Analytical reference on final monitoring at school. "sample analytical report on the results of operational control"
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 preschool education(FGOS DO, Order No. 000 dated 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 |
|||
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%).
MUNICIPAL AUTONOMOUS PRESCHOOL EDUCATIONAL INSTITUTION
"Kindergarten No. 25"
Address: 143130 M.O., Ruza district,
REPORT
according to the results of monitoring the quality of mastering the program and child development of pupils of MADOU "Kindergarten No. 25"
for the 2013-2014 academic year.
In accordance with the Federal State Educational Standard and in accordance with the main educational program of the MADOU "Kindergarten No. 25", as well as on the basis of the Orders for the main activities of the head of the MADOU, in October 2013 and April 2014, monitoring of the quality of mastering the program and child development was carried out. The age of the children who took part was from 3 to 7 years.
The purpose of monitoring: to identify the individual characteristics of the development of each child in order to maximize the potential of the child's personality, through the formation of integrative qualities in pupils. Evaluation of the degree of implementation educational program.
Based on the monitoring results, the zone of educational needs of each pupil was determined, and conclusions were drawn on the effectiveness of the pedagogical impact of preschool educational institutions.
Monitoring passed - 154 pupils from 8 age groups (Attachment 1).
Children who did not take part in the study had good reasons. Methodical base of monitoring "Development of integrative qualities":
- Yu.A. Afonkina “Monitoring the quality of mastering the main educational program of preschool education. Second junior group»;
- Yu.A. Afonkina “Monitoring the quality of mastering the main educational program of preschool education. Middle group";
- Yu.A. Afonkina “Monitoring the quality of mastering the main educational program of preschool education. Senior group";
- Yu.A. Afonkina “Monitoring the quality of mastering the main educational program of preschool education. Preparatory group.
Monitoring of "Mastering the educational areas of the program" was analyzed in the process of monitoring the work of educators in organizing direct educational activities, as well as in the process of monitoring joint activities an adult with a child.
The main monitoring indicators for all groups of preschool educational institutions were combined into tables ( Appendix 2.3).
According to the results of the monitoring conducted in October 2013. the following conclusions were made:
1. Based on the results of monitoring at the beginning of the school year, it can be seen that the average level of development of children predominates, which indicates the instability of a particular skill in the child's activities.
2. To achieve better results, it is necessary to build work with children on the formation of integrative qualities, taking into account the identified problems in the following areas:
Strengthen individual pedagogical work with children;
Establish interaction with the family on the implementation of the main general educational program of preschool education;
At the end of the school year, conduct a final monitoring of the development of the integrative qualities of children.
April 2014 a final monitoring of the development of children was carried out. The monitoring was carried out by group educators, specialists - a physical education instructor, a psychologist, as well as a senior nurse and a deputy head of MMR.
In the process of monitoring, the physical, personal and intellectual qualities of the child were identified, according to the integrative indicators identified in the program.
In the course of monitoring, teachers filled out sheets for assessing intermediate results and development maps for each child, as well as summary tables. Specialists helped to fill in sheets and maps according to their sections. After filling out the sheets and cards, the educators worked through the obtained estimates, translating them into a quantitative composition. Based on the monitoring results, the educators prepared analytical reports.
Analysis of the monitoring data showed that the prevailing level at the end of the academic year is medium (62%), but compared to the beginning of the academic year (72%), there is a decrease. This is due to the fact that the high level of development of children has significantly increased, which at the beginning of the year was 11%, and at the end of the year it was 27%. The increase was 16%. (Appendix 4). Basically, the increase can be traced in the preparatory groups. This suggests that, in general, all children, 6-7 years old, are ready to study at school, the indicators of mastering the necessary skills and abilities are at a sufficient level of development, which indicates that children have successfully mastered the requirements of the main general educational program of preschool education. and the results of psychological testing, which was conducted by a teacher - psychologist Babakina N.M.
Also, from the monitoring results, a decrease in the low level is clearly visible. The low level at the beginning of the academic year was 15%, and at the end of the academic year it was 10%,
the decrease in the low level occurred by 5%.
One child had the lowest level (1%) at the end of the year. This child has a developmental delay against the background of a delay in speech development. The parents of this child are recommended medical examination.
Consistently high results in the development of children can be traced in the older group No. 6.
Based on the general monitoring results, the following conclusions can be drawn:
The dynamics of indicators towards a high level is visible and a decrease in the low level of development of children is noticeable.
The work of the teaching staff in the implementation of the main educational program during the academic year was aimed at the development of children and interaction with the families of pupils, much attention was paid to individual work.
The clear, well-coordinated work of the entire teaching staff has brought positive results in the implementation of the main educational program.
Thus, the program material was mastered by children of age groups in all sections at an acceptable and optimal level. According to the results of the diagnostic examination, the children showed a positive result in mastering the program material in the range from 62% to 72%, depending on the section of the program and age group. A positive result in mastering the program material (high and medium level) was shown by 89% of children, a low level of assimilation of program material - 10% of children. In comparison with October 2013, the level of assimilation of program material in general for kindergarten increased by 6%, the low level decreased by 5%. In general, the level of development of integrative qualities among pupils of the preschool educational institution corresponds to the “social portrait of a child who has mastered the program”, taking into account the age characteristics of children. Based on the analyzed indicators, the main areas of work that need to be given additional attention are identified.
AND ABOUT. Deputy Head of VMR: Simonova O.V.
Analytical reference on the results of pedagogical monitoring
in the middle group "Rainbow" for the 2017-2018 academic year.
The educational process in the middle group is built on the basis of the exemplary basic general educational program of preschool education “From birth to school”, edited by N.E. Veraksa, T.S. Komarova, M.A. Vasilyeva. In order to determine the degree of mastering the educational program by children and the impact of the educational process organized in a preschool institution on the development of children in the 2017-2018 academic year, monitoring was carried out of the children's achievement of the planned results of mastering the educational program. This monitoring was carried out twice during the year.
The final monitoring was carried out from 17.04 to 28.04.2018Educator: Lapaeva Tatyana Alexandrovna
The monitoring involved: 16 children.
Group members:
Boys - 10 people
Girls - 6 people
The following methods were used during the monitoring:
pedagogical supervision,
Conversation,
Analysis of productive activity,
didactic material.
Diagnostics of the pedagogical process was carried out according to the method of Vereshchagina N.V., Candidate of Psychological Sciences, practicing teacher-psychologist and teacher-defectologist
Monitoring was carried out in the following areas:
Speech development
cognitive development
Socio-communicative
Artistic and aesthetic development
Physical development
During the monitoring, tables of diagnostics of the pedagogical process developed by N.V. Vereshchagina in accordance with the Federal State Educational Standards were used. The assessment of the pedagogical process is related to the level of mastery of each child with the necessary skills and abilities in educational areas, and is carried out on a 5-point scale.
Results:
The program material (in all 5 educational areas) was mastered by the children of the middle group "Rainbow":
At a high level in - 69.3%, 11 children
At the middle level - in 30.7%, 5 children
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 "Social and communicative development" (High - 87.4%; average -12.6%; no low score) .
Top scores. The material is mastered by preschoolers mainly at a high level.
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 began to follow the game rules in didactic, mobile, developing games; they have formed a readiness for joint activities with their peers, the experience of game interaction has been enriched;
developed a respectful attitude and a sense of belonging to one's family and tothe 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 game 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.
Recommendations: in regime moments, plan role-playing games more often, create conditions for them, replenish the center of role-playing games with toys and attributes necessary for the development of the plot.Individual work with pupils on the safety of behavior.
2. Educational area "Physical development" (high - 75.6%; average - 24.4%).
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 movements peers and notice their mistakes.
Children have improved indicators of speed-strength qualities, coordination, general endurance;a need for motor activity has formed, an interest in the implementation of elementary rules healthy lifestyle life;
skills were formed to independently and correctly perform the processes of washing, washing hands; independently monitor their appearance; behave fortable during meals; dress and undress independently, take care of theirthings (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.
Recommendations : to continue work in this direction in the summer, plan OD for physical development, observe the motor regime, conduct hardening activities, plan conversations with children to form knowledge about healthy lifestyles.
3. Educational area "Artistic and aesthetic development" (high - 75.6%; medium - 18.1%, low - 6.3%).
Children developed an interest in handicrafts, illustrations inchildren's books, small sculptures, unusual architectural buildings,description of architectural objects in illustrations for fairy tales.
The skills of artistic and aesthetic perception developed: consistentexamination of objects and works, recognition of 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 andsome individual features, in the design to convey spatialstructural 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, geometricelements of the pattern, the children learned to select the color corresponding to the depicted object;use a variety of colors; use color as a means of expressioncharacter of the image.
Children have acquired more precise technical skills.
AT drawing : the ability to select visual arts when reminded by the teacher materials and tools, image methods in accordance with the created manner; the ability to confidently draw lines, stripes, rings, arcs; do hatching.
In the application : mastering the available methods and techniques of cutting and breakingapplications; 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 expressiveimage.
in modeling : mastering some modeling techniques: pulling back from a whole piece, pinching, smoothing the surface of molded figures, junctions of parts, rolling plasticine with circular movements of the hands into balls, rolling with direct movements of the hands into columns, sausages, pressing the middle of the plasticine ball, cylinder with fingers.
In construction from ready-made geometric shapes: ability to analyzeobject, highlight the main parts and details that make up the structure. Creationvariants of familiar structures from ready-made geometric shapes;
from constructor details 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 naturalmaterial, make an image of the parts, use glue to fix the parts,plasticine.
To attain best results, it is necessary to pay attention to the development of the ability to compose a new color tone on the palette, apply one paint to another, convey some 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).
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 artistic materials, accessories for artistic activities (brushes, gouache, watercolor, plasticine, paper of different colors and textures, stencils, coloring books, etc.).
4. Educational area "Development of speech" (high -48%; medium - 52%).
The analysis showed that almost all pupils of the middle group "Rainbow" speak as a means of communication and culture, they accompany game and everyday activities with speech. Enriched and replenished the active dictionary; development of coherent, grammatically correct dialogic speech; development of speech creativity; development of sound and intonation culture of speech, phonemic hearing.
The bulk of children name some genres of children's literature, they can retell a small literary work, make up stories based on plot pictures. Show emotional interest in dramatization of familiar fairy tales, small poems. Learn poems by heart. They can repeat samples of the description of the toy.
It is necessary to pay attention to the development of the ability to clearly pronounce the sounds of the native language, the correct pronunciation, the use of complete, common simple with homogeneous
members and complex sentences for the transfer of temporary,
spatial, causal relationships; use of suffixes andprefixes in word formation; proper use of the ending systemnouns, adjectives, verbs for the design of a speech statement;
compilation of descriptive sentences from 5-6 sentences about objects and narrativestories from personal experience;
development of the ability to compose narrative stories based on toys, paintings; compiling descriptive riddles about toys, objects of nature.
It is necessary to pay attention to the ability to realize the significance of some means of linguistic and intonation expressiveness for conveying the images of heroes, attitudes towards them and events.
Many children need classes with a speech therapist to correct speech.
It should be noted that some children have speech disorders (Pavel Mukha speaks poorly).
Continue to develop the ability to retell fairy tales, compose descriptive stories about objects and objects, using pictures.
It is necessary in the next academic year to continue to work on enriching the vocabulary, consolidating the ability to conduct dialogues, a monologue, answer questions, accept game tasks, and communicate with adults and peers. Pay attention to the formation of independence, purposefulness and self-regulation of their own actions;
introduce children to the culture of reading fiction, it is necessary to pay more attention to educational work with parents of pupils on issues of speech development.
5. Educational area. "Cognitive Development" (High -49.6%; Medium -37.8%, Low - 12.6%)
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 andpeace, causes and consequences), about the small motherland and Fatherland, ideas aboutsocio-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, diversitycountries and peoples of the world.
The monitoring analysis showed, according to FEMP, in sensory development, and in the formation of a holistic picture of the world, the natural world and broadening one's horizons, the same level of development.They have ideas about themselves, about the composition of the family, kinship, about the state and belonging to it, about the world. They know the coat of arms, the flag, the anthem of Russia, the capital. They have an idea about their native land, about its sights. Establish elementary causal relationships. They know how to work according to the rule and model, listen to an adult and follow his instructions. But most children have an average level of knowledge due topoor organization of some pupils of independent activitybehavior during classes, children are often distracted, argue, often cannot engage in joint activities.
Recommendations: Continue work in this direction. To develop in children an interest in independent knowledge (observe, examine, experiment with a variety of materials, experiment). To give parents recommendations on the formation of a holistic picture of the world.
conclusions
The final results of monitoring indicate a sufficient level of mastering the educational program. As a result of the monitoring, it can be concluded that:
1. Work should continue on the development and implementation of modern pedagogical technologies aimed at the development of children.
2. It is necessary to pay more attention to educational work with the parents of pupils.
The results were obtained due to well-formed prerequisites for learning activities: the ability of the child to work in accordance with the instructions, act independently according to the model and exercise control, stop in time when performing one or another task and switch to another.
The positive result of the work done is obvious: there is no low level of assimilation of the program by children, differences in high, medium and low levels are not significant, children's knowledge is strong, they are able to apply it in everyday activities.
Municipal budgetary preschool educational institution
"Kindergarten No. 13 of the city of Vyborg"
(MBDOU "Kindergarten No. 13 of Vyborg")
Analytical reference
according to the results of the development of children
middle group No. 7 "WHY" OOP DO
MBDOU "Kindergarten No. 13 of Vyborg".
1 part. Introductory.
Monitoring was carried out:
Educator: Veselko Svetlana Ivanovna
Educator: Verenikina Lyubov Vasilievna
Musical director: Bondareva Rosa Vasilievna _______________
Date of event: October 2015.
The purpose of pedagogical monitoring is to identify the initial level (dynamics) of the development of physical, personal, intellectual qualities of preschool children aged 4 to 5 years.
During the monitoring, the following methods were used:
monitoring the activities of children;
conversations (Conversations on the plot picture, "Why does a person care about pets",
analysis of the results of the productive activities of children (drawing and application);
didactic games and exercises (“Wonderful bag”, “What is from what?”, “ family photo”, “City - village”, “Who needs what?” (professions), “Harvest”, “Hunter and shepherd”, “Finish the sentence”, “What can you tell about boys” (about girls), “Find first sound”, Find the same figures”, “When it happens”, “Compare the paths”, “Help Petrushka count the butterflies”
Group characteristics.
Total number of children: 23 people;
number of girls - 13 people, boys - 10 people;
health groups,
social characteristics of families: 5 single-parent families (22%), 17 complete families (74%) and 1 guardian family (4%)
2 part. Analytical
The kindergarten works according to the program "From birth to school" The main general educational program of preschool education / Ed. N. E. Veraksy, T. S. Komarova, M. A. Vasilyeva.
Socio-communicative development:
During the diagnostics, it was revealed that children are friendly with others, show an active interest in the words and actions of adults. They play calmly with children, and also enter into communication about toys, play activities. The play actions of children are varied, they willingly play with the teacher, reproduce the game actions and speech of the teacher in an independent game. But many people experience difficulties in coordinating game actions (Bernikov Sasha, Chichkov Nikita, Mishurina Sasha). It is noted that almost all children follow the rules of organized behavior in kindergarten, name and distinguish between special types of transport, understand the meaning of traffic lights, know emergency numbers, know the rules of behavior in extreme situations. In the course of the diagnostics, it was revealed that children take care of their clothes on their own, look after their appearance, respect for adults, respect for the results of work is manifested in their behavior. But some children need help with household chores, self-control is not enough.
cognitive development
Children have the ability to distinguish, name and generalize objects according to their properties, they know the name of various animals, reptiles, birds, some vegetables and fruits; they show an interest in caring for plants.
During the diagnostics, some difficulties were revealed in tasks for orientation in space: in the ability to determine the position of objects in space (Alekseev D, Babkina N, Budkova V, Bernikov Sasha, Borozdin E, Zhuravlev M., Krasov M., Rybin A., Savenkova K ., Chichkov N.) in the ability to compare objects by size, thickness (Alekseev D, Babkina N, Budkova V, Bernikov S., Dudareva M., Mishurina S., Borozdin E, Zhuravlev M., Krasov M., Rybin A. , Savenkova K., Chichkov N.) in the ability to compare objects on the basis of counting (Alekseev D, Borozdin E, Mishurina S., Rybin A., Savenkova K, Chichkov N.)
Speech development
Many children know the name of their favorite fairy tales, recite poems, name the authors of some works, they listen carefully to the works, answer questions, and can express their attitude to what they read. Children must be taught to listen carefully. literary works, expand knowledge about the genres of literature, teach expressive reading of poetry. (Alekseev D, Borozdin E, Chichkov N, Mishurina S. Rybin A.). Children have the ability to speak, learn to argue their thoughts and judgments, show interest in verbal communication, but are not very active in it, speech is correct, grammatical errors are rare.
Children show interest in the perception of objects, works of art, a desire to consider them. Emotionally respond to beauty. Allocate individual features of objects that make them beautiful: bright colors, basic shapes. They know how to use some visual tools, many have shaping movements. Children show interest in music, take part in musical activities with pleasure, show emotional responsiveness to the mood of music. During the diagnostics, it was revealed that mainly children have difficulty in developing a sense of rhythm and learning new movements.
Physical development
In the course of the diagnostics, it was revealed that, basically, most of the mastered movements are performed actively by children, there is consistency in the movements of the arms and legs (in walking and running); children respond well to the signal and act in accordance with it; maintain a given pace, show a positive emotional attitude to motor activity, independently reproduce previously mastered movements.
In some children, movements are impulsive, tense, constrained, poorly coordinated, the help of a teacher is required (mainly for newly arrived children, and children who rarely attend preschool). (Budkova V., Lendesheva L.)
Grading system:
Red (1, H) - the indicator does not manifest itself in activity, most of the components are underdeveloped
Yellow (2, C) - the indicator is unstable, the teacher's help is needed
Green (3, B) - the indicator in the child is formed, corresponds to the age
Based on the results of monitoring the quality of mastering the SEP DO by children at the beginning of the school year, we received the following results:
Monitoring results of the PEP DO
October
Surname, name of the child
conclusions
May
Surname, name of the child
Dynamics
High
13%
Andronova A.
Berchenko N.
Novozhilova A.
the indicator in the child is formed, corresponds to the age
High %
Average
70%
Babkina N.
Budkova V.
Bernikov S.
Borozdin E.
Dudareva M.
Zhuravlev M.
Kovyrzin S.
Krasov M.
Kuznetsova S.
Medvedeva R.
Oleinikov M.
Savenkova K.
Sidnenkova D.
Smirnov C.
Fedoseeva K.
Lendesheva L.
the indicator is unstable, the teacher's help is needed
Average %
Short
17%
Alekseev D.
Rybin A.
Mishurina S.
Chichkov N.
the indicator does not manifest itself in activities, most of the components are underdeveloped
Children who are often ill and have srr.
Short %
C + B (2 + 3) \u003d execution of OOP DO
Analysis of the quality of mastering the OOP DO in educational areas
No. p / p
Educational areas
October
%
May
%
Dynamics
%
1
Social and communicative development
87%
2
cognitive development
70%
3
Speech development
78%
4
Artistic and aesthetic development
69%
5
Physical development
91%
6
Development of gaming activities
74%
In total, the group mastered the program of the middle group of the OOP DO 79%
3 part. Final.
conclusions
The program material was mastered by pupils of the middle group at a high (13%), average (70%) and low level (17%). Thus, the results of monitoring the development of program material by children of the middle group at the beginning of the school year showed mainly an average level (1.8 average for the group).
Educators need to carry out individual work with children with low rates. (Chichkov Nikita, Mishurina Sasha, Rybin Alexei, Borozdin Egor, Savenkova Christina, Alekseev Denis, Bernikov Sasha, Zhuravlev Matvey, Budkova Vera). Pay attention to the consolidation of neatness skills, the formation of personal hygiene skills, ideas about a healthy lifestyle, consolidation of labor skills, interest in work assignments and the work of adults, enrichment of the plot of games, consolidation of the ability to conduct role-playing dialogues, accept game tasks, communicate with adults and peers. Continue work to consolidate the safety rules for children in kindergarten, at home and road safety rules, to form a holistic picture of the world, sensory standards and elementary mathematical representations, develop constructive skills, develop speech and communication skills for children, expand knowledge about the genres of literature, teach expressively read poetry. Pay attention to cognitive research activities.
During the school year, it is necessary to conduct individual work with children on the formation, skills and visual activity, development of speech in accordance with age, improve the technique of drawing, modeling, applications, develop creative and communicative abilities of pupils.
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 game 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 significance 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 of activity 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 middle-aged children. 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.
Children of this age are actively maturing and developing 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%.
