Diagnostic tasks for the program From birth to school. Middle group. Pedagogical diagnostics of children according to the Federal State Educational Standard up to Diagnosis according to veraksa middle group

Nadezhda Parasovskaya
Diagnostic report pedagogical process in the middle group for the 2015-2016 academic year

Compound groups:

total person: 25 Age children: from 4 to 5. At the beginning of the year, boys 12, girls 13. At the end school year- 26 people.

For educational years, children developed according to age, studied program material and showed positive dynamics in all areas of development.

Job middle group was carried out on the basis of the main annual

tasks and in accordance with annual plan work of MDOU TsRR No. 20 for 2015-2016 academic year. The training was carried out according to the work program, which consists of an exemplary basic general education program for distance learning "Birth to School" under the editorship of N. E. Veraksa, T. S. Komarova, M. A. Vasilyeva - 60% of the volume. 40% occupied by partial programs "TRIZ Technologies" And "Welcome to Ecology" O. A. Voronkevich.

Organized educational activities were systematically carried out with children.

activities in accordance with the main general educational program implemented in the preschool educational institution and the approved schedule directly educational activities. The goals set were achieved in process various types of activities: game, communicative, labor, cognitive research, productive, musical and artistic and reading. All activities represent the main directions of development children: physical, cognitive, speech, artistic and aesthetic, social and communicative. To integrate different types of children's activities within the theme and distribution directly educational and joint activities in regime moments, new forms of planning educational and educational work (promising and calendar plans) and developed a work program groups.

In order to determine the level of development by children of the main general educational program of distance learning and the effectiveness of the organization of educational process in the group at the beginning and end of the training year, monitoring of the level of development of children was carried out for the following educational areas:

Social and communicative development;

cognitive development;

Speech development;

Artistic aesthetic development;

Physical development.

Diagnostics was carried out on the basis of observations, conversations, problem situations, analysis of the productive activities of children. Identification of knowledge levels is carried out in points according to the following testimony:

High level - 5 points - the child performs all the parameters of the assessment independently.

Higher middle- from 4 to 5 points - the child performs independently and with the partial help of an adult all the parameters of the assessment.

Average level - from 3 to 4 points - the child performs all the parameters of the assessment with partial help from an adult

Low level - below 3 points - the child, with the help of an adult, fulfills all the parameters of the assessment.

According to the diagnostics the level of children's mastery of the BEP DO at the beginning and end educational year was identified following:(see presentation)

Educational area

September May levels

High __ 16% (4p)

Higher average 28%(7d) 44% (11d)

Average 48%(12d) 36% (9d)

Low 24% (6d) 4% (1r)

Educational area "Cognitive Development"

September May levels

High __ 4% (1r)

Higher average 32%(8d) 68% (17d)

Average 48%(12d) 28% (7d)

Low 20% (5d) __

Educational area "Speech development"

September May levels

High __ 4% (1r)

Higher average 12%(3p) 60% (15d)

Average 48%(12d) 24% (6d)

Low 40% (10d) 12% (3p)

Educational area "Artistic and aesthetic development"

September May levels

High __ __

Higher average 8%(2p) 36% (9d)

Average 56%(14d) 52 % (13d)

Low 36% (9d) 12% (3p)

Educational area "Physical development"

September May levels

High __ 12% (3p)

Higher average 56%(14d) 56% (14)

Average 36%(9d) 28% (7d)

Levels 8% (2p) 4% (1r)

Based on the tables above, it can be seen that at the beginning educational years, the level of mastery of children is higher middle ended up in two educational areas - these are educational areas "Cognitive Development" And "Social and communicative development". Finally educational of the year, a high level was only in the socio-communicative area. 4 children showed high results (16%) . In other areas, the indicator is higher. middle.

Tasks for the next 2016-2017 academic year:

Continuation of purposeful work with children in all educational

regions;

Deepening work with children on educational areas: speech development, physical development.

Continued improvement of the subject-developing environments in the group

in accordance with GEF DO.

Municipal Preschool educational institution

« Kindergarten No. 14 "Sunshine", 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 total number group pupils.

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 self-fulfillment exercises, evaluate the movements of 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 for

table during meals; dress and undress independently, take care of their

things (things for personal use).

To achieve the highest performance in the educational field

"Physical development" it is necessary to organize joint activities and independent motor activities of children to develop skills in throwing, catching, throwing; outline work on the development of a more confident and active implementation of orientation in space.

The same indicators for the NGO "Social and communicative development":

High level - 62%;

Medium - 38%;

Low - 0%.

Children successfully learned:

norms and valuesaccepted in society, including moral and ethical values;

ways of communication and interactiona child with adults and peers during educational and play activities;

learned to establish role-playing relationships, create a game environment using real objects and their substitutes for this, act in a real and imaginary game situation; enrich the themes and types of games, game actions, plots;

become more independent, emotionally responsive;

began to show interest in game experimentation;

more clearly they began to follow the game rules in didactic, mobile, developing games; they formed a willingness to work together with their peers, the experience of game interaction was enriched;

developed a respectful attitude and a sense of belonging to one's family and to

the community of children and adults in the organization;

Positive attitudes towards various types of labor and creativity; the basis of safe behavior in everyday life, society, nature.

It is necessary to continue work on the development of playing skills in director's games, on the development of creative skills in inventing and creating plots of director's games with the help of toys and objects for showing to peers. It is also necessary to pay attention to games-experiments with various items 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 the 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 (by shape, size, quantity) and to trace changes in objects according to one or two signs;

develop ideas about 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 signs, 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 createdway; 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 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 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).

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, their characteristics 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 of clear pronunciation of sounds mother tongue, 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 an exploratory nature.

Somewhat lower results in the development of the following integrative qualities:

"Inquisitive, active" -

high level - 66%,

average - 28.5%;

low level - 9.5%.

Most of the children are highly active and inquisitive. Children strive to establish connections and dependencies in nature, the social world. They own the basic methods of cognition, have some experience in activities and a stock of ideas about the environment, with the help of an adult, they are included in the activities of experimentation, research activities, naming properties and qualities of objects, features of objects of nature, combining objects and objects into species categories, indicating characteristic features.

“Physically developed, having mastered the basic cultural and hygienic skills"- high level - 61.9%;

Average level - 38%

Children's movements have become much more confident and varied. Children perform age-appropriate hygiene procedures, follow the elementary rules of a healthy lifestyle, talk about the sequence and the need to perform cultural and hygienic skills, strive for independence in self-service, set goals themselves and see the need to perform certain actions.

- "Able to manage his behavior, plan his actions based on primary value ideas, observing elementary generally accepted norms and rules of behavior" -

High level - 61.9%,

average level- 38%.

Children have mastered different ways activities, show independence, strive for self-expression. The behavior of children is determined by the requirements of the adult and the primary value ideas about "what is good and what is bad." With the help of an adult, children can outline actions aimed at achieving a specific goal. At the reminder of an adult, they try to adhere to the basic rules of behavior in everyday life and on the street.

- "Having Primary Ideas (General Awareness)" -

high level - 52%;

average - 38.09%;

low-9.5%.

Children know their first name (full and short), last name, age, gender. They are aware of some of their skills, knowledge, what they have learned. They seek to learn from an adult some information about their body.

They know the composition of the family, the activities of its members, talk about family events, holidays.

They have an idea about the professions of kindergarten workers. Know the name of the country and hometown.

The following integrative qualities turned out to be the least successful for mastering by children:

- "Able to solve intellectual and personal tasks (problems), adequate to age" -

high level - 47.6%;

average - 33.3%;

low - 19.04%.

Half of the children can apply the acquired knowledge and methods of activity to solve simple tasks set by adults, show interest in various types of activities, actively participate in them, use knowledge to solve intellectual and everyday problems.

“Having mastered the universal prerequisites for educational activity” -

high level - 47.6%,

These are children who are good at working according to the model, listening to an adult and completing his tasks, answering when asked.

Medium - 38.09%,

These children need a little help from an adult, leading questions to get the right answer.

Low - 14.2%.

These are children who find it difficult to work according to the model, do not know how to work independently, their work does not correspond to the plan. They need repeated repetition of the question.

- "Having mastered the necessary skills and abilities" -

high level - 47.6%;

These are children who have developed special skills and abilities necessary for the implementation of various types of children's activities.

average - 38.09%;

These are children who have minor problems in mastering special skills and abilities.

Low level - 14.2%.

These children need individual work on the formation of skills and abilities corresponding to children of middle preschool age.

For achievement 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 contributed to the development of a system of various investigative actions, techniques of simple analysis, comparison, and the ability to observe.

Techniques were used to develop children's independence individual approach, allowing you to pay attention to the real level of skills, which vary 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 action. Due to the peculiarities of visual-figurative thinking of the middle preschool age, preference was given to visual, game and practical methods.

In children of this age, there is an active maturation and development of the emotional sphere: feelings become deeper, more stable. Therefore, by supporting them, situations were specially created in which children acquired the experience of friendly communication, attention to others. This is a situation of mutual support and help for children, showing attention to elders, caring for animals, caring for things and toys.

When interacting with preschoolers, several pedagogical positions were used:

• partnerships and collaborations;
• transfer of experience;
• seeking help from children.

Such interaction helps children to become independent and competent faster.

According to the results of the final monitoring (formation of knowledge, skills and abilities inmain educational areas, level of developmentintegrative qualities)in the middle group, the average was obtained:

55.6% of children have a high level,

Medium - 36.35%,

Low - 8.19%.

(middle group)

Dear Colleagues!

The proposed tables are designed to optimize the educational process in any institution working with children aged 4-5, regardless of the preferred training and education program and the contingent of children. This is achieved by using generally accepted criteria for the development of children 4-5 years old and a tiered approach to assessing the achievements of the child according to the principle "The lower the score, the more problems in the development of the child." The monitoring system contains 9 types of activities that correspond to the Federal State Educational Standard: motor, play, communicative, self-service and elementary household work, perception of thin. literature and folklore, cognitive research, construction from various materials, fine arts, music. All this allows for an integrated approach to assessing the development of the child.

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

• 1 point - the child cannot complete all the proposed tasks, does not accept the help of an adult;
• 2 points - the child, with the help of an adult, performs some of the proposed tasks;
• 3 point - the child performs all the proposed tasks with the partial help of an adult;
• 4 points - the child performs independently and with the partial help of an adult all the proposed tasks;
• 5 points - the child completes all the proposed tasks independently.

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

Stage 1. Opposite the last name and first name of each child, scores are put in each cell of the specified parameter, according to which the final indicator for each child is then calculated (the average value can be obtained if all scores are added (by line) and divided by the number of parameters, rounded to tenths). This indicator is necessary to write a characteristic for a particular child and conduct individual accounting. intermediate results mastering the general educational program, as well as for compiling an individual educational route for children 4-5 years old.

Stage 2. When all the children have been diagnosed, the final indicator for the group is calculated (the average value can be obtained if all the scores are added (in a column) and divided by the number of children, rounded to tenths). This indicator is necessary to describe the group-wide trends in the development of the personality of children (in compensatory groups - to prepare for a group medical-psychological-pedagogical meeting), as well as to keep records of the group-wide intermediate results of mastering the general education program.

A two-stage diagnostic system allows you to quickly identify children with problems in personality development. This allows timely development of individual educational routes for children. Normative variants of personality development can be considered average values ​​for each child or a group-wide development parameter greater than 3.8. The same parameters in the range of average values ​​from 2.3 to 3.7 can be considered indicators of problems in the development of a child of social and/or organic origin. Mean values ​​less than 2.2 will indicate a pronounced discrepancy between the child's development and age. ( The indicated intervals of average values ​​are advisory in nature, since they were obtained using the psychometric procedures used in psychological and pedagogical studies, and will be refined as the results of children of this age become available).

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

Let's figure out how to still diagnose children in kindergarten and whether it should be done or not, according to the federal state educational standard preschool education, approved. By order of the Ministry of Education and Science of Russia dated October 17, 2013 No. 1155 (hereinafter referred to as the Federal State Educational Standard). Extract from the Federal State Educational Standard, paragraph 4.3:

Thus, we can say that the diagnosis of children in kindergarten according to the Federal State Educational Standard is optional and even prohibited.
Extract from GEF, paragraph 3.2.2:

But, according to clause 3.2.3 of the Federal State Educational Standard, given above, when implementing the educational program of preschool education in kindergarten, an assessment can be carried out individual development preschool children in the framework of pedagogical diagnostics. Diagnostics of the individual development of children is also reflected by the authors of the projects of exemplary basic educational programs for preschool education.

• From Birth to School, ed. N. E. Veraksy, T. S. Komarova, M. A. Vasilyeva
• "Kindergarten - a house of joy" author - N. M. Krylova
• "Childhood" ed. T. I. Babaeva, A. G. Gogoberidze, O. V. Solntseva
• On the Wings of Childhood, ed. N. V. Miklyaeva
• "Origins" ed. L. A. Paramonova
• "Mosaic" authors - V. Yu. Belkovich, N. V. Grebenkina, I. A. Kildysheva
• "Pathways" ed. V. T. Kudryavtseva

This assessment may be associated with the mastery of the basic educational program of preschool education by pupils. Since the main task of the program is to ensure the development of the personality, motivation and abilities of children in various activities and to capture the predetermined directions of development and education. From this it means that the assessment of the individual development of children will be formed in the analysis of the content of educational sections mastered by them: speech, artistic and aesthetic, cognitive, physical development, social and communicative.

An educator can carry out an assessment of the individual education of children in kindergarten during the internal diagnostics of the formation of indicators of the development of his personality. The results of such diagnostics can only be used to individualize education. That is, adapt to each child. Help those children who have certain difficulties in the educational process.

Diagnostics is carried out in the form of systematic observations of the teacher for children in kindergarten during their Everyday life and, of course, in the process of educational activities with them.

Diagnostics in the form of observation is carried out throughout the school year and in all age groups. The discovered characteristics of the development of each baby are recorded by the educator. Based on these records, certain conclusions are made in the middle and at the end of the school year.

Accounting for the relevant indicators of the pupil is expressed in verbal form:

• formed;
• not formed;
• is in its infancy.

As characteristics for assessing the formation of the personality of a preschooler, one can single out external features in his behavior and activities. And also pay attention to how he interacts with peers and adults. These characteristics show its development in each age group and, therefore, throughout the entire preschool period.

For example, in the appendix to the Federal State Educational Standard (see below), some characteristics of the possible achievements of a preschooler in the educational process are given, corresponding to a certain age.

Extract from GEF, paragraph 4.6:

In a general review of the group, the educator can identify children who need to devote more time and adjust or change the learning process. Diagnostic data must reflect the dynamics of the formation of indicators that develop in preschoolers throughout the entire educational process. Tracking the dynamics of the development of a preschooler in terms of indicators. Thus, it is possible to determine what character it carries: regressive, progressive or not changing. It is also possible to make a general psychological and pedagogical assessment of the correctness of the educational and upbringing actions of adults at different levels of the educational process. You can also identify those areas in which the preschooler needs help.

The revealed indicators indicate the main periods of development of preschoolers. Those qualities that are formed and developed in preschool age. They determine the well-being of the transition of children to the next age level. Thus, the diagnostic data are the features of the dynamics of the formation of indicators of the development of the personality of the baby in preschool education. They will help the teacher primary school schools to organize more effective interaction with children during their adaptation period in the first school days.

If, however, this diagnosis is not carried out, aimed at the individualization of education, then the dynamics of the formation of each child aged 3 to 7 years will not be monitored. There will be no opportunity to form and replenish the portfolio of children in order to take into account their achievements, features and abilities. And this may be the reason for the loss of continuity between preschool and primary education.

Sample " Analytical reference» pedagogical diagnostics

Analytical reference
according to the results of pedagogical diagnostics
2015 – 2016 academic year

Group No. ... ... (2nd junior)

Number of diagnosed children: 26
The date of the: September 2015
Monitoring status: at the beginning of the school year
Purpose of monitoring: 1) individualization of education (including support for the child, building his educational trajectory);
2) optimization of work with a group of children.
Tasks: The study of the results of mastering the main general educational program of preschool education and child development.
Monitoring methods: regular observations of the teacher for children in everyday life and in the process of direct educational work with them, analysis of the products of children's activities, conversations, tests, game situations.

Work with children was carried out in accordance with " work program educator", created on the basis of the "Basic educational program of the MDOU" Kindergarten "Bell" r.p. Dukhovnitskoye, Saratov region.
The preschool educational institution implements the “Approximate basic general educational program of preschool education “Kindergarten-2100”, edited by O.V. Chindilova.

The following technologies were used in working with children:

1. health-saving technologies;
2. technology of project activities;
3. technology of research activities;
4. information and communication technologies;
5. personality-oriented technologies;
6. gaming technology.

Characteristics of children for the analyzed period:
Average age of children: 2 years 10 months
Total children in the group: 27 people
Diagnosed children: 26 people
Boys: 7 people
Girls: 19 people
Number of undiagnosed children: 1 child who has not attended kindergarten for more than 3 months.

Pedagogical diagnostics for the analyzed period was carried out in two directions:
pedagogical diagnostics of the quality of education in the group (through the implementation of educational areas);
pedagogical diagnostics of child development.

Diagnosis was assessed at three levels: high, medium, low.
According to the results education quality diagnostics(through the implementation of educational areas) “at the beginning of the school year” the following results were revealed: three children have high level in directions:

Average level in certain educational areas and areas have:
... I.F. child - educational areas, sections
Low level: in all educational areas have:

Low level according to certain educational areas and directions have:
... I.F. child - educational areas, sections.
Conclusion(exemplary):
Analyzing the results of the diagnostics, we can conclude that three children partially mastered the program material.
In educational areas and directions, the quantitative composition of children with an average level and a low level is almost equal:
average level - 22 children
low level - 23 children
It is mainly necessary to pay attention to the educational areas "Speech development" and "Cognitive development".
The indicator in the educational areas "Artistic and aesthetic development" is slightly higher - the children have sufficiently formed skills for productive activity, fine motor skills of the pupils' hands are developed, but accuracy, sequence of actions and variability of thinking are not fully developed. Lack of attention from parents to educational process, auditory and visual attention and the desire to show interest in environment.

Annex 1

2. Form the following subgroup to optimize work:
subgroup No. 2, direction of work - "Cognitive development"
... I.F. children
According to the results diagnostics of child development“at the beginning of the academic year” the following results were revealed:
High level:
... I.F. children, directions.
Average level:
...I.F. children, directions.
Low level:
... I.F. children, directions.

Comparative data are given in the table Annex 2

Conclusion(exemplary):
Analyzing the results of diagnosing child development, we can conclude that the average level of development of children (17 children) in six areas prevails. Children have formed the main cultural ways of activity, they show initiative and independence in various activities - play, communication.
WITH high level- one child.
With a low level - 8 children. These are children who do not seek to participate in joint practical and play activities with an adult, experience an unstable interest in the actions of their peers, and cannot subordinate their behavior to the rules of communication.
The explanations for such low results are as follows: long-term adaptation of some children, frequent absences with or without reason, due to limited speech contacts, social and communicative qualities are not sufficiently formed, unwillingness to obey general rules.
Recommendations:
Create an individual educational trajectory (route) for the following children:
... I.F. children, the reason for determining the individual educational trajectory

Monitoring was carried out by: ... Full name educators

Table. Annex 1

Table. Appendix 2