Analytical report on monitoring in the middle group. Analytical report on the results of monitoring for the senior group Certificate on the results of pedagogical monitoring in preschool educational institutions
Municipal preschool educational institution
“Kindergarten No. 14 “Sun”, 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 MDOU No. 14 “Solnyshko” in the city of 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;
Tracing the dynamics of children's development;
Identification of children lagging behind in mastering the educational program, as well as the reasons for their failure;
Summing up the work for the 2015-2016 academic year.
Used:
the following diagnostic methods:
- observation,
- analysis of children's activity products,
- educational games,
- individual conversations,
- solving problematic (diagnostic) situations.
forms of pedagogical diagnostics:
- individual;
- subgroup;
- group
The roster of the group at the beginning of the school year was 24 students, at the end of the school year - 22 students, 21 students took part in the monitoring, which is 95.5% of the total number of students in the group.
Results of final monitoring of mastering program sections
“Childhood” (educational areas) of the middle group
For the 2015-2016 academic year.
Based on the indicators identified during the diagnostic examination, it can be noted that since the beginning of the year, in the process of developmental education, significant dynamics in the development of children can be traced, namely:
An analysis of how children in the middle group learn the OO program allows us to draw the following conclusion:
Highest results:
According to the NGO “Physical Development”:
High level – 62%;
Average - 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, conduct outdoor games and exercises independently, began to navigate space more confidently, perceive the demonstration as a model for independently performing exercises, and evaluate the movements of peers and notice their mistakes.
Children's indicators of speed-strength qualities, coordination, and general endurance have improved;
a need for physical activity and an interest in following the basic rules of a healthy lifestyle have formed;
developed the ability to independently and correctly perform the processes of washing and washing hands; take care of your own appearance; behave for
table during meals; dress and undress independently, take care of their
things (personal items).
To achieve the highest indicators in the educational field
“Physical development” it is necessary to organize joint activities and independent motor activity of children to develop skills in throwing, catching, throwing; outline work to develop more confident and active orientation in space.
The same indicators for the NGO “Social and Communicative Development”:
High level - 62%;
Average - 38%;
Low - 0%.
The children successfully learned:
norms and valuesaccepted in society, including moral and moral 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, act in a real and imaginary game situation; enrich the themes and types of games, game actions, plots;
became more independent, emotionally responsive;
began to show interest in gaming experimentation;
they began to follow game rules more clearly in didactic, active, and developmental games; they developed a readiness for joint activities with peers, and the experience of game interaction was enriched;
developed a respectful attitude and a sense of belonging to one’s family and to
community of children and adults in the organization;
Positive attitudes towards various types of work and creativity; the basis for safe behavior in everyday life, society, and nature.
It is necessary to continue work on the development of gaming skills in director's games, on the development of creative skills in inventing and creating scenes of director's games with the help of toys and objects for showing to peers. It is also necessary to pay attention to experimental games with various objects and materials.
The results for the NGO “Cognitive Development” are somewhat lower:
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 relationships 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 homeland and Fatherland, ideas about
sociocultural values of our people, about domestic traditions and holidays,
about planet Earth as the 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 connections between the qualities of an object and its purpose, identify the simplest dependencies of objects (by shape, size, quantity) and trace changes in objects according to one or two characteristics;
develop ideas about your hometown and country;
development of the ability to compare objects by spatial location (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.
For the NGO “Artistic and Aesthetic Development” the following indicators:
High level - 52.3%;
average - 33.3%;
low - 14.5%.
Children have developed an interest in folk crafts, 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
examination of objects and works, recognition of depicted objects and phenomena; the ability to see their expressiveness and relate it to personal experience developed; highlight their sensory signs, visually and tactilely examine toys, attractive objects, small sculptures.
The ability to create images of individual objects and simple
plots in different types of activities; in drawing, modeling, depict typical and
some individual characteristics, in the design, convey spatially
structural features of the building.
Visual and expressive skills developed:
The ability to correctly position an image on a sheet of paper, highlight the main thing with color, size, location on the sheet; create clearly basic forms, compose an image from several parts, using the rhythm of spots, geometric
elements of a pattern, in modeling - through moldings, a pattern in a stack;
children learned to select a color that matches the depicted object;
use a variety of colors; use color as a means of expression,
character of the image.
Children acquired clearer technical skills.
In drawing : ability to select visual arts when reminded by a teachermaterials and tools, image methods in accordance with the createdway; the ability to confidently draw lines, stripes, rings, arcs; perform shading;
work with a bristle brush, combine some materials.
In the application : mastering available methods and techniques for cutting and breaking
applications; use stripes and cut-out shapes to create images of different objects.
Ability to use scissors correctly and carefully cut and paste parts;
ability to use non-figurative materials to create expressive
image.
In sculpting : mastering some sculpting techniques: pulling from a whole piece; topping; smoothing the surface of sculpted figures, the junction of parts; rolling plasticine into balls using circular movements of the hands; rolling with straight hand movements into columns and sausages; pressing in the middle of a plasticine ball or cylinder using your fingers.
In designfrom 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 builderparts of different sizes:
ability to carry out simple constructions; mastering methods of replacing forms, giving them stability, strength, and using floors.
Paper construction: mastering generalized methods of folding various crafts; gluing to the main shape of the parts.
Construction from natural materials: the ability to see an image in nature
material, create an image from parts, use glue to secure parts,
plasticine.
To achieve better results, you need to pay attention to developing the ability to create a new color tone on the palette, apply one paint to another, and convey some details in your work;
on the ability to smear plasticine balls on cardboard, apply plasticine to the boundaries of the desired contour to create a flat plasticine picture on cardboard (plasticineography).
Reading fiction was aimed at:
Expanding children's reading interests -
getting pleasure from communicating with a book, the desire to meet again
with her.
Perception of literary text-
mastering the skills of listening carefully and hearing a literary work,
sympathize and empathize with the heroes of the work, imagine
heroes, features of their appearance, some character traits, isolate
actions of the heroes and give them a basic assessment, explain obvious motives
actions, with the help of the teacher, understand the general mood of the work.
Creative activity based on literary text -
Manifestation of a desire to memorize poetic texts, retell familiar and
re-read fairy tales and stories with and without illustrations to other children
and adults, toys. Mastering different ways of expressing your attitude towards
a literary work, its characters: in a story, drawing, appliqué, modeling; at
retelling and reciting text; in different types of theatrical
activities.
It is necessary to pay attention to the ability to realize the importance of certain means of linguistic and intonation expressiveness for conveying images of characters, attitudes towards them and events.
The lowest results were obtained by the NGO “Speech Development”:
High level - 19%,
average - 61.9%,
low - 19%.
Work in this educational area focused on mastery of speech as a means of communication and culture; enrichment of the active vocabulary; development of coherent, grammatically correct dialogical 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 sound analytical-synthetic
activity as a prerequisite for literacy learning.
It is necessary to pay attention to the development of the ability to clearly pronounce the sounds of the native language and correct word pronunciation; development of the ability to retell fairy tales, compose descriptive stories about objects and objects, using pictures.
Use in speech of complete, common simples with homogeneous
members and complex sentences for the transmission of temporary,
spatial, cause-and-effect relationships; use of suffixes and
prefixes for word formation; correct use of the ending system
nouns, adjectives, verbs to formulate a speech utterance;
compiling descriptive 5-6 sentences about objects and narrative
stories from personal experience; to develop the ability to write narrative stories based on toys and paintings; writing descriptive riddles about toys and natural objects.
Analysis of the quality of assimilation by children of this group of individual integrative qualities allows us to draw the following conclusion:
Children showed the highest results 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. They use words of participation, emotional sympathy, and compassion in their speech to maintain cooperation and establish relationships with peers and adults. They experience joy from communicating with animals and plants. They empathize with fairy tale characters. They react emotionally to works of fiction.
- “Mastered the means of communication and ways of interacting with adults and peers” -
High level - 80.9%;
Average level - 19.04%
Most children actively strive to communicate with peers and need meaningful contacts with peers about toys, joint games, and common affairs. Speech contacts are longer and more active, and the first friendly connections between children are established. Children strive for self-expression in activities, for recognition and respect from 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 searching nature.
The results in mastering the following integrative qualities are somewhat lower:
"Curious, active" -
high level - 66%,
average - 28.5%;
low level - 9.5%.
Most children are highly active and inquisitive. Children strive to establish connections and dependencies in nature and the social world. They master 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 involved in experimentation, research activities, naming properties and qualities of objects, features of natural objects, combining objects and objects into specific categories indicating characteristic features.
“Physically developed, mastered basic cultural and hygienic skills"- high level - 61.9%;
Average level - 38%
The children's movements became much more confident and varied. Children perform age-appropriate hygienic procedures, follow the basic rules of a healthy lifestyle, talk about the consistency and necessity of performing cultural and hygienic skills, strive for independence in self-care, set goals themselves and see the need to perform certain actions.
- “Able to manage one’s behavior, plan one’s actions on the basis of primary value concepts, observing basic generally accepted norms and rules of behavior” -
High level - 61.9%,
the average level is 38%.
Children have mastered different methods of activity, show independence, and strive for self-expression. Children's behavior is determined by the demands of adults and 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. When reminded by an adult, they try to adhere to the basic rules of behavior at home 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 become aware of some of their skills, knowledge, and what they have learned. They strive 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 and holidays.
Have an idea about the professions of kindergarten workers. They know the name of the country and hometown.
The following integrative qualities were the least successful for children to master:
- “Able to solve intellectual and personal tasks (problems) appropriate for age” -
high level - 47.6%;
average - 33.3%;
low - 19.04%.
Half of the children can apply acquired knowledge and methods of activity to solve simple problems set by adults, show interest in various types of activities, actively participate in them, and use knowledge to solve intellectual and everyday problems.
“Having mastered the universal prerequisites for educational activities” -
high level - 47.6%,
These are children who are good at working according to a model, listening to an adult and completing his tasks, and answering when asked.
Average - 38.09%,
These children need a little help from an adult, guiding questions to answer correctly.
Low - 14.2%.
These are children who find it difficult to work according to a model, do not know how to work independently, their work does not correspond to the plan. They need to repeat the question many times.
- “Having mastered the necessary skills and abilities” -
high level - 47.6%;
These are children who have developed special skills and abilities necessary to carry out various types of children's activities.
average - 38.09%;
These are children who have minor problems in mastering special skills.
Low level - 14.2%.
These children need individual work to develop skills and abilities appropriate for children of middle preschool age.
To achieve high results in the course of the educational process, problematic practical and cognitive situations were used, in which children independently applied mastered techniques that contributed to the development of a system of various examination actions, methods of simple analysis, comparison, and the ability to observe.
To develop children's independence, methods of an individual approach were used, which made it possible to pay attention to the real level of skills, which vary significantly among different children.
The main form of organizing children's activities is play, so preference was given to the play structure of their entire way of life.
An opportunity was also created for children’s varied play activities through an appropriate subject-development environment: a variety of toys, substitute items, materials for play creativity, and 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 middle preschool age, preference was given to visual, playful and practical methods.
Children of this age are actively maturing and developing their emotional sphere: feelings become deeper and more stable. Therefore, by supporting them, situations were specially created in which children gained experience of friendly communication and attention to others. This is a situation of mutual support and help from children, showing attention to elders, caring for animals, caring for things and toys.
When interacting with preschoolers, several pedagogical positions were used:
- partnerships and cooperation;
- transfer of experience;
- asking children for help.
This interaction helps children quickly become independent and feel competent.
Based on 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 indicator was obtained:
55.6% of children have a high level,
Average - 36.35%,
Low - 8.19%.
Rosa Agleulina
Information on monitoring for the first half of the 2014–2015 academic year
Results monitoring mastering program material for the first half a year showed that children of secondary group No. 4 have mastered the material in educational areas at an average level.
Examined: 26 pupils.
Forms monitoring:
Child monitoring;
Educational field "Social and communicative development"
The results are as follows:
High level: 0%
Average level: 69%
Low level: 31%
69% have an average level; these are children who know how to design a game using a variety of materials (attributes, available material). They are often game organizers, capable of accepting a problematic game situation, changing their own role behavior, and showing respect for peers and adults. They actively participate in the game, but do not follow the rules. Partially see their mistakes and correct them with the help of an adult.
Students who cannot assess their capabilities in didactic games have a low level, do not know how to design their game, do not always follow the rules of the game, communicate only with adults, and act with objects according to a demonstration or model. We plan to pay more attention to enriching the plot of games, strengthening the ability to conduct role-playing dialogues, accept game tasks, and communicate with adults and peers.
Work. During the observation of elementary labor activity there was revealed: Children dress and undress independently. But toys, building materials, and equipment are removed and order is maintained in the group and in the kindergarten area most often after a reminder from an adult.
Safety. Analysis of the results on the formation of safe behavior showed that pupils are well aware of the basic rules of behavior in kindergarten, can tell how to cross the road correctly, and explain the meaning of a traffic light. But there are children who do not know the rules of the road, traffic lights, rules of safe behavior in nature, in transport.
Conclusion: continue working with children in the educational field "Safety" through didactic games, conversations, game situations, reading books with problem situations, arouse children’s interest in this topic through project activities.
Physical development
High level: 0%
Average level: 23-88%
Low level 3-12%
Analyzing the results of diagnostics of pupils on the formation of CGN, it was revealed that children know how to quickly dress, eliminate disorder in clothes with the help of adults. However, children do not have sufficiently formed initial ideas about the importance of morning exercises and adherence to the daily routine. There are children who need to pay attention to strengthening neatness skills, developing personal hygiene skills, and ideas about a healthy lifestyle.
conclusions:
it is necessary to pay attention to the skills of cultural food, to consolidate the skills of cultural behavior at the table (do not put your elbows on the table, drink and eat silently, chew food with your mouth closed, use cutlery correctly).
Educational area "Cognitive Development"
Analysis of indicators of the dynamics of mastering program material in the educational field "Cognitive Development" showed that the material was mastered mainly at an average level.
The results are as follows:
High level1-4%
Average level: 17-66%
Low level 8-30%
Work on sensory development in various activities should continue. Improve perception through active use of all senses. Enrich sensory experience. Develop cognitive, research and constructive activities. Form elementary mathematical concepts. Learn to count to 5 using correct counting techniques. Form ideas about equality and inequality of groups of objects based on counting. Develop the ability to equalize unequal groups in two ways (adding and decreasing). Develop the ability to count objects from a large number. Improve the ability to compare two objects by size, according to two identical characteristics. Develop ideas about geometric shapes, the ability to correlate the shape of an object with geometric shapes. Develop the ability to determine spatial relationships. Introduce spatial relationships - far, close. Expand your understanding of the parts of the day. Create conditions for expanding ideas about the world around us. Expand your understanding of nature.
Conclusion. To develop cognitive interest in children, develop observation skills, and mental activity, use TRIZA elements in your work, didactic games, experimentation, and project activities to involve parents.
Educational field SPEECH DEVELOPMENT
The results are as follows:
High level: 3- 11%
Average level: 19-74%
Low level: 4-15%
results monitoring showed that it is necessary to develop free communication with adults and children. Develop all components of oral speech, practical mastery of speech norms. Develop the ability to coordinate words in a sentence. Reinforce the correct pronunciation of vowels and consonants. Continue working on your diction. Improve dialogic speech.
Educational field "Artistic aesthetic development"
The results are as follows:
High level: 0
Average level: 17-65%
Low level: 9-35%
Most children can draw and name forms: round, rectangular (circle, oval, rectangle, square). Draw lines in different directions. They have mastered the skills of drawing with pencil and brush, paint carefully, and use various materials. You should continue to develop the ability to create decorative compositions. Learn to paint over drawings with a brush, pencil, and mix paints. Continue to develop an interest in sculpting. Reinforce the techniques of careful sculpting; when sculpting objects, proportions are violated, there is no clarity in conveying the form, parts are not firmly held together. Develop interest in the application. Develop the ability to hold scissors correctly and practice cutting out round shapes. Develop children's creativity. Introduce to fine arts
Variable part
High level -0
Average level - 85%
Low level - 15%
Analysis monitoring in the variable part showed that the highest result is observed in the regional component. The level of development in search and research activities is slightly lower.
Child development monitoring.
Children have a level of development in integrative qualities, the highest results are observed in the following integrative qualities: qualities: curiosity, activity, emotionally responsive; physically developed. The level of development in the following qualities is slightly lower: self-image, family, society and state; the ability to manage one's behavior; mastering the means of communication; ability to solve intellectual and personal problems.
Analysis monitoring on the variable part showed that the highest result is observed in search and research activities. The level of development in the regional component is slightly lower.
on the results of monitoring the achievement by children of the planned results of mastering the Program “from birth to school” at the MADOU TsRR d/s No. 3
at the beginning of the 2016–2017 academic year
The purpose of monitoring is to determine the degree to which the child has mastered the main educational program of preschool education of MADO No. 3, compiled on the basis of the main educational program of preschool education “From birth to school” (edited by N.E. Veraksa, T.S. Komarova, M.A. Vasilyeva. - M.: Mozaika-Sintez, 2015) and the influence of the educational process organized in a preschool institution on the development of the child.
Based on the annual plan of the MADU, monitoring of the results of mastering program material by students in five educational areas was carried out at the beginning of the 2016-2017 academic year.
The collection of information is based on the use of the following methods:
systematic observations of the child’s activities
organization of special gaming activities
obtaining answers to assigned tasks through pedagogical situations
analysis of children's activity products
activity process analysis
individual conversation with the child
The form of monitoring organization is a diagnostic card.
Monitoring was carried out in each age group of MADOU in the period from 08.29.16. until September 16, 2016, carried out by educators from MADOU.
The teachers carried out diagnostics in the main areas of the MADU program:
Social and communicative development;
- cognitive development;
- speech development;
- artistic and aesthetic development;
- physical development.
In total, 16 groups of 457 pupils of the MADU were examined.
Monitoring was carried out by tracking the results of mastering the educational program. Diagnostics was assessed at three levels: high, medium, low
high level (4 – 5 points) - the child fulfills all assessment parameters independently.
average level (3 – 4 points) - the child fulfills all assessment parameters with partial assistance from an adult;
low level (1 – 2 points) the child cannot fulfill all assessment parameters and does not accept adult help.
The program material in educational areas was mastered by pupils of all age groups at an overall average level. According to the results of monitoring, students of the MADOE showed a generally positive result in mastering the program material. The highest results are in children of senior group No. 10.13 and preparatory school groups No. 5 No. 9, the lowest indicators are in compensatory 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 school year,” the following results were revealed:
Educational field “Social and communicative development” final indicator of MADO:
High level: 22.3%
Average level: 65.5%
Low level: 12.2%
Educational field "Cognitive development"
The program material in the educational field “Cognitive Development” has been mastered by pupils of all age groups at an average level. The highest results are in children of the senior (60%) and preparatory school groups - 65% high level, the lowest in the second group of early age - 16.7% and compensatory groups - 82% and for children with general speech underdevelopment - 43 %.
As a result: “Cognitive development”:
High level: -27%
Average level: – 63%
Low level: - 10%
The analysis of indicators of children’s mastery of program material in the educational field “Speech Development” is mainly at the average level. The highest results are in children of older and preparatory school groups, 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 mastering program material in the educational field of “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, preschoolers have mastered program material in the educational field “Physical Development” at an average level. High results were shown by pupils of the senior and preparatory school groups (48 and 55%, respectively), the lowest results in the second group of early age - 84% average level and the compensating group - 85% low level.
Total for the educational field “Physical Development”:
High level: – 27%
Average level: -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 a generally average level. The highest results are for children in the senior and preparatory school groups. The lowest results are in the early age groups and the compensatory group.
The results of monitoring the mastery of program material showed that children of all age groups mastered material in all educational areas at a high and average level.
An analysis of monitoring child development showed that preschoolers at MADO No. 3 have mastered the MADO educational program at a high and average level.
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%. - Average level: No. 16 - 6% - Low level.
Since these are children who do not strive to participate in practical and play activities together with adults, 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 with or without reason, due to limited speech contacts, insufficiently developed social and communicative qualities, and reluctance to obey general rules.
The quality of mastering the program is developed among children in MADOU TsRR - kindergarten No. 3 of the Dinsky district, mainly at an average level.
The results of this monitoring will help teachers determine a differentiated approach to each child and develop an individual route for 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 program material by educational areas by our kindergarten students at the beginning of the 2016-2017 school year are satisfactory.
For teachers of all groups:
1. Conduct targeted work to improve the quality of mastering program material in educational areas:
Implementation period: 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 monitoring results.
Implementation period: systematically, throughout the year.
4. Based on the results of monitoring, identify gifted children and develop individual educational routes to develop the child’s potential and consolidate the results.
Deadline: October 1, 2016, within a year.
4. Continue to enrich the subject-development environment in all age groups of MADO.
5. Educators and educational psychologists should 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 program of GBDOU 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 are boys and 9 are girls. By health group: 1 – 11 people; 2 – 8 people.
1.2. Purpose of monitoring:
Determining the level of assimilation by children of the senior group of the adapted preschool educational program;
1.3. Monitoring tasks:
Determine the level of children’s assimilation of program material in educational areas;
Determine the level of mastery of program material for the group as a whole (compared to last 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 development trajectory for each child;
1.3. Diagnostic methods:
Conversation with parents taking into account the questionnaire;
The survey was conducted in five educational areas using a five-point system.
part 2
2.1 Physical development
The program material was mastered by 9 children at an average level and 10 children at a below-average level.
Conclusion: the main types of movements are walking, running, balance, jumping, exercises with a ball and hoop, formation and rebuilding; physical qualities are not sufficiently formed and developed. The reason is a lack of coordination and disinhibition, in particular in two children. One child has knowledge in this area, but does not participate in the process and does not accept the help of an adult in class. Three children have poorly developed skills to quickly dress and undress, and put clothes away in a locker. One child became more active and interested in this area.
Recommendations: continue to create a developmental subject-spatial environment for optimal movement of children in preschool educational institutions, pay special attention to consolidating the basic types of movement, developing basic physical qualities, creating health-saving factors (morning exercises, invigorating exercises, prevention of flat feet and poor posture, hardening) Increase the popularity of the principles of a healthy image life in family education, conduct joint sports events for children and parents.
2.2. Cognitive development
The educational material was mastered at an average level by 10 children. One should pay attention to the development of orientation in space, time and on the page, and to the formation of gender identity. Basic mathematical concepts and design skills are well developed. At below average level there are 8 people. Children have partially formed ecological ideas and concepts of the objective world. Of these, 6 children require special attention. Dynamics are observed in one child, the passive vocabulary becomes more active, and therefore the way of expressing knowledge is more pronounced. And the child who has not formed concepts according to age remains at an almost low level, 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 and the consolidation of sensory standards.
Recommendations: create conditions for experimental research activities, replenish the development environment, create various collections of materials and albums with images of the surrounding world for free access, support children's initiative and creativity. Creating 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 below average level by 10 children, and 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. Teach children to listen to literary works, expand their knowledge of literary genres, teach them to recite poetry expressively, compose stories and retell them.
Recommendations: it is necessary to create conditions for independent speech activity during the day; include communicative games and exercises when organizing classes, perform finger and articulation gymnastics in special moments, and broaden the horizons of children. Continue to organize daily reading of fiction in the group, using bright visual aids, and emotionally expressively present the content of the work. Hold 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 of literary works for children to look at outside of class. Use puppet theater.
2.4 Social and communicative development
The program material of the educational field was mastered by 13 children at an average level and 6 children at a below-average level. Children with a low score have poorly developed skills in role-playing games, 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 towards their peers. They cannot always name their family members and answer questions about who does what in the family. Some children find it difficult to observe basic cultural rules of behavior among children and cannot always be critical of their actions, overcome shortcomings, and 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; they do not always interact in the game and show kindness 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 learn to communicate without conflict. Continue to teach how to form emotional responsiveness, teach children to understand themselves, identify and name their emotional state, and respond to the emotions of loved ones and peers. It is necessary to teach children to observe basic norms and rules of behavior when interacting with adults and peers, and to instill the rules of basic politeness. It is necessary to continue working to form ideas about the state and the world, about yourself and your family, about the nature of your native land. It is necessary to pay attention to enriching role-playing games, strengthening dialogues, and accepting game tasks.
Recommendations: it is necessary to create situations of friendly cooperation, teach conflict resolution, dramatize group situations using the example of fairy-tale characters, stimulate children to behave constructively, give practical recommendations to parents, and conduct individual corrective work with children. Teachers, in turn, need to be friendly to children and use as many affectionate and polite words as possible in their 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 to teach children how to interact in games.
2.5. Artistic and aesthetic development
Program material in this area was mastered by 11 children at an average level, 7 children at a below-average level, and 1 child at a low level. Not all children can complete 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 of them cannot arrange the sheet in a given format and place the image correctly on the sheet, they cannot name the types of decorative - applied creativity. Difficulties arise when performing the operation of pulling parts from a separate piece; not everyone has developed the skill of sculpting a three-dimensional image, and not all children complete and accurately perform flat sculpting. Difficulties arise with the ability to hold scissors correctly, cut correctly, and clean up your workplace. One child has knowledge, but does not always take part in the process. One of the children has practically no developed skills and does not accept adult help.
Conclusion: continue to improve the techniques of drawing, modeling, appliqué, and develop the creative abilities of students.
Recommendations: During the day, offer didactic games, coloring albums, exercises for the development of fine motor skills and finger gymnastics. In the creative corners, provide children with the opportunity for independent creative activity. Have the necessary equipment for working with plasticine, natural materials, paper, paints, and monitor their renewal. Take part in competitions and exhibitions. Continue interaction with the family and organize competitions for joint child-parent creativity.
Results: The program material was mastered primarily at a below-average level, which is explained by the unstable teaching staff of the group and overstaffing of students in the group.
Analytical report on the results of pedagogical monitoring of preparatory school group No. 9 for the 2016-2017 academic year.
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Analytical report on the results of pedagogical monitoring
preparatory school group No. 9 for the 2016-2017 academic year.
Teachers: Number of children in the group:
Kharina A.V Girls – 13
Garipova E. A Boys – 12
The following participants took part in the monitoring: 25 children.
During the monitoring, the following methods were used: pedagogical observation, conversation, analysis of productive activities, didactic material.
Monitoring was carried out in the following areas:
The program material (for all 5 educational areas) was mastered by children of the preparatory group for school:
At a high level - 51%
At the average level - 49%
Low level is kept to a minimum.
Analysis of monitoring the educational process allows us to build the following ranking order for mastering educational areas:
1. Educational field “Physical development” (high - 82%; average - 18%). The implementation of the OO is at a fairly high level. This is facilitated by adherence to a physical activity regime during the day, morning exercises, physical development activities, planned individual work on the development of movements, and the use of health-saving technologies in the daily routine.
Recommendations: continue work in this direction in the summer, plan ECD for physical development, maintain a motor regimen, conduct hardening activities, plan conversations with children on developing knowledge about healthy lifestyle.
2 .Educational field “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, know how to work collectively, and analyze a sample building. Children enjoy creating buildings using drawings. They know how to use a template.
They show a desire for constant communication with books and experience obvious pleasure when listening to literary works.
They have basic technical skills in drawing: they hold a pencil and brush correctly and use them freely. They depict objects and create simple plot compositions and images based on folk toys. They create small plot compositions, but make mistakes when conveying the proportions, poses and movements of the figures.
In modeling, children sculpt objects of different shapes using learned techniques and methods.
Most children distinguish such features of musical art as expressiveness and figurativeness, highlight a musical image with a little help from an adult, and give it a description. Many have recorded a shift in the formation of elementary vocal and choral skills - a sense of rhythm, sound production, breathing; skills in playing children's musical instruments - a sense of ensemble, tact.
Recommendations: make wider use of non-traditional techniques; create problem situations in the classroom that activate the creative imagination of children (“finish the drawing”, “come up with it yourself”, “finish it”); replenish creativity centers with a variety of art materials, supplies for artistic activities (brushes, gouache, watercolors, plasticine, paper of different colors and textures, stencils, coloring books, etc.)
A sample of an analytical report on the results of monitoring to determine the level of mastery of the educational program by preschool children.
Description: I bring to your attention a sample analytical report on the results of monitoring the determination of the level of mastery of the educational program by preschool children.This material will be of interest to senior educators.
Municipal budgetary preschool educational institution of the Aksai district kindergarten No. ........ «................................»
P.......................
Analytical information
(based on the results of monitoring to determine the level of mastery by preschool children of the educational program “...................................” ………………..group)
Date:…….0…..20……….. by…….0….20…….g.
Target: identifying the level and dynamics of children’s development over the past 20….. – 20……. uch. year, as well as designing the educational process for the 20..... - 20..... academic year and correctional and developmental work during the summer health campaign.
Form: individual and subgroup lessons.
Reporting form: protocols and analytical reports by age group.
Based on the results of the monitoring, the following was revealed:
1. The number of children who took part in the monitoring is ….. people (………..%), which is …….% more than in the 20….-20… academic year;
2. The number of children who did not take part in the monitoring – …persons (…..%), which is …..% less than in the 20….. -20….. academic year;
3. Children who did not take part in the monitoring were absent due to illness. It is recommended to monitor these children from 09/01 to 09/30/20……. of the year.
General level of children’s mastery of the educational program
4. The indicator of the high level of children’s mastery of the program was ……..%;
5. The average level of children’s mastery of the program was ……..%;
6. The indicator of the low level of children’s mastery of the program was ……….%.
A comparative analysis of the development of the educational program showed:
There is a positive (negative) dynamics in the overall level of children’s mastery of special education programs in comparison with the 20…-20… school year. (last academic year). In terms of the overall level, the dynamics amounted to……% compared to 20……-20…..academic year. The high level of program development increased (decreased) by ………%, the average level increased (decreased) by ………% and the low level of program development increased (decreased) by ….%, which is confirmed by the table data.
The highest high-level indicators were obtained in educational areas (B+C+B): “……………………………………………………………………” (…….% ), "………………………………………………………………………………….." (………..%),
Children showed the lowest results in mastering the program in educational areas “……………………………………………………………… (……..%),
«……………………………………………………………..» (………..%),
«……………………………………………………………………» (……….%).
The highest indicators were obtained in educational areas (B+C): “……………………………………………………………………” (…….%), “… …………………………………………………………………………………..” (………..%),
«……………………………………………………………………………» (………..%).
In the last academic year, the highest results in mastering educational programs were obtained (B+C) in the educational program “………………………………………” (…….%);
In the last academic year, the lowest results in mastering educational programs were obtained in OO (B+C) “………………………………………… (…….%);
OO “………………………………………………………………………………………...” (……..%);
NGO “………………………………………………………………………………………...” (……….%).
The overall result of the identified results and their dynamics showed:
……………………………………………………………………………………………………….
Conclusion:
Reasons for the increase (decrease) in the level of children’s development of special educational activities:
_______________________________________________________
Recommendations:
1. _______________________________________
2. _______________________________
3. _____________________________________________________
Signatures of teachers…………………group: /full name
/ FULL NAME
Date…………………………….20…….y.
Analytical report on the results of diagnostics of physical development and emotional sphere of preschools
ANALYSIS OF MONITORING NOVEMBER 2012-2013
Municipal autonomous preschool educational institution "Sharlyk kindergarten No. 4"
Analysis of monitoring the implementation of the program “From birth to school” in the senior group, 2011-2012 academic year
Prepared by teacher: Lidiya Vladimirovna Chernova, 32 years of teaching experience, 1st 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 field "Physical education"
Raising children active, dexterous, cheerful
Conclusions:
"Physical Culture"
The method of observing children's activities and game test tasks were used. Game test tasks were carried out not only by the teacher, 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 mastery of the necessary knowledge and skills in this educational field.
23 pupils have an average level, which is 82%. These are children who can walk quickly, easily and rhythmically, maintaining their posture, and climb a gymnastic wall with changes in tempo, but when they line up in a column of three or four, they make mistakes; when making turns to the right, 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 or swim because the conditions have not been created in kindergarten
5 children have a level below average, 18% are primarily pupils with the third health group, children who are often ill (4) and 1 child began attending kindergarten in August of 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 working on consolidating the basic types of movements and developing basic physical qualities; systematize individual work with children showing low and below average physical fitness results;
improve efforts to involve parents in sports and recreational activitiesselect thematic material and practical recommendations for promoting a healthy lifestyle for children. For pedagogical education, organize a selection of methodological literature for parents.To study the experience of other preschool institutions on the issues of preserving and strengthening the health of children for further implementation in practice.
To the head of physical education when conducting physical education classes: during the warm-up, pay attention to the work of all muscle groups, teach to walk and run easily, rhythmically, maintaining the correct posture, direction and pace, and jump over the jump rope; regularly pay attention to breathing restoration; If possible, conduct reflection and relaxation at the end of classes,
During walks and during the daily routine, teachers
learn with children new outdoor games and game situations with elements of football, badminton, towns, observe the physical activity of children.Educational field "Health"
We introduce a healthy lifestyle, strengthen the physical and mental health of the child
Conclusions:
In monitoring in the educational field
"Health" observation method and individual conversation were used. The observation was carried out not only by the teacher, but also by a nurse and a physical education instructor.The results are as follows:
There are 7 children in the senior group, 25%, with a high level of mastery of the necessary knowledge and skills in this educational field. These are children who can dress quickly, have neatness skills, brush their teeth independently, have basic 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 quickly get dressed, eliminate disorder in clothes with the help of adults, but they also do not have sufficiently formed initial ideas about the importance of morning exercises, about hardening the body, about maintaining a daily routine.
5 children have a level below average, 18% are primarily pupils with the third health group, children who are often ill (4) and 1 child began attending kindergarten in August of 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, and routine, since they have speech impairments.
Ideas about a healthy lifestyle and adherence to basic rules of a healthy lifestyle are at a low level.Offers:
Based on the above, it is necessary to continue working on developing self-care skills,
To bring children to the conscious ability to be healthy, to 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. Learn to eat healthy food, do exercises every day, take proper care of your mouth, and tell an adult about your problems. Continue to teach children to follow doctor’s recommendations in case of illness.
Expand your understanding of the benefits of running and walking, why morning exercises and adherence to a daily routine are necessary.
Expand children's understanding of forms of hardening. Attracting parental interest in a healthy lifestyle.
Educational field "Security"
The child masters the experience of safe behavior in the world around him
At the beginning of the school year:
Conclusions: In monitoring in the educational field"Safety"
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; they 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 basic rules of the road, but not everyone knows the traffic signs - they call them traffic lights and zebra crossings.
Children with a level below average distinguish and name special types of transport (“Ambulance”, “Fire”, “Police”), but their meaning is explained with the help of additional questions; signs other than traffic lights are no longer named; 1 child does not complies with the basic 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 absences, and has delayed speech development)
Offers:
It is necessary to continue to teach children to understand dangerous situations and find the right way out of them. Direct work towards children acquiring not only theoretical knowledge, but also practical experience; for this purpose, conduct not only introductory conversations, but also workshops and trainings to develop protective behavior skills. Act out situations of correct and incorrect behavior in kindergarten, at home, in transport, on the road, etc.
In play activities and in classes, it is better to introduce children to the professions of a policeman, an ambulance doctor, a firefighter, and a rescuer from the Ministry of Emergency Situations. Continue to learn to distinguish between warning and prohibition signs, to know how to cross the road correctly and the rules of behavior in transport.
Educational field "Socialization"
Conclusions:
In monitoring in the educational field
"Socialization" Observations of the child’s activity during various periods of stay in a preschool institution and 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:
There are 3 children in the senior group, 11%, with a high level of mastery of the necessary knowledge and skills in this educational field. 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 their peers, have several roles in creative experience, played performances in kindergarten. Knows how to design a game using a variety of materials (attributes, improvised materials, crafts). They are the initiators of the game, are often the organizers of 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, interact briefly 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 loss with irritation, sometimes even aggressively .
11 children have a level below average, 38% are primarily pupils who have the third health group, children who are often ill, allow many absences (4) and 2 children began attending kindergarten in August of this year. Children of this group are impulsive and often come into conflict with children. Their ability to communicate independently with peers is not sufficiently developed, they do not take part in collective activities, they play mostly alone, and they cannot develop the plot of the game. This indicates that the activity component is insufficiently formed.
Offers:
Based on the above, it is necessary to continue work on organizing developing problem-practical and problem-game situations related to solving socially and morally significant issues. Offer children role-playing and theatrical games, plot-didactic games and games with social rules 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 field "Labor"
Developing a value-based attitude towards work
Conclusions and offers:
The form of monitoring in the educational field “Labor” mainly consists of 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, care for plants in a corner of nature, properly set the table, and maintain order in the group and in the kindergarten area.
12 children (43%) have an average level of knowledge and skills. These are children who dress and undress independently, perform the duties of cafeteria attendants, but some of them do not skillfully set the table, maintain order in the group and in the kindergarten area only after a reminder from an adult, and care for plants in a corner of nature with the help of a teacher.
5 children (18%) have a level below average. In this group of children, individual components are undeveloped. They do not maintain order in the group and in the area, perform duty duties only under the supervision of an adult, do not dry clothes, and do not take care of shoes. Three children have the third health group, serious illnesses, 2 children did not attend kindergarten.
Offers:
Create in the group an atmosphere of constant employment, constant striving for useful work. Explain to children what a hardworking person means, what it means to work well. To form in them respect for the working person, to instill in them a caring attitude towards the results of labor. To form in children the desire to do independently what they can do. Unite all children in collective work so that they can independently distribute the work. When determining the content of general work, include in it only those types of work, the skills of which children master well enough, and strive to keep all children occupied. Distribute work evenly between children so that each of them can finish the work at approximately the same time.
Direct the efforts of each child to achieve the set 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"
Conclusions: In monitoring in the educational field“Cognition. Formation of a holistic picture of the world"The observation method, individual conversation, and game test tasks were used.
The results are as follows:
Conclusion: Children who have a high, average level of mastery of knowledge and skills in this area know the basic signs of living things, 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. Names the seasons, but some of the children name only two features (hot, cold, raining, everything is in bloom, etc.) They know that they need to take care of nature, but they don’t do everything. All children know the name of their native village, the name of the country and the capital of 5 children.
Children with a below-average level name objects that facilitate human work in everyday life, do not distinguish and name types of transport, do not classify objects, and only glass is identified from the materials from which they are made. Seasons are named, but their features are not noted. They have little knowledge about human interaction with nature at different times of the year.
During the school year, it is planned to carry out the following work with children: individual conversations, analysis of situations, reading educational literature, didactic games, discussion with children of the meaning and content of proverbs, sayings, riddles about natural phenomena, folk signs, use of natural and classical sounds for listening music; implementation of children's projects that use the experience of performances from different educational fields. It is planned to organize specific experimental activities for the children themselves, during which children could learn about the importance of the sun, air and water in human life.
Conduct conversations and consultations with parents on this section.
Conclusions:
In monitoring in the educational field
“Cognition. Formation of elementary mathematical concepts"The observation method, individual conversation, and 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 who have a high, average level of mastery of knowledge and skills in this area can identify the properties of objects, figures and independently classify them; count (up to 10) forward, ordinal, backward counting. Know geometric shapes and their properties. But they find it difficult to navigate on a piece of paper, except for children with a high level. Many children make mistakes in determining the location of an object in relation to themselves and other objects. Several children have difficulty determining the time of day: morning, afternoon, evening, night. Some children cannot compare objects by eye; cannot verify accuracy by application or overlay.
Children whose level is below average count to 10 with errors and do not know how to count backwards. Geometric figures are named only one at a time; they do not know the distinctive features. They do not know the location of the object in relation to themselves or other objects.
They cannot compare objects by eye; they cannot verify 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. They can count up to 5.
During the school year, it is planned to carry out the following work with children:
Develop children's mental activity: classification, analysis, comparison, abstraction, generalization. Divide complex tasks into parts and, depending on the inclinations and abilities of the children, solve them gradually. develop in children the ability to study, listen carefully and remember the task, and carry it out willingly and accurately. teach children of this age to listen to a task to the end.
Use entertaining material to form ideas and familiarize yourself with new information. Help children with help in mastering various practical methods of comparison, grouping objects by quantity, size, shape, spatial arrangement.
Conclusions: In monitoring in the educational field“Cognition. Productive (constructive) activity» The observation method, individual conversation, and 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 average, 25%, of which 2 children are closer to a low level.
Conclusion: Children who have an average level of mastery of knowledge and skills in this area are actively involved in work, can plan the stages of creating their own building, find constructive solutions, know how to work collectively, but have difficulty analyzing a sample building. Children enjoy creating buildings using drawings 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 independence in the manufacture of buildings in children with a level below average are fragmentary and incomplete. They can create their own buildings, but they do not know how to analyze. They cannot create a building from a drawing. They build one at a time. Sometimes they build together, but they team up with children of their level. Children know how to use a template, but not everyone can cut along solid lines or fold along dotted lines; they tend to not complete the craft accurately. Children study at the prompting of an adult and 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 to develop skills in planning activities, taking into account the common goal of distributing operations;
teach your child to identify the causes of failures and overcome them;
learn analyze a sample and plan a sequence of actions, control yourself as you work, compare your results with the sample.
Educational field "Communication"
We develop children's speech and communication abilities
Conclusions: In monitoring in the educational field"Communication" The observation method, individual conversation, and 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 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. Give reasons for judgments and use the form of speech - evidence with the help of an adult. Makes up stories based on a plot picture, a set of pictures; sequentially, without significant omissions, retell short literary works. But at the same time, they have difficulty selecting several adjectives for a noun, and they also have difficulty replacing a word with another word with a similar meaning. These children have insufficiently developed phonemic hearing.
Children with a level below average experience serious difficulties in all tested parameters. First of all, this is due to their individual characteristics, with frequent omissions
During the school year, the following work is planned with children whose level is below average: individual lessons on speech tasks, didactic games, reading fiction, holding conversations and consultations with parents on this section.
Educational field "Reading fiction"
A child in the world of fiction
Conclusions: In monitoring in the educational field"Reading fiction"The observation method, individual conversation, and 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 average, 18%, of which 2 children are closer to a low level.
Conclusion: Children with a high and average level of mastery of skills in this area show a desire for constant communication with books and experience obvious pleasure when listening to literary works. They truly understand the motives of the characters’ actions, 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 their favorite stories.
Children with a below-average level love to listen to works of art, especially fairy tales, but cannot evaluate the actions of the characters and answer questions in monosyllables. It’s very difficult to remember poems and fairy tales. They cannot retell it. They categorically refuse to participate in the dramatization of small fairy tales; they cannot read poems by role, since they do not remember them, and they have no desire to remember them.
During the school year, the following work is planned: individual work with children with a level below average, individual conversations about writers, poets, reading fiction, memorizing poetry collectively and individually; conduct conversations and consultations with parents on this section.
Educational field "Artistic creativity"
We introduce children to the fine arts and develop children's artistic creativity
Conclusions: In monitoring in the educational field"Artistic creativity"The observation method, individual conversation, and 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 average, 21%, of which 2 children are closer to a low level.
Conclusion: Children who have a high and average level of mastery of knowledge and skills in this area have basic technical skills in drawing: they hold a pencil and brush correctly and use them freely. They depict objects and create simple plot compositions and images based on folk toys. They create small plot compositions, but make mistakes when conveying the proportions, poses and movements of the figures. In modeling, children sculpt objects of different shapes using learned techniques and methods.
During the school year, it is planned to carry out the following work with children: individual work, teach children the ability to listen and complete a task, and bring the work started to completion.
Develop compositional skills - arranging images on medium sheets of paper, improving technical skills. Thus, mastering the outlines of the simplest pictorial forms, using bright, colorful tones, the child learns to find similarities with objects of the surrounding reality, begins to realize the visual capabilities of materials and independently use the acquired skills when depicting other objects. Bring children to understand that art reflects the world around them and the artist depicts what aroused his interest and surprise. Draw their attention to the fact that art surrounds us everywhere: at home, in kindergarten, on the street, it gives people pleasure and joy, and it should be treated with care. Continue to introduce children to different types and genres of fine art, the understanding of which deepens and expands. Learn to correlate the mood of images expressed by different types of art.Educational field "Music"
We introduce you to the art of music and develop musical and artistic activities
Most children distinguish such features of musical art as expressiveness and figurativeness, highlight a musical image with a little help from an adult, and give it a description. 65% of children have developed listening skills, however, next year it is worth paying attention to those children who are absent-minded when perceiving music. Pupils willingly participate in conversations with musical content and answer not only alternative, but also direct questions. In performing activities, the children also showed themselves in a variety of ways. However, positive trends in this area are observed among the majority. Many have recorded a shift in the formation of elementary vocal and choral skills - a sense of rhythm, sound production, breathing; skills in 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 activities, more careful attention is required by the ability of children to hear each other while playing, to perform small pieces and songs at the same tempo. In play activities, almost all children show creative activity and initiative, and there are attempts to express the play image independently. So, we can conclude that, in general, the musical development of older children showed a fairly high result.
