experience 32 years, 1 qualification category
Sharlyk, 2012
In the 2012-2013 academic year, there were 28 people in the senior group at the beginning of the year: 14 boys and 14 girls
Educational area "Physical culture"
We raise children active, dexterous, cheerful
Findings:
"Physical Culture"the method of observing the activities of children, game test tasks was used. Game test tasks were carried out not only by the educator, but also by a nurse and a physical education instructor.
The results are as follows:
There are no children in the senior group with a high level of mastering the necessary knowledge and skills in this educational area.
23 pupils have an average level, which is 82%. These are children who can walk quickly, easily and rhythmically, while maintaining their posture, climb the gymnastic wall with a change in pace, but when rebuilding in a column of three, four make mistakes; when making turns to the right, to the left, around, many children still do not clearly follow the command, almost all of them know how to ride a two-wheeled bicycle, but do not ski, do not swim, because conditions are not created in kindergarten
5 children have a level below the average, 18% are primarily pupils with the third health group, often ill children (4) and 1 child has started attending kindergarten since August this year. ; 3 children do not understand what is required of them, as they have a delay in speech development
Offers:
Based on the above, it is necessary to continue work on consolidating the main types of movements, developing basic physical qualities; to systematize individual work with children showing low and below average results of physical fitness;to improve work on involving parents in sports and recreational activitiesto select thematic material and practical recommendations for the promotion of healthy lifestyles for children. For pedagogical education, organize a selection of methodological literature for parents.
To study the experience of other preschool institutions on the preservation and promotion of children's health for further implementation in practice.
To the head of physical education during physical education classes: during the warm-up, pay attention to the work of all muscle groups, learn to walk and run easily, rhythmically, while maintaining the correct posture, direction and pace, jump over a jump rope; regularly pay attention to the restoration of breathing; if possible, at the end of classes, conduct reflection and relaxation,
When conducting walks and during the day, educatorsto learn with children new outdoor games and game situations with elements of football, badminton, towns, to observe the physical activity of children.
Educational area "Health"
We introduce a healthy lifestyle, strengthen the physical and mental health of the child
Findings:
In educational monitoring"Health" The method of observation and individual conversation was used. The observation was carried out not only by the educator, but also by a nurse and a physical education instructor.
The results are as follows:
With a high level of mastering the necessary knowledge and skills in this educational area in the older group, 7 children, 25%. These are children who can dress quickly, have neatness skills, brush their teeth on their own, possess the simplest eating habits, know the importance of daily morning exercises for human health, and have initial ideas about the components of a healthy lifestyle.
16 children have an average level, which is 57%. These are children who know how to dress quickly, eliminate the disorder in clothes with the help of adults, but they also do not have enough initial ideas about the importance of morning exercises, about hardening the body, about observing the daily routine.
5 children have a level below the average, 18% are primarily pupils with the third health group, often ill children (4) and 1 child has started attending kindergarten since August this year. 3 of these children dress only with the help of an adult, neatness skills are not sufficiently developed, they cannot talk about the components of a healthy lifestyle, the importance of gymnastics, regimen, as they have speech impairments.Ideas about a healthy lifestyle and observance of the elementary rules of a healthy lifestyle are at a low level.
Offers:
Based on the above, it is necessary to continue work on the development of self-service skills,
Bring children to the conscious ability to be healthy, improve the cultural and hygienic skills of children. Continue to form the idea that no one will take better care of a person than himself. Teach to eat healthy food, do exercises every day, properly care for the oral cavity, tell an adult about your problems. Continue to teach children to follow the doctor's recommendations in case of illness.
To expand the idea of why running and walking are useful, why morning exercises are necessary, and adherence to the daily routine.
Expand children's understanding of the forms of hardening. Attracting parental interest in a healthy lifestyle.
Educational area "Safety"
The child learns the experience of safe behavior in the world around him.
At the beginning of the academic year:
Findings: In educational monitoring"Security"
The results are as follows:
Conclusion:
Children with an average level have sufficiently mastered the experience of safe behavior in the world around them for their age, talk about how to behave on the street, in nature, in transport, in kindergarten, but they do not always follow these rules. Children know the elementary rules of the road, but not everyone knows the traffic signs - they call a traffic light and a zebra.
Children with a level below the average distinguish and name special types of transport (“Ambulance”, “Fire”, “Police”), but their meaning is explained with the help of additional questions, signs, except for a traffic light, are no longer called, 1 child does not observes the elementary rules of organized behavior in kindergarten and does not understand why this is necessary, (this is primarily due to the fact that the child began attending kindergarten at the age of 4, has many passes, has a delay in speech development)
Offers:
It is necessary to continue to teach children to understand dangerous situations and find the right way out of them. To direct the work towards acquiring by children not only theoretical knowledge, but also practical experience, for this purpose, conduct not only introductory conversations, but also workshops and trainings to develop protective behavioral skills. Play situations of correct and incorrect behavior in kindergarten, at home, in transport, on the road, etc.
In game activities and in the classroom, it is more complete to acquaint the children with the professions of a policeman, an ambulance doctor, a firefighter, a rescuer of the Ministry of Emergencies. Continue to learn to distinguish between warning and prohibition signs, know how to cross the road and the rules of conduct in transport.
Educational area "Socialization"
Findings:
In educational monitoring"Socialization" observations of the child's activity during various periods of stay in a preschool institution, individual conversations organized by the teacher were used.
State of the art:
From 1 to 6 points - low level
From 7 to 12 points - below average
From 13 to 18 points - average level
From 19-24 points - high level
The results are as follows:
With a high level of mastering the necessary knowledge and skills in this educational area in the older group of 3 children, 11%. These are children who can negotiate with partners what to play, who will be who in the game; obey the rules of the game, explain the rules of the game to peers, have several roles in their creative experience, played performances in kindergarten. Knows how to design the game using a variety of materials (attributes, materials at hand, crafts). They are the initiators in the game, often organize the game, and have a high level of gaming skills.
15 children have an average level, which is 51%. These are children who can take on a role, briefly interact with peers in the game on behalf of the hero, but in didactic games they cannot assess their capabilities, do not know how to design their game, do not always follow the rules of the game, they perceive a loss with irritation, sometimes even aggressively. .
11 children have a level below the average, 38% are primarily pupils with the third health group, children who are often ill, allow many passes (4) and 2 children have started attending kindergarten since August this year. Children of this group are impulsive, often come into conflict with children. They have insufficiently developed ability to communicate with their peers on their own, do not take part in collective affairs, play mainly one at a time, and cannot unfold the plot of the game. This indicates the insufficient formation of the activity component.
Offers:
Based on the above, it is necessary to continue work on the organization of developing problem-practical and problem-game situations related to the solution of socially and morally significant issues. To offer children plot-role-playing and theatrical games, plot-didactic games and games with the rules of social content in order to develop positive self-esteem, self-confidence, self-esteem, the desire to follow socially approved norms of behavior, awareness of the growth of their capabilities and the desire for new achievements .
Involve parents in conversations with children about the norms of relationships with adults and peers.
Educational area "Labor"
We develop a value attitude to work
Conclusions and offers:
The form of monitoring in the educational area "Labor" is mainly an observation of the child's activity during various periods of stay in a preschool institution, and special tasks organized by the teacher.
11 children (39%) have a high level of achievement in this area. They know how to independently and quickly dress, undress, dry wet clothes, take care of shoes, perform the duties of dining room attendants, take care of plants in a corner of nature, set the table correctly, maintain order in the group and in the kindergarten area.
12 children (43%) have an average level of mastery of knowledge and skills. These are children who dress and undress on their own, perform the duties of dining room attendants, but some of them do not set the table skillfully enough, maintain order in the group and at the kindergarten site only after a reminder from an adult, take care of plants in a corner of nature with the help of a teacher.
5 children (18%) have a level below the average. In this group of children, individual components are undeveloped. They do not maintain order in the group and at the site, they perform the duties of a duty officer only under the supervision of an adult, they do not dry clothes, they do not take care of shoes. Three children have the third group of health, serious illnesses, 2 children did not attend kindergarten.
Offers:
To create in the group an atmosphere of constant employment, constant striving for a useful cause. Explain to the children what it means to be a hardworking person, what it means to work well. To form in them respect for the working person, to instill in them a careful attitude to the results of labor. Encourage children to do what they can on their own. To unite all children in collective work so that they can independently distribute work. Determining the content of the general work, include in it only those types of work, the skills of which the children know well enough, and strives to keep all the children busy. Distribute the work evenly among the children so that each of them can finish the work at approximately the same time.
Direct the efforts of each child to achieve the goal; pay special attention to those children who find it difficult to complete the task: make sure that everyone achieves good results.
Educational area "Cognition"
Findings: In educational monitoring“Knowledge. Formation of a holistic picture of the world»the method of observation, individual conversation, game test tasks were used.
The results are as follows:
Conclusion: Children with a high, average level of mastery of knowledge and skills in this area know the main features of the living, establish connections between the state of living beings and the environment. They use observation to understand nature. They know about the importance of the sun, air and water for humans, animals and plants. He names the seasons, but some of the children name only two features (hot, cold, it's raining, everything is blooming, etc.) They know that they need to take care of nature, but not everyone does it. All children know the name of their native village, the name of the country and the capital of 5 children.
Children with a level below the average name objects that facilitate the work of a person in everyday life, do not distinguish and do not name types of transport, do not classify objects, only glass is determined from the materials from which they are made. The seasons are named, but their features are not noted. There is little knowledge about the interaction of man with nature at different times of the year.
During the school year, the following work is planned with children: individual conversations, analysis of situations, reading educational literature, didactic games, discussing with children the meaning and content of proverbs, sayings, riddles about natural phenomena, folk signs, using sounds of nature and classical music; implementation of children's projects that use the experience of performances from different educational areas. It is planned to organize a specific experimental activity of the children themselves, during which the children could learn about the significance of the sun, air, water in human life.
Conduct discussions and consultations with parents on this section.
Findings:
In educational monitoring“Knowledge. Formation of elementary mathematical representations»the method of observation, individual conversation, game test tasks were used.
The results are as follows:
3 children (11%) have a high level. 19 children have an average level, 68%, of which 4 children have a level close to high.
Conclusion: Children with a high, average level of mastery of knowledge and skills in this area can highlight the properties of objects, figures and independently classify them; count (up to 10) direct, ordinal, reverse counting. Know geometric shapes and their properties. But they find it difficult to navigate on a sheet of paper, except for children with a high level. Many children make mistakes in determining the location of an object in relation to themselves, other objects. Several children have difficulty determining the time of day: morning, afternoon, evening, night. Several children cannot compare objects by eye; cannot check accuracy by application or overlay.
Children with a level below the average, count up to 10 with errors, do not know how to count backwards. Geometric figures are called, only one at a time, they do not know the distinguishing features. The location of the object in relation to oneself, other objects do not know.
They cannot compare objects by eye; they cannot check the accuracy by application or overlay even with the help of a hint. Equalizes unequal groups of items in one way or by removing or adding a unit. Up to 5 own the ordinal account.
During the school year, the following activities will be carried out with children:
To develop the mental activity of children: classification, analysis, comparison, abstraction, generalization. Divide difficult tasks into parts and, depending on the inclinations and abilities of the children, solve them gradually. to develop in children the ability to study, listen carefully and memorize the task, willingly and accurately perform it. teach children of this age to listen to the task to the end.
Use entertaining material to form ideas, get acquainted with new information. Help children with help in mastering various practical ways of comparing, grouping objects by quantity, size, shape, spatial arrangement.
Findings: In educational monitoring“Knowledge. Productive (constructive) activity» the method of observation, individual conversation, game test tasks were used.
The results are as follows:
Nobody has a high level. 21 children have an average level, 75%, of which 4 children have a level close to high.
7 children have a level below the average, 25%, of which 2 children are closer to a low level.
Conclusion: Children with an average level of mastery of knowledge and skills in this area are actively involved in the work, they can plan the stages of creating their own building, find constructive solutions, know how to work collectively, but they hardly analyze the model of the building. Children are happy to create buildings according to the drawing with the help of an adult. They know how to use a template.
It was found that the level of development of constructive skills and the level of manifestation of independence in the manufacture of buildings in children with a level below the average, fragmentary, incomplete. They can create their own buildings, but they do not know how to analyze. According to the drawing, they cannot create a building. Build one at a time. Sometimes they build together, but unite with children of their level. Children know how to use a template, but not everyone can cut along solid lines, bend along dotted lines, they are characterized by inaccurate crafts. Children are engaged at the prompting of an adult, they do not show independence.
During the school year, it is planned to carry out the following work with children: individual work,
Various types of teamwork for the formation of skills to plan activities, taking into account the common goal of distributing operations;
to teach the child to establish the causes of failures and overcome them;
learn analyze the sample and plan the sequence of actions, control yourself in the course of work, correlate your result with the sample.
Educational area "Communication"
Develop children's speech and communication skills
Findings: In educational monitoring"Communication" the method of observation, individual conversation, game test tasks were used.
The results are as follows:
Not a single child has a high level. 23 children have an average level, 82%, of which 4 children have a level close to high.
5 children have a level below the average, 18%, of which 2 children are closer to a low level.
Conclusion: Children with an average level of mastery of skills in this area show interest in verbal communication. They argue judgments and use the form of speech - evidence with the help of an adult. Makes up stories based on a plot picture, based on a set of pictures; sequentially, without significant omissions, they retell small literary works. But at the same time, it is difficult to select several adjectives for a noun, they also experience difficulties in replacing a word with another word with a similar meaning. These children have insufficiently developed phonemic hearing.
Children who have a level below the average experience serious difficulties in all the parameters tested. First of all, this is due to their individual characteristics, with frequent passes
During the school year, the following work is planned with children with a level below the average: individual lessons on speech tasks, didactic games, reading fiction, and conduct conversations and consultations with parents on this section.
Educational area "Reading fiction"
Child in the world of fiction
Findings: In educational monitoring"Reading Fiction"the method of observation, individual conversation, game test tasks were used.
The results are as follows:
5 children (18%) have a high level. 19 children have an average level, 68%, of which 4 children have a level close to high.
4 children have a level below the average, 18%, of which 2 children are closer to a low level.
Conclusion: Children with a high and medium level of mastery of skills and abilities in this area show a desire for constant communication with a book, experience obvious pleasure when listening to literary works. They truly understand the motives of the actions of the characters, see their experiences and feelings. Only 3 children read poetry.
But only 5 children name their favorite children's writer, favorite fairy tales. Nobody names favorite stories.
Children with a level below the average like to listen to works of art, especially fairy tales, but they cannot evaluate the actions of the characters, they answer questions in monosyllables. They memorize poems, fairy tales very hard. They cannot retell. They categorically refuse to participate in the dramatization of small fairy tales, they cannot read poems by roles, because they do not remember them, and they have no desire to memorize them.
During the school year, the following work is planned: individual work with children with a level below the average, individual conversations about writers, poets, reading fiction, memorizing poems collectively and individually; conduct conversations and consultations with parents on this section.
Educational area "Artistic creativity"
We introduce to the fine arts and develop children's artistic creativity
Findings: In educational monitoring"Artistic Creativity"the method of observation, individual conversation, game test tasks were used.
The results are as follows:
5 children (18%) have a high level. 17 children have an average level, 61%, of which 4 children have a level close to high.
6 children have a level below the average, 21%, of which 2 children are closer to a low level.
Conclusion: Children with a high and medium level of mastery of knowledge and skills in this area have elementary technical skills in drawing: they hold a pencil and brush correctly and use them freely. They depict objects and create simple plot compositions, images based on folk toys. They create small plot compositions, but make mistakes when conveying proportions, poses and movement of figures. In modeling, children sculpt objects of various shapes using learned techniques and methods.
During the school year, it is planned to carry out the following work with children: individual work, to teach children the ability to listen and complete the task, to bring the work started to the end.Develop compositional skills - place the image on medium sheets of paper, improve technical skills. Thus, mastering the outlines of the simplest pictorial forms, using bright, colorful tones, the child learns to find similarities with the objects of the surrounding reality, begins to realize the pictorial possibilities of materials and independently use the acquired skills when depicting other objects. Bring children to the understanding that art reflects the world around them and the artist depicts what aroused his interest, surprise. Draw their attention to the fact that art surrounds us everywhere: at home, in kindergarten, on the street, it gives people pleasure, joy, it should be treated with care. To continue to acquaint children with different types and genres of fine arts, the ideas about which they deepen and expand. Learn to correlate the mood of images expressed by different types of art.
Educational area "Music"
We introduce to the art of music and develop musical and artistic activity
Most children distinguish between such features of musical art as expressiveness and figurativeness, they single out a musical image with a little help from an adult, and give it a description. 65% of children have formed the skills of a culture of listening, however, next year it is worth paying attention to those children who have absent-mindedness when perceiving music. Pupils willingly participate in conversations with musical content, answer not only alternative, but also direct questions. In performing activities, children also showed themselves diversely. However, positive trends in this area are observed in the majority. Many recorded a shift in the formation of elementary vocal and choral skills - a sense of rhythm, sound production, breathing; skills of playing children's musical instruments - a sense of ensemble, tact. Despite the positive results in singing and instrumental activities, I would like to draw attention to the purity of intonation of children, which, unfortunately, among all other vocal skills are at a fairly low level; in instrumental activity, the ability of children to hear each other during the game, to perform small pieces and chants at the same tempo requires closer attention. In play activities, almost all children show creative activity, initiative, there are attempts to express the play image on their own. So, we can conclude that, in general, the musical development of older children showed a fairly high result.
on the results of monitoring the achievement by children of the planned results of the development of the Program "from birth to school" at the MADOU CRR d / s No. 3
at the beginning of the 2016-2017 academic year
The purpose of monitoring is to determine the degree of mastering by the child of the main educational program of preschool education MADOU No. 3, compiled on the basis of the main educational program of preschool education "From birth to school" (under the editorship of N.E. Veraksa, T.S. Komarova, M.A. Vasilyeva. - M.: Mozaika-Sintez, 2015) and the impact of the educational process organized in a preschool institution on the development of a child.
Based on the annual plan of MADOU, the results of mastering the program material by pupils in five educational areas were monitored at the beginning of the 2016-2017 academic year.
The collection of information is based on the use of the following methods:
systematic monitoring of the child's activities
organization of special gaming activities
getting answers to the tasks set through pedagogical situations
analysis of products of children's activities
activity process analysis
individual conversation with the child
The form of monitoring organization is a diagnostic map.
Monitoring was carried out in each age group of MADOU in the period from 29.08.16. until September 16, 2016, was carried out by the educators of MADOU.
Educators carried out diagnostics in the main areas of the MADOU program:
Social and communicative development;
- cognitive development;
- speech development;
- artistic and aesthetic development;
- physical development.
In total, 16 groups of 457 pupils of MADOU were examined.
Monitoring was carried out through tracking the results of mastering the educational program. Diagnosis was assessed at three levels: high, medium, low
high level (4 - 5 points) - the child performs all the parameters of the assessment independently.
average level (3 - 4 points) - the child performs all the parameters of the assessment with the partial help of an adult;
low level (1 - 2 points) the child cannot fulfill all the parameters of the assessment, the help of an adult is not accepted.
Program material in educational areas was mastered by pupils of all age groups in general at an average level. Based on the results of the monitoring, pupils of MADOU showed a generally positive result in mastering the program material. The highest results were in the children of the senior group No. 10.13 and the preparatory group for school No. 5 No. 9, the lowest indicators in the compensatory orientation group No. 16 (ZPR) - 83.3% of the low level.
Total for kindergarten
Based on the results of diagnosing the quality of education (through the implementation of educational areas) “at the beginning of the academic year”, the following results were revealed:
Educational area "Social and communicative development" final indicator of MADOU:
High: 22.3%
Average: 65.5%
Low: 12.2%
Educational area "Cognitive development"
The program material in the educational area "Cognitive Development" was mastered by pupils of all age groups at the middle level as well. The highest results in children of the older (60%) and school-preparatory group - 65% of a high level, the lowest in the second group of early age - 16.7% and compensatory orientation groups - 82% and for children with general underdevelopment of speech - 43 %.
As a result: "Cognitive development":
High Level: -27%
Average level: - 63%
Low level: - 10%
The analysis of indicators of mastering by children of the program material of the educational area "Speech Development" is mainly at the average level. The highest results were in children of the older and preparatory groups for school, the lowest in the compensatory group.
Total "Speech development":
High level: - 23.3%
Average level: - 56.7%
Low level: - 20%
The analysis of indicators of the dynamics of the development of program material in the educational field "artistic and aesthetic development" is at an average level.
Total for the educational field "artistic and aesthetic development":
High level: - 27%
Average level: - 63%
Low level: - 10%
Also, at the average level, preschoolers mastered the program material in the educational area "Physical Development". High results were shown by pupils of the senior and preparatory groups (48 and 55% respectively), the lowest results were in the second group of early age - 84% of the average level and the compensatory group - 85% of the low level.
Total for the educational area "Physical development":
High level: - 27%
Medium: -58%
Low level: - 15%
Thus, the results of monitoring the mastery of program material by children of all age groups at the beginning of the school year showed mainly an average level. The highest results were in children of the senior and preparatory groups for school. The lowest results were in the early age groups and the compensatory orientation group.
The results of monitoring the development of program material showed that children of all age groups mastered the material in all educational areas at a high and average level.
An analysis of the monitoring of child development showed that preschoolers of MADOU No. 3 mastered the educational program of MADOU at a high and medium level.
The results of monitoring child development at the beginning of the school year:
High level: 43h – 29.8%;
Intermediate level: 65h. - 60.2%.
Low level: 10%
Thus, in groups:
No. 5; No. 9; No. 13 - 19%; - High level
No. 2; No. 3; No. 4; No. 6; No. 7; No. 8; No. 10; No. 11; No. 12; No. 14; No. 15 - 75%. - Medium level: #16 - 6% - Low level.
Since these are children who do not seek to participate in joint practical and play activities with an adult, experience an unstable interest in the actions of their peers, and cannot subordinate their behavior to the rules of communication.
The explanations for such low results are as follows: long-term adaptation of some children, frequent absences for a reason and without it, due to the restriction of speech contacts, social and communicative qualities are not sufficiently formed, unwillingness to obey general rules.
The quality of assimilation of the program is developed in children in the MADOU CRR - kindergarten No. 3 of the Dinskoy district, mainly at the average level.
The results of this monitoring will help teachers determine a differentiated approach to each child and develop an individual route of correctional and developmental classes in the selection of forms of organization, methods and techniques of education and development.
Conclusion: the results of monitoring the mastery of the pupils of our kindergarten with program material in educational areas at the beginning of the 2016-2017 academic year are satisfactory.
Teachers of all groups:
1. Conduct targeted work to improve the quality of mastering the program material in educational areas:
Deadline: continuously, throughout the year.
2. Create an individual educational trajectory (route) for the following children:…………………………………………………………………………………
Deadline until 01.10.2016.
3. When planning organized educational activities, take into account the results of monitoring.
Deadline: systematically, within a year.
4. Based on the monitoring results, identify gifted children and develop individual educational routes to develop the child's potential and consolidate the results.
Deadline: 01.10.2016, within a year.
4. Continue to enrich the subject-developing environment in all age groups of MADOU.
5. Educators and a teacher-psychologist to develop a map of the individual development of a preschool child in accordance with the Federal State Educational Standard.
Material (senior group) on the topic:
Analytical report on the results of monitoring the achievement by children of the planned results of mastering the adapted GBDOU program No. 3, 2016-2017 academic year. Beginning of the year.
1 part
1.1 Characteristics of the group.
There are 19 older children (5-6 years old) in the group. Of these, 10 boys and 9 girls. By health groups: 1 - 11 people; 2 - 8 people.
1.2. Purpose of monitoring:
Determining the level of assimilation by children of the older group of the adapted preschool program;
1.3. Monitoring tasks:
Determine the level of assimilation of program material by children in educational areas;
Determine the level of assimilation of program material for the group as a whole (compared to the previous year/beginning of the year);
Optimize work with children, outline the direction of work based on the results of monitoring for the group as a whole;
Build an educational trajectory for the development of each child;
1.3. Diagnostic methods:
Interview with parents, taking into account the questionnaire;
The survey was conducted in five educational areas on a five-point system.
part 2
2.1 Physical development
The program material was mastered by 9 children at the average level and by 10 children at the level below the average.
Conclusion: the main types of movements are walking, running, balance, jumping, exercises with a ball and a hoop, building and rebuilding, physical qualities are not sufficiently formed and developed. The reason is in violation of coordination and disinhibition, in particular in two children. One child has knowledge in this area, but does not participate in the process, does not accept the help of an adult in the classroom. The ability to quickly dress and undress, put clothes in a locker is poorly developed in three children. One child became more active and interested in this area.
Recommendations: continue to create a developing subject-spatial environment for optimal motor activity of children in preschool educational institutions, pay special attention to consolidating the main types of movement, developing basic physical qualities, creating health-saving factors (morning exercises, invigorating exercises, preventing flat feet and postural disorders, hardening) To increase the popularity of the principles of a healthy lifestyle life in family education, to hold joint sports activities for children and parents.
2.2. cognitive development
The material of the educational area was mastered at the average level by 10 children. It is necessary to pay attention to the development of orientation in space, time and on the sheet, to the formation of gender. Elementary mathematical representations and design skills are well developed. Below average 8 people. Children have partially formed ecological ideas and concepts of the objective world. Of these, 6 children require special attention. Dynamics is observed in one child, the passive vocabulary becomes more active, and therefore the way of expressing knowledge is more pronounced. And practically at a low level there was a child who has not formed the concept of age, does not take part in educational activities and almost always refuses the help of an adult.
Conclusion: it is necessary to pay special attention to the formation of a holistic picture of the world, the consolidation of sensory standards.
Recommendations: create conditions for experimental research activities, replenish the developing environment, create various collections of materials and albums with images of the world for free access, support children's initiative and creativity. Creation of short-term projects based on lexical topics. Strengthen individual work.
2.3. Speech development
Program material in the educational field was mastered at an average level by 7 children, at a level below the average by 10 children, at a low level by 2 people.
Conclusion: it is necessary to pay more attention to the development of speech, especially individually, and the formation of communication skills. To teach children to listen to literary works, to expand knowledge about the genres of literature, to teach expressive recitation of poems, to compose stories and retell.
Recommendations: it is necessary to create conditions for independent speech activity during the day; include communicative games and exercises in the organization of classes, perform finger and articulation gymnastics in regime moments, expand the horizons of children. Continue to organize the daily reading of fiction in a group, using bright visual aids, emotionally expressively present the content of the work. Conduct exhibitions of productive works of children's creativity based on the studied program material. Update children's literature in the book corner every week, based on lexical topics and calendar holidays. Have bright illustrations for literary works for children to view outside of class. Use the puppet theater.
2.4 Socio-communicative development
The program material of the educational area was mastered by 13 children at the average level and by 6 children at the level below the average. Children with a low indicator have a poorly developed skill in plot-role-playing, they do not show much interest and do not particularly like to be on duty and clean up toys after themselves. It is difficult to express your feelings and needs to two children. Some children do not show empathy for their peers. They are not always able to name their family members and answer questions about who does what in the family. Some children find it difficult to follow the elementary cultural rules of behavior among children and cannot always be critical of their actions, overcome shortcomings, find it difficult to comprehend and convey their experiences, mood, feelings, desires in words and actions. These guys find it difficult to control their emotions due to increased activity, do not always interact in the game and show goodwill and attention to others.
Conclusion: it is necessary to continue to pay attention to the formation of a culture of communication with adults and peers, to teach them to communicate without conflict. Continue to teach to form emotional responsiveness, to teach children to understand themselves, to define and name their emotional state, to respond to the emotions of loved ones and peers. It is necessary to teach children to observe elementary norms and rules of behavior when interacting with adults and peers, to instill the rules of elementary politeness. It is necessary to continue work on the formation of ideas about the state and the world, about oneself and one's family, about the nature of one's native land. It is necessary to pay attention to the enrichment of the plot-role-playing games, to consolidate the conduct of dialogues, to accept game tasks.
Recommendations: it is necessary to create situations of benevolent cooperation, teach to resolve conflicts, dramatize group situations using the example of fairy-tale characters, stimulate children for constructive behavior, give practical recommendations to parents, and conduct individual corrective work with children. Teachers, in turn, need to be friendly to children, use as many affectionate and polite words as possible in speech. It is necessary to update the corner of patriotic education and replenish the play corners with new attributes, taking into account gender education. Organize more games on the initiative and with the participation of the teacher. Continue teaching children how to play.
2.5. Artistic and aesthetic development
The program material in this area was mastered by 11 children at the intermediate level, 7 children at the level below the average and 1 child at the low level. Not all children can do the work in the correct sequence, they find it difficult to create their own illustrations for works, they cannot always convey the general features and characteristic details of the image, almost all cannot arrange the sheet in a given format and place the image on the sheet correctly, they cannot name the types of decorative - applied art. Difficulties arise when performing the operation of pulling details from a separate piece, not everyone has the skill of sculpting a three-dimensional image, and not all children completely and accurately perform flat modeling. Difficulties arise with the ability to properly hold scissors and cut correctly, clean up your workplace. One child has knowledge, but he does not always take part in the process. One of the children has practically no skills and does not accept the help of an adult.
Conclusion: continue to improve the technique of drawing, modeling, appliqué, to develop the creative abilities of pupils.
Recommendations: during the day, offer didactic games, coloring books, conduct exercises for the development of fine motor skills and finger gymnastics. In the corners for creativity, provide an opportunity for independent creative activity of children. Have the necessary equipment for working with plasticine, natural material, paper, paints, monitor their renewal. Take part in competitions and exhibitions. Continue interaction with the family and organize competitions for joint parent-child creativity.
Results: the program material was mastered mainly at a level below the average, which is explained by the unstable teaching staff of the group and the overstaffing of pupils in the group.
Analytical report on the results of pedagogical monitoring of the preparatory school group No. 9 for the 2016-2017 academic year.
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Analytical reference on the results of pedagogical monitoring
group preparatory to school No. 9 for the 2016-2017 academic year.
Educators: Number of children in the group:
Harina A.V Girls - 13
Garipova E. A Boys - 12
The monitoring involved: 25 children.
In the course of monitoring, the following methods were used: pedagogical observation, conversation, analysis of productive activity, didactic material.
Monitoring was carried out in the following areas:
The program material (in all 5 educational areas) was mastered by the children of the preparatory group for school:
At a high level in - 51%
At the middle level - in 49%
The low level is kept to a minimum.
An analysis of the monitoring of the educational process allows us to build the following rating order for the assimilation of educational areas:
1. Educational area "Physical development" (high - 82%; average - 18%). The implementation of the TOE is at a fairly high level. This is facilitated by the observance of the mode of motor activity during the day, morning exercises, GCD for physical development, planned individual work on the development of movements, the use of health-saving technologies in the daily routine.
Recommendations: to continue work in this direction in the summer, plan GCD for physical development, observe the motor regime, conduct hardening activities, plan conversations with children to form knowledge about healthy lifestyles.
2 .Educational area "Artistic and aesthetic development" (high - 52%; average - 48%). Children are actively involved in the work, they can plan the stages of creating their own building, find constructive solutions, they know how to work collectively, they analyze the model of the building. Children are happy to create buildings according to the drawing. They know how to use a template.
They show a desire for constant communication with the book, they experience obvious pleasure when listening to literary works.
In drawing, they have elementary technical skills: they hold a pencil and brush correctly and use them freely. They depict objects and create simple plot compositions, images based on folk toys. They create small plot compositions, but make mistakes when conveying proportions, poses and movement of figures.
In modeling, children sculpt objects of various shapes using learned techniques and methods.
Most children distinguish between such features of musical art as expressiveness and figurativeness, they single out a musical image with a little help from an adult, and give it a description. Many recorded a shift in the formation of elementary vocal and choral skills - a sense of rhythm, sound production, breathing; skills of playing children's musical instruments - a sense of ensemble, tact.
Recommendations: more use of non-traditional techniques; create problem situations in the classroom that activate the creative imagination of children (“draw”, “think up”, “finish”); replenish the centers of creativity with a variety of art materials, accessories for artistic activities (brushes, gouache, watercolor, plasticine, paper of different colors and textures, stencils, coloring books, etc.)
ANALYTICAL INFORMATION
based on the results of monitoring the results of mastering the program "From Birth to School" by children, edited by
in the middle group No. 12 "Cheburashki"
2015-2016 academic year
MBDOU No. 17 "Dunno"
Educators:
MBDOU kindergarten No. 17 "Dunno" works according to the program "From Birth to School", edited by. This program is an innovative document for preschool institutions, prepared taking into account the latest achievements of science and practice of domestic and foreign.
The program was developed in accordance with the current Federal State Educational Standard for Preschool Education (FSES DO, Order No. 000 of 01.01.01).
The leading goals of the Program are the creation of favorable conditions for a child to fully live his preschool childhood, the formation of the foundations of a basic personality culture, the comprehensive development of mental and physical qualities in accordance with age and individual characteristics, preparation for life in modern society, for schooling, providing a preschooler.
These goals are realized in the process of various types of children's activities: gaming, communicative, labor, cognitive research, productive, musical and artistic, reading.
In accordance with this program, the group carried out monitoring of the results of development in 5 educational areas:
1. Educational area "Social and communicative development"
3. Educational area "Speech development"
5. Educational area "Physical development"
At the beginning of the year, there were 34 children on the payroll. During the year, 2 children dropped out of the group. 5 children from the payroll did not attend the group.
As of May 2016, final diagnostics was carried out with 27 children. Analytical information is given for 27 children at the beginning and at the end of the year.
Educational area "Physical development"
"Physical development"
The monitoring results were provided by a physical education instructor
Analyzing the activities carried out with pupils according to the above criteria, it should be noted that at the beginning of the year, 0% of the children studied had a high level of development in the educational area "Physical Development", 14% of the children had an average level of development, a low level - 86% .
High level of development - 61% of children.
The average level of development is 39% of children.
Educational area "Cognitive development"
Section 1. Sensory Development
The result of the survey of the educational area "Cognitive development" section 1.
Analyzing the activities carried out with pupils according to the above criteria, it should be noted that at the beginning of the year, 4% of the studied children had a high level of development in the educational area "Cognitive Development" section 1, 63% of the studied children had an average level of development, a low level - 33%.
At the end of the year, the monitoring results are as follows:
High level of development - 67% of children (positive dynamics by 63%).
The average level of development is 33% of children (positive dynamics by 30%).
Educational area "Cognitive development"
Section 2. Development of cognitive research and productive (constructive) activities.
The result of the survey of the educational area "Cognitive development" section 2.
Analyzing the activities carried out with pupils according to the above criteria, it should be noted that at the beginning of the year, 0% of the studied children had a high level of development in the educational area "Cognitive Development" section 2, 67% of the studied children had an average level of development, a low level - 33%.
At the end of the year, the monitoring results are as follows:
The average level of development is 26% of children (positive dynamics by 41%).
Low level of development - 0% of children (positive dynamics by 33%).
Educational area "Cognitive development"
Section 3. Formation of elementary mathematical representations.
The result of the survey of the educational area "Cognitive development" section 3.
Analyzing the activities carried out with the pupils according to the above criteria, it should be noted that at the beginning of the year, 0% of the studied children had a high level of development according to FEMP, 89% of the studied children had an average level of development, and 11% had a low level.
At the end of the year, the monitoring results are as follows:
High level of development - 96% of children (positive dynamics by 96%).
The average level of development is 4% of children (positive dynamics by 85%).
Low level of development - 0% of children (positive dynamics by 11%).
Educational area "Cognitive development"
Section 4. Formation of a holistic picture of the world, broadening one's horizons.
The result of the survey of the educational area "Cognitive development" section 4.
beginning of the year | the end of the year |
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Development ahead of schedule | ||||
Analyzing the activities carried out with pupils according to the above criteria, it should be noted that at the beginning of the year, 44% of the children studied had a high level of development in the educational area "Cognitive development" section 4, 56% of the children had an average level of development, a low level - 0%.
At the end of the year, the monitoring results are as follows:
Above age requirements (advanced development) - 4%
High level of development - 96% of children (positive dynamics by 51%).
The average level of development is 0% of children (positive dynamics by 56%).
Low level of development - 0% of children.
Educational area "Artistic and aesthetic development"
The result of the survey of the educational field
"Artistic and aesthetic development" drawing
Analyzing the activities carried out with the pupils according to the above criteria, it should be noted that at the beginning of the year, 37% of the children studied had a high level of development in the educational area "Artistic and aesthetic development" drawing, 63% of the students had an average level of development, a low level - at 0%.
At the end of the year, the monitoring results are as follows:
High level of development - 100% of children (positive dynamics by 63%).
The average level of development is 0% of children (positive dynamics by 63%).
Low level of development - 0% of children.
Educational area "Artistic and aesthetic development"
The result of the survey of the educational field
"Artistic and aesthetic development"
Analyzing the activities carried out with the pupils according to the above criteria, it should be noted that at the beginning of the year, 0% of the children studied had a high level of development in the educational area "Artistic and aesthetic development" application, 37% of the students had an average level of development, a low level - at 63%.
At the end of the year, the monitoring results are as follows:
High level of development - 74% of children (positive dynamics by 74%).
The average level of development is 26% of children (positive dynamics by 11%).
Low level of development - 0% of children (positive dynamics 63%).
Educational area "Artistic and aesthetic development"
Section 2. Development of children's creativity.
The result of the survey of the educational field
"Artistic and aesthetic development" section 2.
Analyzing the activities carried out with pupils according to the above criteria, it should be noted that at the beginning of the year, 0% of the children studied had a high level of development in the educational area "Artistic and aesthetic development" section 2, 30% of the children studied had an average level of development, a low level - in 70%.
At the end of the year, the monitoring results are as follows:
High level of development - 59% of children (positive dynamics by 59%).
The average level of development is 41% of children (positive dynamics by 11%).
Low level of development - 0% of children (positive dynamics 70%).
Educational area "Artistic and aesthetic development"
Section 3. Introduction to the fine arts
The result of the survey of the educational field
"Artistic and aesthetic development" section 3.
Analyzing the activities carried out with pupils according to the above criteria, it should be noted that at the beginning of the year, 0% of the children studied had a high level of development in the educational area "Artistic and aesthetic development" section 3, 63% of the children studied had an average level of development, a low level - 37%.
At the end of the year, the monitoring results are as follows:
High level of development - 81% of children (positive dynamics by 81%).
The average level of development is 19% of children (positive dynamics by 44%).
Low level of development - 0% of children (positive dynamics 37%).
