The presence of positive dynamics of personal development in preschool. Monitoring the dynamics of personal development of a preschooler individual development map methodological development on the topic

Nadezhda Lebedeva
Dynamics of achievements in educational fields

Monitoring was carried out based on the "Program of education and training" ed. M.A. Vasilyeva, V.V. Gerbova, T. S. Komarova, (middle, senior groups, and the main general educational program of preschool education "From birth to school" edited by N. E. Veraksa, T. S. Komarova, M. A. Vasilyeva (preparatory group)

Monitoring, that is, a system for assessing the quality of the educational process, allows you to track the dynamics of the development of each child, evaluate the success of mastering the adopted program, and determine the areas of work of the kindergarten teaching staff. Therefore, diagnostics are carried out at the beginning and at the end of the academic year for all sections of the program. Evaluation criteria are defined for each section. Assimilation of program material is determined by a three-point assessment system.

A summary table is compiled (quantitative and qualitative analysis of the fulfillment of program requirements). The average score for each section is determined:

AVERAGE SCORE = _A__

A - the sum of the final scores of each child

B is the number of children

C - number of partition criteria

Criteria:

1.0- 1.5 - low level

1.6- 2.4 - average level

2.5- 3 - high level

Analysis of the results of monitoring the development by children of sections of the program in the areas: physical, social and personal, cognitive-speech and artistic and aesthetic showed quite good results in the development of educational areas by children: "Physical culture", "Health", "Safety", "Socialization", "Labor", "Cognition", "Communication", "Reading fiction", "Artistic creativity", "Music".

Educational area "Health" and "Safety":

Comprehensive diagnostics of the formation in children of the initial ideas about a healthy lifestyle and the rules of safe behavior showed that children are interested in the rules of health-saving and safe behavior; get pleasure in the course of performing the simplest skills and habits of hygienic and motor culture. There is a positive attitude towards the implementation of elementary self-service processes; interest in self-knowledge.

Older children learned how to transfer health-saving knowledge into everyday life practice, for example, in a role-playing game or a problematic life situation; learned the rules of safe behavior at home, on the street, in nature, in communication with strangers.

In the preparatory school group, children have complete, accurate ideas about the sources of danger and precautions, understand and argue the importance of their observance.

Educational area "Physical culture":

Analysis of the results of diagnostics of the development of physical qualities and the development of basic movements in pupils showed a positive trend.

The results in standing long jumps, throwing stuffed balls, throwing the bag into the distance increased, as well as the indicators of shuttle running, coordination abilities and flexibility. In general, in the process of systematic physical culture and health-improving work, preschoolers successfully mastered all the basic movements in accordance with the age characteristics of each group.

The positive dynamics of the educational area "Physical Education" was facilitated by:

The presence of a qualified, creative educator in physical education;

Systematic carrying out of organized forms of work: classes, a circle with NSA, individual work, sports leisure and entertainment.

Children are very fond of physical education, playing various sports games, they can organize outdoor games themselves.

Educational area "Socialization":

The work on the development of the educational field was carried out in the classroom, in joint and independent activities in an interesting game form. The organization of life and game situations by the educator provided children with the development of the experience of behavior and a benevolent attitude towards peers and close adults. This is the organization of plot-role-playing games related to the reflection of family relationships, elementary professional interaction between adults, directorial games, during which children mastered the methods of role-playing behavior: they named their role and communicated to their peers by the names of game characters.

Dynamics in the educational field "Socialization" was facilitated by: - ​​holding a circle "Brook" of an ecological orientation, where children conducted experiments together, observed natural objects, found certain answers to questions, learned to negotiate, coordinate their desires and interests with a partner;

Systematic work in a group: classes, conversations, games to form friendly relationships;

Correctional work of a psychologist;

Psychotraining;

Excursions to get acquainted with the sights of the village, reading literature, conversations.

Educational area "Labor":

In all age groups, there is a positive trend in the development of the educational area "Labor" by children. There is a conscious careful attitude to the objective world. Interest in learning about the labor activity of adults is clearly expressed. The daily behavior of the guys speaks of their diligence, frugality and conscientiousness.

Educational area "Cognition":

An analysis of the work in the educational area "Cognition" showed:

As of September 2009, children showed a low result of knowledge on familiarization with the environment. Particularly poor knowledge about the native country, space, professions.

Insufficiently high level of development of constructive abilities of children. This is primarily due to the material and technical base of the kindergarten (insufficient number of designers). It should be planned to replenish the methodological material with sets of constructors.

As a result of the work done: observations, classes, conversations, reading, excursions, etc., as of May 2012, the results have changed significantly.

A significant leap has taken place in children's mastery of mathematical concepts and ideas. Children are well versed in the composition of numbers, solve problems, examples, like to play puzzle games, guess rebuses, etc. Orientation in time is a little behind: they get confused in the sequence of the names of the months of the year.

Children of all age groups have increased research activity. Indicators of environmental education: environmental knowledge, cognitive activity, practical activities (caring for plants, attitude towards familiar objects of the immediate environment became higher by the end of the year.

Educational area "Communication":

There is a positive trend in all age groups. By the end of the year, in all the group, the number of children with a high and medium level of development of communication skills increased. Children are fluent in basic communication skills, use them adequately to the situation, know how to use forms of speech etiquette: they know how to start a conversation with acquaintances and strangers, maintain and complete communication (hear and listen, ask again, object, evaluate, etc.)

But it is also necessary to pay attention to the development of coherent speech, lexical and grammatical means of the language, intonation expressiveness of speech. The level of quality of development has increased due to systematic both frontal and individual classes, corrective work with children of a speech therapist, conversations, games, exercises, and excursions.

Educational area "Reading fiction":

There is also a positive trend in all groups.

By the end of the year, middle-aged children improved their cognitive skills: they learned to listen intently to reading and telling an adult, not to be distracted, to listen to a work to the end; speech skills: they memorize and reproduce verses with pleasure, actively participate in games on literary plots, in round dances, dramatizations.

Older children independently name 5 favorite fairy tales. They show an active interest in listening, telling, willingly retelling fairy tales, keeping the plot.

Educational area "Artistic creativity":

In the educational area "Artistic Creativity" among children, there is also a dynamic. Children liked to draw, to engage in appliqué, especially using non-traditional technologies, there were more plot works, with the manifestation of children's creativity, children's motor skills, visual skills and abilities improved. I believe that it is necessary to pay more attention to acquaintance with the work of artists and folk applied art.

Educational area "Music":

Over the past academic year, there has been a significant dynamics in the development of children's musical abilities.

The percentage of children who began to better understand and perceive music has increased. Children began to move better to the music, learned to feel musical phrases, their endings, hear and feel the rhythm, rhythmic patterns, passing them in motion and playing musical instruments. They mastered singing skills, learned to sing songs in different genres and characters: folk, patriotic, lingering, waltz, pop, etc.

Based on the analysis of educational and educational activities in musical education, it can be concluded that the positive dynamics of the development of musical abilities in children had:

Timely, regular planning of the work of the music director;

The systematic conduct of musical entertainment and leisure.

Eventually, examining the performance indicators of the work done for three years, based on the diagnostics of the level of development of children, a consistently positive dynamics of the level of assimilation of the program material was revealed in accordance with the age characteristics of each group.

The results of diagnosing children confirmed the effectiveness of the work done, as well as the fact that the programs used in kindergarten contribute to the comprehensive development of the child's personality

K2.P1. Positive dynamics of pupils' achievements

The presence of dynamics of individual development of children

Confirmation Help

Educational and educational work of the educator MBDOU "Kindergarten No. 14 of the city of Krasnoarmeysk, Saratov Region" Urzhumtseva V.V. is built on the basis of a competent combination of a basic comprehensive program "The program of education and training in kindergarten" edited by M.A. Vasilyeva, V.V. Gerbovoy, T.S. Komarova and a number of partial programs ( Nikolaeva S.N. "Young ecologist" - M., 1993; "Fundamentals of a healthy lifestyle" ed. N.P. Smirnova - Saratov, 2000; I.A. Lykov "Colored palms", - "Sphere", M., 2007) and pedagogical technologies.

Monitoring of children's development is carried out twice a year (in October and May). The main task of monitoring is to determine the degree of mastering the educational program by the child and the impact of the educational process organized in a preschool institution on the development of the child. The assessment of the results of the development of preschoolers is based on the development indicators given in the program in the main areas:

The main diagnostic methods are observation, experiment, conversation and analysis of activity products. Diagnostic work makes it possible to see the subjective and objective picture of the level of children's mastery of basic knowledge in various fields of activity.

As a teacher-practitioner, Urzhumtseva V.V. consciously sets the goal of developing each of his pedagogical actions, and I remember that different children have different initial levels of development, different abilities and inclinations, that is, they develop somewhat differently and in different directions. Working in modern conditions focused on the development of the child, the teacher

• 
  sets development goals,
• 
  provides feedback when interacting with the child.

• 
  identifies a range of problems
• 
  draws up practical guidelines and recommendations,
• 
  corrects the further development of the child in the right direction.

Head of MBDOU "Kindergarten No. 14

Krasnoarmeysk" ____________ (Dorofeeva N.A.)

Anxiety is a child of evolution

Anxiety is a feeling familiar to absolutely everyone. Anxiety is based on the instinct of self-preservation, which we inherited from distant ancestors and which manifests itself in the form of a defensive reaction “Flight or fight”. In other words, anxiety does not arise from scratch, but has evolutionary grounds. If at a time when a person was constantly in danger in the form of an attack by a saber-toothed tiger or an invasion of a hostile tribe, anxiety really helped to survive, then today we live in the safest time in the history of mankind. But our instincts continue to operate at a prehistoric level, creating many problems. Therefore, it is important to understand that anxiety is not your personal flaw, but an evolutionary mechanism that is no longer relevant in modern conditions. The disturbing impulses that were once necessary for survival have now lost their purpose, turning into neurotic manifestations that significantly limit the life of anxious people.

If pedagogy wants to educate a person in all respects,

then she must first of all recognize him also in all respects ...

- Konstantin Ushinsky

Monitoring-constant monitoring of some processes to assess their state and development forecasts.

Purpose of monitoring: collection of data on the personal development of a preschooler at different age stages, followed by an objective determination of the individual path of the most favorable development of the child. (Asmolov "... fix the level of development of the child, so that teachers of preschool institutions, parents understand how to work with them further.")

Forms of monitoring (methods):

baby monitoring,

expert assessments,

criteria-oriented methods of non-test type,

criterion-oriented testing (in disputable situations, with the permission of parents, legal representatives).

Periodicity: 2 times per year.

Duration of the event: 1 Week.

Individual card

monitoring the dynamics of personal development of a preschooler

An individual map of the dynamics of the personal development of a preschooler is information about various areas of development of a preschooler and adds up a holistic view of his personality. The analysis of information will allow to more accurately determine the further trajectory of the child's education, develop natural inclinations and abilities, and timely prevent possible problems.

An individual card contains several sections, each of which is filled in by specialists from a preschool institution. The results of psychological and pedagogical diagnostics, medical examination are entered into the card.

The structure of monitoring the dynamics of child development

Section No. 1: An individual card for monitoring the dynamics of the personal development of a preschooler based on a study of medical indications. To be completed by a healthcare professional.

Section No. 2: An individual map for monitoring the dynamics of the personal development of a preschooler based on the study of cognitive processes, volitional qualities ... To be filled in by a psychologist.

Section No. 3: An individual map for monitoring the dynamics of the personal development of a preschooler based on the study of speech development. To be completed by speech pathologists.

Section No. 4: An individual map for monitoring the dynamics of the personal development of a preschooler based on the study of integrative qualities and the study of the effectiveness of mastering educational areas. To be completed by the educator, physical education instructor and music director.

Conclusion: generalization of monitoring data, areas of individual work

Legend:

"+" compliance with the age norm

"-" inconsistency with the age norm

"+/-" additional work required

«-/+» enhanced correction is required

Estimated conclusions:

1. The dynamics of the development of the child corresponds to the indicators of development of this age period

2. The dynamics of the development of the child does not correspond to the development indicators for this age period according to the following indicators ______________

________________________________________________________________

3. Specialized work of the following specialists is required: ___________________________________________________________________________________________

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Monitoring the dynamics of the personal development of a preschooler Individual development map of the MKDO BGO CRR - kindergarten No. 19 Educators: Yuryeva E.A. Denisyuk G.S.

Monitoring is the constant monitoring of some processes to assess their state and development forecasts. The purpose of monitoring is to collect data on the personal development of a preschooler at different age stages, followed by an objective determination of the individual path of the most favorable development of the child. (Asmolov "... fix the level of development of the child, so that teachers of preschool institutions, parents understand how to work with them further.") Forms of monitoring (methods): observations of the child, conversations, expert assessments, -oriented testing (in controversial situations, with the permission of parents, legal representatives). Frequency: 2 times a year. Duration: 1 week. If pedagogy wants to educate a person in all respects, then it must first of all recognize him in all respects too ... - Konstantin Ushinsky

An individual map for monitoring the dynamics of the personal development of a preschooler An individual map of the dynamics of the personal development of a preschooler provides information about various areas of development of a preschooler and forms a holistic view of his personality. The analysis of information will allow to more accurately determine the further trajectory of the child's education, develop natural inclinations and abilities, and timely prevent possible problems. An individual card contains several sections, each of which is filled in by specialists from a preschool institution. The results of psychological and pedagogical diagnostics, medical examination are entered into the card.

The structure of monitoring the dynamics of child development Section No. 1: An individual card for monitoring the dynamics of the personal development of a preschooler based on a study of medical indications. To be completed by a healthcare worker. Section No. 2: An individual map for monitoring the dynamics of the personal development of a preschooler based on the study of cognitive processes, volitional qualities ... To be filled in by a psychologist. Section No. 3: An individual map for monitoring the dynamics of the personal development of a preschooler based on the study of speech development. Z is filled in by speech therapists. Section No. 4: An individual map for monitoring the dynamics of the personal development of a preschooler based on the study of integrative qualities and the study of the effectiveness of mastering educational areas. Z is filled in by the educator, physical education instructor and music director. Conclusion: generalization of monitoring data, areas of individual work

Section No. 4 Individual map for monitoring the dynamics of the personal development of a preschooler (educator)

General information about the child Child’s FI ________________________________________________________ Age at the time of filling (years, months) ______________________________ Group _________________________________________________________________ Health group ___________________________________________________ GNI type ________________________________________________________________ Family social status ____________________________________________ Additional information (disability, diagnosis) ____________________ _________________________________________________________________

In the process of pedagogical monitoring, the educator determines the Development of integrative qualities according to the age norm The development of integrative qualities according to the age norm Evaluation of the effectiveness of mastering educational areas

Section No. 4 Table No. 1 Individual map of monitoring the dynamics of personal development of a preschooler based on the study of integrative qualities Integrative qualities Periodicity Beginning of the year End of the year Physically developed, having mastered the basic cultural and hygienic skills, the basic physical qualities and needs for motor activity are formed. independently performs age-appropriate hygiene procedures, observes the elementary rules of a healthy lifestyle. Inquisitive, active Interested in the new, unknown in the world around (the world of objects and things, the world of relationships and his inner world). Asks questions to an adult, likes to experiment. Able to act independently (in everyday life, various types of children's activities). When in trouble, seek help from an adult. Takes a lively, interested part in the educational process. Emotionally responsive Responds to the emotions of loved ones and friends. Empathizes with the characters of fairy tales, stories, stories. Responds emotionally to works of fine art, music and art, the natural world

Integrative qualities Periodicity Beginning of the year End of the year Able to manage one's behavior and plan one's actions on the basis of primary value ideas, observing elementary generally accepted norms and rules of behavior Behavior is mainly determined by momentary desires and needs, and requirements from adults and primary value ideas about What is good and what is bad". Able to plan their actions aimed at achieving a specific goal. Observes the rules of conduct on the street (traffic rules), in public places (transport, shop, clinic, theater, etc.). Able to solve intellectual and personal tasks (problems) appropriate for age Can apply independently acquired knowledge and methods of activity to solve new tasks set by both adults and themselves; depending on the situation, it can transform the ways of solving problems. He is able to offer his own idea and translate it into a drawing, construction, story. Having primary ideas about himself, family, society, state, world and nature Has ideas: about himself, his own belonging and belonging of other people to a certain gender; about the composition of the family, kinship and relationships, the distribution of family responsibilities, family traditions; about society, its cultural values; about the state and belonging to it; about the world. He who has mastered the universal prerequisites for educational activity is able to work according to the rule and according to the model, listen to an adult and follow his instructions. Having mastered the necessary skills and abilities

Table No. 2 Individual map of monitoring the dynamics of the personal development of a preschooler based on the study of the effectiveness of mastering educational areas performance of basic movements formation of initial ideas about some sports mastering outdoor games with rules mastering ideas about a healthy lifestyle, its elementary norms and rules independence, labor education the formation of the foundations of security

Educational areas Periodicity Beginning of the year End of the year Cognitive development formation of elementary mathematical concepts development of cognitive research activities familiarization with the subject environment familiarization with the social world familiarization with the natural world Literature Artistic and aesthetic development Formation of interest in the aesthetic side of the surrounding reality Introduction to art Constructive and modeling activity Visual activity Musical activity

Symbols: “+” compliance with the age norm “-” non-compliance with the age norm “+/-” additional work is required “-/+” enhanced correction is required

Conclusion. Generalization of monitoring data Purpose: generalization of data on the individual dynamics of the personal development of a preschooler reflection of the objectivity and clarity of monitoring. Medical indications Psychological parameters of development Speech parameters of development Physical development Formation of integrative qualities Development of educational areas Proposed conclusions: 1. The dynamics of the child's development corresponds to the development indicators of this age period 2. The dynamics of the child's development does not correspond to the development indicators for this age period according to the following indicators ______________ _________________________________________________________________ 3. Specialized work of the following specialists is required: ______ ________________________________________________________________

Directions of individual work Specialized correction of development Psychological parameters of development Speech development Physical development Integrative qualities Mastering educational areas Direction of work Periodicity Direction of work Periodicity Direction of work Periodicity Direction of work Periodicity Direction of work Periodicity Direction of work Periodicity Lesson with a speech therapist 1r/week Voluntary memory Formation of a vocabulary Development of basic movements Capable plan their actions aimed at achieving a specific goal Cognitive development Examination by a psychiatrist 2p / year Abstract thinking ZKR Development of fine motor skills Able to plan their actions aimed at achieving a specific goal. Artistic and aesthetic development Consultation with an ophthalmologist 1r/3 months Volitional qualities Preparation for literacy training Correction of flat feet Lessons with a child psychologist 2r/week Work with a ball Physiotherapy exercises 1r/2week Water hardening