Monitoring in the first junior group. Monitoring in the first junior group Monitoring the development of the first junior group

Monitoring 1 junior group

1 junior group

Shows a negative attitude towards rudeness, greed

Oriented in the premises of the group and the site of the kindergarten

He has primary ideas about himself: he knows his name, his gender, the names of his family members.

Able to eat independently.

Has a basic understanding of the rules of the road

Distinguishes the main forms of parts of building material. With the help of an adult, he builds a variety of buildings using most forms.

Knows how to perform movements: stomp your foot, clap your hands, turn your hands

hands

Planned intermediate results of the development of the Program

Intermediate results of the development of the Program are formulated in accordance with the Federal State Requirements (FGT) through the disclosure of the dynamics of the formation of the integrative qualities of pupils in each age period of mastering the Program in all areas of development of children.

By the age of three, with the successful development of the Program, the next level of development of the child's integrative qualities is reached.

Integrative quality "Physically developed,

mastered basic cultural and hygienic skills"

Anthropometric parameters (height, weight) are normal. Possesses age-appropriate basic movements.

Shows a desire to play outdoor games with simple content, simple movements.

On his own or with a little help from an adult, he performs age-appropriate hygiene procedures, possesses self-care skills that are age-appropriate.

He has primary ideas about himself as a person, knows the names of the main parts of the body, their functions.

Integrative quality "Inquisitive, active"

Takes part in games (mobile, theatrical, role-playing), shows interest in the game activities of peers.

Shows interest in the surrounding world of nature, participates in seasonal observations. Takes an active part in productive activities (drawing, modeling, designing).

He listens with interest to fairy tales, stories of the teacher; looking at pictures and illustrations.

Shows activity when singing and singing, performing the simplest dance movements.

Integrative Quality "Emotionally Responsive"

Shows positive emotions in the process of independent motor activity.

Shows emotional responsiveness to literary and artistic works accessible to the age (rhymes, songs, fairy tales, poems).

Emotionally and with interest follows the development of action in dramatization games and puppet shows created by adults and older children.

Shows emotional responsiveness to works of fine art, to the beauty of surrounding objects (toys) and natural objects (plants, animals).

Shows emotional responsiveness to musical works accessible to age, distinguishes between cheerful and sad melodies.

Integrative quality "Having mastered the means of communication and ways of interacting with adults and peers"

Knows how to play next to peers without disturbing them. Shows interest in playing together in small groups.

Can, at the request of an adult or on his own initiative, talk about what is shown in the picture, about a toy, about an event from personal experience.

Speech becomes a full-fledged means of communication with other children.

Integrative quality "Able to manage his behavior and plan his actions on the basis of primary value ideas, observing elementary generally accepted norms and rules of behavior"

Independently or after a reminder from an adult, he observes the elementary rules of behavior while eating, washing.

He has primary ideas about the elementary rules of behavior in kindergarten, at home, on the street (do not run, do not shout, do the requests of an adult) and observes them.

Follows the rules of elementary courtesy. On his own or when prompted, he says “thank you”, “hello”, “goodbye”, “good night” (in the family, in the group).

Shows a negative attitude towards rudeness, greed.

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

Shows a desire to independently select toys and attributes for the game, use substitute items.

He builds elementary buildings according to the model, shows a desire: to build on his own.

Oriented in the premises of the group and the site of the kindergarten.

Integrative quality "having primary ideas about oneself, family, society, state, world and nature"

Has primary ideas about himself: knows his name, his gender, the names of members of his

families.

Integrative quality "Having mastered the universal prerequisites of educational activity"

Able to verbally instruct an adult to find objects by name, color, size.

Answers the simplest questions ("who?", "what?", "what is he doing?"...).

Performs the simplest tasks of an adult.

Shows interest in books and illustrations.

Integrative quality "Having mastered the necessary skills and abilities"

The child has formed the skills necessary for the implementation of various types of children's activities.

Educational area "Health"

Able to independently dress and undress in a certain sequence.

Demonstrates neatness skills (notices disorder in clothes, eliminates it with a little help from adults).

With a little help from an adult, he uses individual items (handkerchief, napkin, towel, comb, pot).

Able to eat independently.

Educational area "Physical culture"

Able to walk and run without bumping into other children. Can jump on two legs in place, moving forward, etc. Can take, hold, carry, put, throw, roll the ball. He knows how to crawl, crawl under a stretched rope, climb over a log lying on the floor.

Educational area "Socialization"

Can play nearby, not interfere with other children, imitate the actions of a peer.

Emotionally responds to the game offered by an adult, imitates his actions, accepts the game task.

Independently performs game actions with objects, carries out the transfer of actions from object to object.

Uses a replacement for a missing item in the game.

Communicates in dialogue with the educator.

In independent play, he accompanies his actions with speech. Follows the actions of the heroes of the puppet theater.

Educational area "Labor"

Performs the simplest labor actions (with the help of teachers). Observes the labor processes of the educator in a corner of nature.

Educational area "Safety"

Follows elementary rules of behavior in kindergarten. Follows the elementary rules of interaction with plants and animals.

Has a basic understanding of the rules of the road.

Educational area "Cognition"

Productive (constructive) activity. Distinguishes the main forms of parts of building material.

With the help of an adult, he builds a variety of buildings using most

forms.

Revolves the game around its own building.

Formation of elementary mathematical representations.

Can form a group of homogeneous objects.

Distinguishes between one and many objects.

Distinguishes between large and small objects, names their size. Recognizes a sphere and a cube.

Formation of a holistic picture of the world.

Distinguishes and names objects of the immediate environment.

Names family members and caregivers.

Recognizes and names some domestic and wild animals, their cubs.

Distinguishes some vegetables, fruits (1-2 species).

Distinguishes some trees of the nearest environment (1-2 species).

Has elementary ideas about natural seasonal phenomena.

Educational area "Communication"

Accompanies with speech game and household actions.

Listens to short stories without visual accompaniment.

Educational area "Reading fiction"

Listens to accessible poems, fairy tales, stories. When re-reading, he pronounces words, small phrases.

Examines illustrations in familiar books with the help of a teacher.

Educational area "Artistic creativity"

Knows that you can draw with pencils, felt-tip pens, paints and a brush. Distinguishes red, blue, green, yellow, white, black colors.

Able to roll out a lump of clay with straight and circular movements of the hands; break off small lumps from a large lump of clay, flatten them with palms; connect the ends of the rolled stick, pressing them tightly against each other.

Sculpts simple objects; carefully uses clay.

Educational area "Music"

Recognizes familiar melodies and distinguishes the pitch of sounds (high - low). Together with the teacher, he sings musical phrases in the song.

Moves according to the nature of the music, starts moving with the first sounds of the music.

Knows how to perform movements: stamp your foot, clap your hands, turn your hands.

Names musical instruments: rattles, tambourine.

Natalia Kucherenko
Analytical report on the results of monitoring in the first junior group for the 2016-2017 academic year

teacher Kucherenko N.A.

At the end of 2017 academic year in the first junior group a psychological and pedagogical diagnostics was carried out for the development by children of the main general educational program of the MKDOU kindergarten No. 4 "Star" "From birth to school." in educational areas.

The results of the diagnostics of mastering the program material showed that children first junior group material in educational areas learned at an average level.

Examined: 25 pupils.

Forms monitoring:

Child supervision;

Expert assessments;

Criteria-oriented methods of non-test type (results presented in the table).

Frequency and timing monitoring: 2 times per year.

Educational directions:

Social and communicative development;

cognitive development;

Speech development;

Artistic and aesthetic development;

Physical development;

Educational direction "Social and communicative development"

IN monitoring in the educational direction "Social and communicative development", observations of the child's activity during various periods of stay in a preschool institution were used, individual conversations organized by the teacher, the child is invited to answer questions. Children mastered the program material at an average level.

The results are as follows:

Not formed - 20%%;

At the stage of formation - 36%;

Formed - 44%;

Qualitative indicator - 55%.

The formed level has children who can take on a role, actively communicate with their peers during the game. They correctly use the toy during the game, they know how to organize independent games. At the stage of formation are children who participate in games organized by other children and adults.

period: to continue working with children through the use of didactic games on the problem; to interest children through game situations, reading books with problem situations. Use didactic games with children "My friends", "What mood", "What a friend of mine" and others, it is necessary to pay attention to enriching the plot of games, strengthening the ability to conduct role-playing dialogues, accept game tasks, and communicate with adults and peers.

Educational direction "Cognitive development"

Analysis indicators of the dynamics of the development of program material in the direction "Cognitive Development" showed that the material was mastered mainly at an intermediate level. The method of observation, individual conversation, game test tasks were used.

The results are as follows:

Not formed-8%

At the stage of formation - 48%;

Formed - 44%;

Quantitative indicator - 100%;

Qualitative indicator - 68.1%.

Children with a formed level on their own cope with the task answer questions correctly. At the stage of formation, children know the main features of the living, establish connections between the state of living beings and the environment. They call the seasons. They know that it is necessary to take care of nature, but not everyone does it. They know the name of their native city, but they cannot name the name of the country, the name of the capital.

Recommendations for summer wellness period: to conduct individual work with children using didactic games, the ability to solve problematic problems, it is necessary to pay attention to the formation of a holistic picture of the world, sensory standards and elementary mathematical representations, the development of constructive skills, as well as to use experimentation in their work, which contributes to the formation of cognitive skills in children interest, develops observation, mental activity.

Educational direction "Speech development"

Program material of the educational direction "Speech development" mastered by all children at an average level.

The results are as follows:

Not formed–2 0%;

At the stage of formation - 44%;

Formed - 36%;

Quantitative indicator - 100%;

Educational direction "Artistic and aesthetic development"

We introduce children to the fine arts and develop children's artistic creativity. The method of observation, individual conversation, test tasks were used. Basically, the program material of the educational direction was mastered at the middle level "Artistic and aesthetic development".

The results are as follows:

Not formed – 20%

At the stage of formation - 56%;

Formed - 24%;

Quantitative indicator - 100%;

Qualitative indicator - 45%.

At the end of the year, most children junior group can draw and name forms: rounded, rectangular (circle, oval, rectangle, square). Draw lines in different directions. Mastered the skills of drawing with a pencil and a brush. We got acquainted with the painting of folk toys (Dymkovo toy, matryoshka, choose the right color, carefully paint over, use various materials. Depict a simple plot by combining several objects in a drawing.

Educational direction "Physical development"

The program material on the educational direction "Physical development" was mastered by pupils on the average level:

The results are as follows:

Not formed - 24%;

At the stage of formation - 40%;

Formed - 36%;

Quantitative indicator - 100%;

Qualitative indicator - 60.5%.

IN group the formation of basic movements and the need for motor activity are noted, they show a positive attitude to a variety of physical exercises, children strive for independence in motor activity, there is no selective attitude to some motor actions and outdoor games.

Recommendations for summer wellness period: pay special attention to the consolidation of the main types of movements, the development of basic physical qualities, continue to strengthen and protect the health of children, create conditions for hardening the body, form basic movements. Carry out daily morning exercises lasting 5 minutes in accordance with the age characteristics of children.

Thus, monitoring results development of program material by children the first junior group for 2016-2017 academic year showed mostly average level. final result:

Quantitative indicator - 100%;

Qualitative indicator - 61.4%.

Related publications:

Analytical report on the results of diagnostics in the second junior group for the 2016-2017 academic year At the end of the academic year in May 2017, pedagogical diagnostics (monitoring) was carried out in the second junior group, in which she participated.

Analytical report on the results of diagnostics in the second junior group for the first half of the 2016-2017 academic year The system for achieving children's planning results of the development of the program. The purpose of pedagogical diagnostics: To adapt the content of the main one.

Analytical report on the results of monitoring at the end of the year senior group (2016-2017) ANALYTICAL REPORT ON THE RESULTS OF MONITORING (senior group) MAY 2017 I. Introduction. 1. Characteristics of the group: Senior group: 28.

Analytical report on the results of monitoring the educational process and child development for the 2015-2016 academic year Analytical report on the results of monitoring the educational process and child development for the 2015-2016 (May) academic year in the 2nd junior.

Ludmila Belousova
Analytical report on the results of diagnostics in the second junior group for the first half of the 2016-2017 academic year

The system for achieving children's planning results of the development of the program.

The purpose of pedagogical diagnostics:

To adapt the content of the main general educational program of preschool education GBDOU kindergarten No. 22 to the children of the second junior group, physical education instructors and music directors for 2016/2017.

Pedagogical monitoring in the second younger group (from 3 to 4 years old) in a new context of educational activity (Author-compiler: Yu. A Afonkina).

This manual presents a model of pedagogical diagnostics (monitoring) of the individual development of a child of 3-4 years old, developed on the basis of the provisions of the Federal State Educational Standard for preschool education, taking into account modern research in the field of child psychology and preschool pedagogy.

The manual contains diagnostic material structured in tables, aimed at assessing the quality of the pedagogical process of any direction. Thus, the data make it possible to make a qualitative and quantitative analysis of the development of a particular child and determine the group-wide trend in the development of children in the second younger group, which is regulated by clause 3.2.2 of the Federal State Educational Standard for Preschool Education (Federal State Educational Standard for Preschool Education, order of the Ministry of Education and Science No. 1155 dated October 17, 2013 of the year). This is achieved by using generally accepted criteria for the development of children in this group.

The assessment of the pedagogical process is related to the level of mastery of each child with the necessary skills and abilities in educational areas. Timely detection allows you to quickly find inaccuracies in the construction of the pedagogical process and identify children with developmental problems. This allows timely development of individual educational routes for children.

Taking into account the successes and problems that have arisen in the last academic year, the following tasks have been outlined: continuation of purposeful work with young children in all educational areas.

In September 2016, pedagogical diagnostics (monitoring) was carried out in the second junior group, in which 20 children from the payroll participated - 21 children, which accounted for 99% of the total composition of the group.

The diagnostic results showed:

Educational field: "Social and communicative development".

2.14% have a high level, these are children who can take on a role, actively communicate with their peers during the game. They correctly use the toy during the game, they know how to organize independent games.

17.86% have an average level, these are children who know how to design a game using a variety of materials (attributes, improvised material). Often they are the organizers of the game, they are able to accept a game problem situation, change their own role-playing behavior, show a respectful attitude towards peers and adults. But in didactic games they cannot assess their capabilities, they do not know how to design their game, they do not always follow the rules of the game.

Low / medium and low levels have 80%, these are children who communicate only with adults, act with objects according to a show or a model. Actively participate in the game, but do not follow the rules. Partially see their mistakes and correct them with the help of an adult. The supposed reason for the average quality of mastering the program material by children in this section: hyperactivity of children, age-related features.

Solutions: Continue working with children through the use of didactic games on the problem, pay great attention to those children who require an individual approach, so children should be interested through game situations, reading books with problem situations, viewing illustrations. Use didactic games with children on the topics: “My friends”, “What is my mood”, “What is my friend”, etc. It is necessary to pay attention to enriching the plot of games, strengthening the ability to conduct role-playing dialogues, accept game tasks, communicate with adults and peers . Thus, it is necessary to create a subject-spatial developing environment, enriching with didactic games aimed at interacting with adults, peers and other people through plot pictures, game situations. In the corner for role-playing games, choose new equipment for games that will allow children to arouse the desire to play and forget for a while about the problem of parting with relatives, which is relevant at the beginning of the school year. In the group, all equipment, games, toys are in an accessible convenient place so that children can choose their own activity. Teach children to be polite (to teach how to say hello, say goodbye, thank you for your help). To teach to notice the emotional states of other people, to arouse the desire to regret, reassure, rejoice. Continue to talk with children about members of his family (name, what they do, etc.). To form a desire to participate in passive labor, overcoming small difficulties. Create game situations that contribute to the formation of an attentive, caring attitude towards peers. During the game, teach children to use toys, books together, help each other. To form ideas about the simplest relationships of animate and inanimate nature. Familiarize yourself with the rules of behavior in nature. Expand orientation in the surrounding space, introduce children to the rules of the road, and also form safe behavior skills with games with water, sand, snow.

Educational area: "Speech development".

A high level in this area has not been identified. 0.7% was intermediate medium/high.

Children with an average level - 24.3% have some skills in this area, show interest in speech development, namely; examine illustrations of children's books, show interest in them, with the help of an adult, repeat patterns of descriptions of toys, retell small literary works.

Children with low / medium and low levels - 75%, experience difficulties in all the parameters being checked, due to limited speech contacts, social and communicative qualities are not well formed, unwillingness to obey general rules.

Solutions: It is necessary to continue to pay serious attention to the development of speech and communication skills of children through individual work, organized activities in cooperation with the teacher in the classroom and independent activities of children with peers. Engage in literature. To teach children to listen carefully to literary works, to use nouns with a generalizing meaning (vegetables, fruits, animals, etc.) in speech, to expand knowledge about the genres of literature, to memorize poems, proverbs, sayings. To learn to repeat the most interesting expressive passages from the work perceived by ear Arouse the desire of children to look at illustrations of books, make short stories Develop a diological form of speech Involve children in conversation while examining objects, pictures, illustrations, observations of living objects during a walk Arouse a desire to participate in matinees - reciting poems.

Continue to help children communicate with familiar adults in the immediate environment through individual assignments (ask, offer help, etc.). Form the need to share his impressions with educators and parents. Accurately repeat simple sound chains after an adult. To form the ability with the help of an adult to stage and dramatize small passages from folk tales. To teach children to maintain a conversation with other children in joint activities - play and everyday situations. Learn to ask questions, both peers and adults. In the game, use elements of role-playing dialogue, engage in it. to teach children to listen carefully to literary works, to expand knowledge about the genres of literature, to teach expressive reading of poetry. This educational area is successfully implemented through the following materials: sets of books in the public domain (constantly updated depending on the speech topic, events, etc.), “Speech Development” (a manual, “My Favorite Fairy Tales”, “Fold the Picture”, etc.). e.)

Educational area: "Artistic and aesthetic development (fine art)".

A high level in this area has not been identified. 2.14% was intermediate medium/high.

Children with an average level - 22.85% are able to create images of various objects and toys, combining them into a collective composition; carefully paste images of objects consisting of several parts, paint over the image without going beyond the contour. And children with low / medium and low levels of 75.01% do not have the skills to make patterns from plant shapes and geometric shapes, to hold a pencil, brush and use them correctly.

Solutions:

Continue to acquaint children with the types of fine arts, more often use different materials and methods of creating an image. Involve children in visiting the puppet theater, the desire to participate in exhibitions of children's works. Formation of the ability to create both individual and collective compositions in visual activity. To cultivate the ability to work collectively, to combine their crafts in accordance with a common plan, the ability to agree on who will do what part of the work. To promote a positive and emotional response to musical and literary works. The development of musical and artistic creativity, the implementation of independent creative activity, the satisfaction of the need for self-expression. conduct Conduct individual work with children on the formation of skills in fine arts in accordance with the program.

Creating conditions for children so that they can freely approach the book, fine and choose their favorite book and any material for creativity, showing independence and initiative in the design of the corner of creativity, for making crafts as a gift to parents. All this contributes to the emancipation of children, a positive emotional mood for the whole day.

Educational area: "Cognitive development".

Continue to work individually with children.

Children with a high level of this area were not identified.

With an average level of 20%, children know the main signs of living things, establish connections between the state of living beings and the environment, correctly name domestic animals and what benefits they bring to a person, distinguish and name geometric shapes: a circle, a square, a triangle. Names different objects that surround them. They know that it is necessary to take care of nature, but not everyone does it.

Low/medium and low levels are children - 80.1%, who cannot distinguish and name some plants of the immediate environment, name the season, cannot compare two objects by size, cannot determine parts of the day and name them.

Solutions:

Conduct individual work with children using didactic games. For development in this area, children are offered a lot of toys that contribute to this: puzzles, mosaics, an easel board, cameras, etc. It is necessary to pay attention to the formation of a complete picture of the world, sensory standards and elementary mathematical representations, the development of constructive skills, and work, the activity of experimentation, which contributes to the formation of cognitive interest in children, develops observation, mental activity. Therefore, it is necessary to create conditions for familiarization with color, shape, size. In the activity of experimentation, the child acts as a kind of researcher, independently acting in various ways on the objects and phenomena surrounding him in order to more fully cognize and master them. To form children's ideas about the work of adults, to acquaint them with professions. To form ideas about the small homeland and fatherland, ideas about the socio-cultural values ​​​​of our people, domestic traditions and holidays, about the planet earth, the common home of people, the diversity of countries and peoples of the world. To teach children to independently influence the objects and phenomena around them in various ways in order to more fully cognize and master them.

Educational area: "Physical development (cultural and hygienic skills)".

A high level in this area has not been identified. 2.5% was Intermediate Medium/High. children independently, without the help of an adult, follow the elementary rules of hygiene, the rules of eating.

The average level is 39.3%, these are children who rarely turn to adults for help in case of illness or injury. They also try to follow the rules of eating, but sometimes they need the help of an adult.

Children have a low/medium and low level - 58.2%,

Solutions:

For successful development in this educational area, our group has a physical education corner where children can relieve both physical and emotional stress using the following materials: jump ropes, hoops, flags, gymnastic sticks, a basket for throwing balls, ribbons.Perform individual work more often, teach children not to be afraid to contact the teacher for help in case of illness, injury or other issues.Replenish the subject-spatial developing environment through physical equipment, aimed at the development of a variety of activities.Improve the basic movements of children: walking, running, crawling, climbing, jumping, rolling and throwing, catching and throwing balls.During the entire period of stay of children, regardless of the level of mastery of skills and abilities, a large role should be given to preservation, strengthening and protecting the health of children, increasing mental and physical performance, preventing fatigue. Daily morning exercises, exercises after sleep in accordance with the age characteristics of children.

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FINAL DIAGNOSTIC TASKS (MONITORING)

FOR CHILDREN 3-4 YEARS (SECOND YOUNGER GROUP)

Explanatory note

The final diagnostic tasks (monitoring) for children aged 3-4 years (second junior group) are aimed at determining the intermediate results of mastering the general educational program of the preschool educational institution by children.

Children are invited to complete 7 tasks together with the teacher. Duration of performance 15 - 20 minutes.

Each task the teacher voices 1 - 2 times.

Children must complete all tasks on their own, without the help of adults.

Task 1 allows you to determine the degree of development of attention, fine motor skills, graphic skills, independence.

Task 2 allows you to determine the ideas of children about animals.

Task 3 is aimed at determining the ability to make groups of homogeneous objects, to understand the question "How much?"

Task 4 allows you to determine how the child is oriented in the concept of "Value", "Color".

Task 5 allows you to determine the level of development of productive activity.

Task 6 allows you to determine the level of speech skills: to finish, guess words and phrases that are easy to reproduce.

Task 7 allows you to determine the level of work with a plot picture.

The selected diagnostic tasks correspond to the principles of eventfulness, an activity approach, which ensures the formation of systemic knowledge and ideas of preschoolers about the world of social relations.

All tasks are compiled taking into account the integrative qualities of the development of a preschooler, which remains relevant with the adoption of the Federal State Educational Standard.

The proposed diagnostic tasks are part of a monitoring system that combines low formalized, highly formalized methods that ensure the objectivity and accuracy of the data obtained.

The results obtained are entered into a summary diagnostic map of the level of development of integrative qualities (see Appendix).

Task 1. Draw a half Finish the needles on the Christmas tree!

Task 2. Find and circle with a pencil all the animals that live in the forest

Task 3. Draw figures in each row so that there are 4 of them.

Task 4. Color the wide ribbon blue and the narrow ribbon red.

Exercise. 5. Draw tracks along the dotted lines without lifting the felt-tip pen from the paper. Answer the question, who loves what?

Task 6. Guess the riddle and circle the correct answer with a felt-tip pen

Task 7. A hedgehog, a fox and a bear are very fond of washing in the shower. Draw water from the shower for those animals that do not have it.

Application

Summary diagnostic card

level of development of integrative qualities

in children _______ years

Year

Group No. ____________________ Educators

Levels of development

D - sufficient

DB - close to sufficient

ND - insufficient