Municipal budgetary preschool educational institution
"Kindergarten No. 13 of the city of Vyborg"
(MBDOU "Kindergarten No. 13 of Vyborg")

Analytical reference
based on the results of the development of children
middle group No. 7 "POCHMUCHKI" OOP DO
MBDOU "Kindergarten No. 13 of Vyborg".

1 part. Introductory.
Monitoring was carried out:
Educator: Veselko Svetlana Ivanovna
Educator: Verenikina Lyubov Vasilievna
Musical director: Bondareva Roza Vasilievna _______________
Date: October 2015.

The goal of pedagogical monitoring is to identify the initial level (dynamics) of the development of physical, personal, and intellectual qualities of preschoolers aged 4 to 5 years.

During the monitoring, the following methods were used:
monitoring the activities of children;
conversations (Conversations on the plot picture, "Why does a person care about pets",
analysis of the results of the productive activities of children (drawing and application);
didactic games and exercises ("Wonderful bag", "What is from what?", "Family photography", "City - village", "Who needs what?" (professions), "Harvest", "Hunter and shepherd", " Finish the sentence ”,“ ”What can you tell about boys” (about girls), “Find the first sound”, Find the same figures ”,“ When it happens ”,“ Compare the tracks ”,“ Help Petrushka count butterflies ”

Group characteristics.
Total number of children: 23 people;
number of girls - 13 people, boys - 10 people;
health groups,
social characteristics of families: 5 incomplete families (22%), 17 complete families (74%) and 1 guardian family (4%)
Part 2. Analytical
The kindergarten works according to the program "From birth to school" The main general educational program of preschool education / Ed. N. Ye. Veraksy, T. S. Komarova, M. A. Vasilyeva.
Social and communicative development:
During the diagnosis, it was revealed that children are friendly with others, show an active interest in the words and actions of adults. Calmly play with children, and also enter into communication about toys, game actions. The play actions of children are diverse, they willingly play with the teacher, reproduce the play actions and speech of the teacher in independent play. But many have difficulties in coordinating game actions (Sasha Bernikov, Nikita Chichkov, Sasha Mishurina). It is noted that almost all children observe the rules of organized behavior in kindergarten, name and distinguish special types of transport, understand the meaning of traffic lights, know emergency phone numbers, and know the rules of behavior in extreme situations. In the course of diagnostics, it was revealed that children take care of clothes on their own, monitor their appearance, their behavior shows respect for adults, respect for the results of work. But some children need help in household work, self-control is insufficient.
Cognitive development
Children have the ability to distinguish, name and generalize objects according to their properties, know the name of various animals, reptiles, birds, some vegetables and fruits; they take an interest in caring for plants.
In the course of diagnostics, some difficulties were revealed in the tasks of orientation in space: in the ability to determine the position of objects in space (Alekseev D, Babkina N, Budkova V, Bernikov Sasha, Borozdin E, Zhuravlev M., Krasov M., Rybin A., Savenkova K ., Chichkov N.) in the ability to compare objects in size, thickness (Alekseev D, Babkina N, Budkova V, Bernikov S., Dudareva M., Mishurina S., Borozdin E, Zhuravlev M., Krasov M., Rybin A. , Savenkova K., Chichkov N.) in the ability to compare objects based on counting (Alekseev D, Borozdin E, Mishurina S., Rybin A., Savenkova K, Chichkov N.)
Speech development
Many children know the name of their favorite fairy tales, tell poems, name the authors of some works, they listen carefully to the works, answer questions, and can express their attitude to what they read. It is necessary to teach children to listen carefully to literary works, to expand knowledge about the genres of literature, to teach to read poetry expressively. (Alekseev D, Borozdin E, Chichkov N, Mishurina S .. Rybin A.). Children possess the ability to speak, learn to argue their thoughts and judgments, show interest in verbal communication, but are not very active in it, the speech is correct, grammatical errors are rare.

Children show interest in the perception of objects, works of art, a desire to examine them. Emotionally respond to the beautiful. Separate features of objects that make them beautiful are distinguished: bright colors, basic shapes. They know how to use some pictorial tools, many are proficient in shaping movements. Children show interest in music, take part in musical activities with pleasure, show emotional responsiveness to the mood of music. In the course of diagnostics, it was revealed that mainly children experience difficulties in developing a sense of rhythm and learning new movements.
Physical development
In the course of diagnostics, it was revealed that basically most of the movements being mastered are performed by children actively, there is consistency in the movements of the arms of the legs (in walking and running); children respond well to the signal and act in accordance with it; maintain a given pace, show a positive emotional attitude to motor activity, independently reproduce previously mastered movements.
In some children, the movements are impulsive, tense, constrained, poorly coordinated, the help of a teacher is required (mainly for newly arrived children and children who rarely visit preschool educational institutions). (Budkova V., Lendesheva L.)

Assessment system:
Red (1, H) - the indicator does not manifest itself in activity, most of the components are underdeveloped
Yellow (2, C) - the indicator is unstable, the help of a teacher is needed
Green (3, B) - the child's indicator is formed, corresponds to the age

Based on the results of monitoring the quality of the development of preschool educational programs by children at the beginning of the school year, we received the following results:
Results of monitoring of PLO DO

October
Surname, name of the child
conclusions
May
Surname, name of the child
Dynamics

Tall
13%
Andronova A.
Berchenko N.
Novozhilova A.
the child's indicator is formed, corresponds to the age
Tall %

Average
70%
Babkina N.
V.
Bernikov S.
Borozdin E.
Dudareva M.
Zhuravlev M.
Kovyrzin S.
M.
Kuznetsova S.
R.
Oleinikov M.
Savenkova K.
Sidnenkova D.
Smirnov S.
Fedoseeva K.
L.Lendesheva
the indicator is unstable, the help of a teacher is needed
Average %

Low
17%
Alekseev D.
Rybin A.
Mishurina S.
Chichkov N.
the indicator is not manifested in activity, most of the components are underdeveloped
Children are often sick with spr.
Low%

C + B (2 + 3) \u003d performing OOP DO

Analysis of the quality of learning OOP DL by educational areas

P / p No.
Educational areas
October
%
May
%
Dynamics
%

1
Social and communicative development
87%

2
Cognitive development
70%

3
Speech development
78%

4
Artistic and aesthetic development
69%

5
Physical development
91%

6
Development of gaming activities
74%

In total, 79% of the group mastered the program of the middle group of the PLO

Part 3. Final.

conclusions
The program material was mastered by pupils of the middle group at a high (13%), average (70%) and low (17%) level. Thus, the results of monitoring the development of program material by children of the middle group at the beginning of the school year showed mainly an average level (1.8 is the average value for the group).
Educators need to carry out individual work with children with low indicators (Nikita Chichkov, Sasha Mishurina, Alexey Rybin, Yegor Borozdin, Kristina Savenkova, Denis Alekseev, Sasha Bernikov, Matvey Zhuravlev, Vera Budkova). Pay attention to strengthening the skills of neatness, the formation of personal hygiene skills, ideas about a healthy lifestyle, consolidating work skills, interest in work assignments and work of adults, enriching the plot of games, consolidating the ability to conduct role-based dialogues, accept game tasks, communicate with adults and peers. Continue work to consolidate the safety rules for children in kindergarten, at home and road safety rules, on the formation of a holistic picture of the world, sensory standards and elementary mathematical concepts, the development of constructive skills, the development of speech and communication skills of children, to expand knowledge about the genres of literature, to teach expressively read poetry. Pay attention to cognitive and research activities.
During the school year, it is necessary to conduct individual work with children on the formation of skills in visual activity, the development of speech in accordance with age, to improve the technique of drawing, modeling, application, to develop the creative and communicative abilities of pupils.

Rose Agleulina
Monitoring reference for the first half of the 2014–2015 academic year

Outcome monitoring mastering the program material for the first half a year showedthat the children of the middle group No. 4 have mastered the material in the educational areas at the middle level.

Examined: 26 pupils.

Forms monitoring:

Supervision of the child;

Educational area "Social and communicative development"

The results are as follows:

High level: 0%

Middle level: 69%

Low level: 31%

69% have an average level, these are children who know how to design a game using a variety of materials (attributes, improvised material)... Often they are the organizers of the game, they are able to accept the game problem situation, change their own role-playing behavior, show respect for their peers and adults. Participate actively in the game, but do not follow the rules. Partially see their mistakes and correct them with the help of an adult.

Pupils who cannot assess their capabilities in didactic games, do not know how to design their game, do not always follow the rules of the game, communicate only with adults, act with objects by show or model, have a low level. We plan to pay more attention to enriching the plot of games, strengthening the ability to conduct role-based dialogues, accept game tasks, and communicate with adults and peers.

Work. During the observation of elementary labor activity, it was identified: children dress and undress themselves. But toys, building material, equipment are cleaned and kept in order in the group and on the site of the kindergarten, most often after a reminder from an adult.

Safety. Analysis of the results on the formation of safe behavior showed that the pupils are well aware of the elementary rules of behavior in kindergarten, they can tell how to cross the road correctly, explain the meaning of traffic lights. But there are children who do not know the rules of the road, traffic lights, rules of safe behavior in nature, in transport.

Conclusion: continue to work with children in the educational field "Safety" through didactic games, conversations, game situations, reading books with problem situations, to arouse children's interest in this topic through project activities.

Physical development

High level: 0%

Middle level: 23-88%

Low level 3-12%

Analyzing the results of diagnostics of pupils on the formation of CGN, it was revealed that children are able to dress quickly, eliminate disorder in clothes with the help of adults. However, children have insufficiently formed initial ideas about the importance of morning exercises, about compliance with the daily regimen. There are children who need to pay attention to strengthening the skills of tidiness, the formation of personal hygiene skills, ideas about a healthy lifestyle.

conclusions:

it is necessary to pay attention to the skills of cultural food, to consolidate the skills of cultural behavior at the table (do not put your elbows on the table, drink and eat quietly, chew food with your mouth closed, use cutlery correctly).

Educational area "Cognitive development"

Analysis of indicators of the dynamics of mastering program material in the educational area "Cognitive development" showed that the material was mastered mainly at an intermediate level.

The results are as follows:

High level 1-4%

Middle level: 17-66%

Low level 8-30%

Work on sensory development in various activities should continue. Improve perception by actively using all the senses. Enrich the sensory experience. To develop cognitive research and constructive activities. Form elementary mathematical representations. Learn to count to 5 using the correct counting techniques. Form an idea of \u200b\u200bequality and inequality of groups of objects based on the count. To form the ability to equalize unequal groups in two ways (adding and decreasing)... Develop the ability to count objects from a large number. To improve the ability to compare two objects in size, on two identical signs. Develop ideas about geometric shapes, the ability to correlate the shape of an object with geometric shapes. Develop the ability to determine spatial relationships. To acquaint with spatial relationships - far, close. Expand the understanding of the parts of the day. Create conditions for expanding ideas about the world around. Expand understanding of nature.

Conclusion. To form children's cognitive interest, develop observation, mental activity, use TRIZA elements, didactic games, experimentation, project activities in their work to involve parents.

Educational area SPEECH DEVELOPMENT

The results are as follows:

High level: 3- 11%

Middle level: 19-74%

Low level: 4-15%

results monitoring showedthat it is necessary to develop free communication with adults and children. To develop all the components of oral speech, practical mastery of the norms of speech. To form the ability to coordinate words in a sentence. Reinforce the correct pronunciation of vowels and consonants. Continue working on diction. Improve dialogic speech.

Educational area "Artistic aesthetic development"

The results are as follows:

High level: 0

Middle level: 17-65%

Low level: 9-35%

Most children can draw and name shape: rounded, rectangular (circle, oval, rectangle, square)... Draw lines in different directions. We mastered the skills of drawing with a pencil and a brush, carefully paint over, use various materials. You should continue to develop the ability to create decorative compositions. Learn to paint over drawings with a brush, pencil, mix paints. Continue to develop an interest in sculpting. To consolidate the techniques of accurate sculpting, when sculpting objects, proportions are violated, there is no clarity in the transfer of form, parts are loosely fastened. Develop interest in the applique. Form the ability to properly hold scissors, exercise in cutting round shapes. Develop children's creativity. Introduce to the fine arts

Variable part

High level -0

Average level-85%

Low level-15%

Analysis monitoring for the variable part showed that the highest result is observed for the regional component. The level of development for exploration and research activities is slightly lower.

Child development monitoring.

In children, the level of development for integrative qualities, the highest result is observed for the following integrative qualities: curiosity, activity, emotionally responsive; physically developed. A slightly lower level of development for the following qualities, self-image, family, society and state; the ability to control their behavior; mastering the means of communication; the ability to solve intellectual and personal problems.

Analysis monitoring on the variable part showed that the highest result is observed in search and research activities. The level of development for the regional component is slightly lower.

on the results of monitoring the achievement by children of the planned results of the development of the Program "from birth to school" in MADOU CRR d / s No.

at the beginning of the 2016 - 2017 academic year

The purpose of the monitoring is to determine the degree of mastering by the child of the basic educational program of preschool education MADOU No. 3, drawn up on the basis of the basic educational program of preschool education "From birth to school" (ed. By N. Ye. Veraksa, TS Komarova, M. А. Vasilyeva. - M .: Mosaika-Synthesis, 2015) and the influence of the educational process organized in a preschool institution on the development of the child.

Based on the annual plan of MADOU, monitoring of the results of mastering the program material by pupils in five educational areas at the beginning of the 2016-2017 academic year was carried out.

The collection of information is based on the use of the following techniques:

systematic observation of the child's activities
organization of special gaming activities
getting answers to assigned tasks through pedagogical situations
analysis of children's products
activity process analysis
individual conversation with the child

Monitoring organization form - diagnostic card.

Monitoring was carried out in each age group of MADOU in the period from 29.08.16. on 16.09.16, carried out by the teachers of MADOU.

The teachers carried out diagnostics in the main directions of the MADOU program:

Social and communicative development;
- cognitive development;
- speech development;
- artistic and aesthetic development;
- physical development.

In total, 16 groups of 457 pupils of MADOU were examined.

The monitoring was carried out through tracking the results of mastering the educational program. The diagnosis was assessed at three levels: high, medium, low

high level (4 - 5 points) - the child performs all assessment parameters independently.
average level (3 - 4 points) - the child fulfills all assessment parameters with partial help from an adult;
low level (1 - 2 points) the child cannot fulfill all the assessment parameters, does not accept the help of an adult.

Pupils of all age groups have mastered the program material on educational areas at the average level as a whole. According to the monitoring results, the pupils of MADOU showed mainly a positive result of mastering the program material. The highest results were in the children of the senior group No. 10,13 and the preparatory group for school No. 5 No. 9, the lowest indicators in the compensatory orientation group No. 16 (ZPR) - 83.3% low level.

Kindergarten total

Based on the results of diagnostics of the quality of education (through the implementation of educational areas) "at the beginning of the academic year", the following results were revealed:

Educational area "Social and communicative development" final indicator of MADOU:

High level: 22.3%

Average level: 65.5%

Low level: 12.2%

Educational area "Cognitive development"

Pupils of all age groups have also mastered the program material on the educational area "Cognitive Development" at the intermediate level. The highest results in children of the older (60%) and preparatory groups for school - 65% of the high level, the lowest in the second group of early age - 16.7% and groups of compensatory orientation - 82% and for children with general speech underdevelopment - 43 %.

As a result: "Cognitive development":

High level: -27%

Average level: - 63%

Low level: - 10%

The analysis of indicators of mastering by children of the program material of the educational area "Speech development" is mainly at the middle level. The highest results were in the children of older and preparatory groups for school, the lowest in the group of compensatory orientation.

Total "Speech development":

High level: - 23.3%

Average level: - 56.7%

Low level: - 20%

The analysis of indicators of the dynamics of mastering the program material in the educational area of \u200b\u200b"artistic and aesthetic development" is at an average level.

Total for the educational area "artistic and aesthetic development":

High level: - 27%

Average level: - 63%

Low level: - 10%

Also, at the secondary level, preschoolers have mastered the program material on the educational area "Physical development". High results were shown by pupils of the senior and preparatory groups for school (48 and 55%, respectively), the lowest results in the second group of early age - 84% of the average level and the group of compensating orientation - 85% of the low level.

Total for the educational area "Physical development":

High level: - 27%

Average level: -58%

Low level: - 15%

Thus, the results of monitoring the development of program material by children of all age groups at the beginning of the school year showed mainly an average level. The highest results were in the children of the older and preparatory groups for school. The lowest results were in the early age groups and in the compensatory orientation group.

The results of monitoring the development of program material showed that children of all age groups learned the material in all educational areas at a high and medium level.

The analysis of the monitoring of child development showed that the preschoolers of MADOU No. 3 have mastered the educational program of MADOU at a high and intermediate level.

Results of monitoring child development at the beginning of the school year:

High level: 43h. - 29.8%;

Medium level: 65h. - 60.2%.

Low level: 10%

Thus, in groups:

No. 5; No. 9; # 13 - 19%; - High level

No. 2; No. 3; No. 4; No. 6; No. 7; No. 8; No. 10; No. 11; No. 12; No. 14; No. 15 - 75%. - Medium level: # 16 - 6% - Low level.

Since 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 for reasons and without it, due to the limitation of speech contacts, social and communicative qualities are insufficiently formed, unwillingness to obey general rules.

The quality of assimilation of the program, developed in children in the MADOU CRR - kindergarten No. 3 of the Dinsky district, is mainly at an average level.

The results of this monitoring will help teachers determine a differentiated approach to each child and develop an individual route of correctional and developmental classes in the selection of forms of organization, methods and techniques of education and development.

Conclusion: the results of monitoring the acquisition of program material by the pupils of our kindergarten in educational areas at the beginning of the 2016-2017 academic year are satisfactory.

Educators of all groups:

1. Conduct purposeful work to improve the quality of mastering program material in educational areas:

Term of performance: constantly, throughout the year.

2. Create an individual educational trajectory (route) for the following children: ………………………………………………………………………………

Deadline until 01.10.2016

3. When planning organized educational activities, take into account the results of monitoring.

Deadline: systematically, throughout the year.

4. Based on the results of monitoring, identify gifted children and develop individual educational routes to develop the child's potential and consolidate the results.

Deadline: 01.10.2016, within a year.

4. Continue to enrich the subject-developing environment in all age groups of MADOU.

5. For educators and a psychologist-teacher to develop a map of the individual development of a preschooler in accordance with the Federal State Educational Standard.

Material (senior group) on the topic:

Analytical information on the results of monitoring the achievement by children of the planned results of mastering the adapted program GBDOU No. 3, 2016-2017 academic year. The beginning of the year.

1 part

1.1 Characteristics of the group

The group includes 19 older children (5-6 years old). Of these, 10 are boys and 9 are girls. By health groups: 1 - 11 people; 2 - 8 people.

1.2. Monitoring purpose:

Determination of the level of assimilation by children of the older group of the adapted preschool educational program;

1.3. Monitoring tasks:

Determine the level of assimilation of program material by children in educational areas;

Determine the level of assimilation of the program material for the group as a whole (in comparison with the previous year / the beginning of the year);

Optimize work with children, outline the direction of work based on the monitoring results for the group as a whole;

Build an educational trajectory for the development of each child;

1.3. Diagnostic methods:

Conversation with parents taking into account the questionnaire;

The survey was conducted in five educational areas on a five-point system.

Part 2

2.1 Physical development

The program material was mastered by 9 children at the intermediate level and 10 children at the below average level.

Conclusion: the main types of movements are walking, running, balance, jumping, exercises with a ball and a hoop, building and rebuilding, physical qualities are not sufficiently formed and developed. The reason is a lack of coordination and disinhibition, in particular in two children. One child has knowledge in this area, but does not participate in the process, does not accept the help of an adult in the lesson. The skill of quickly dressing and undressing, putting away clothes in a locker in three children is poorly developed. One child became more active and interested in this area.

Recommendations: continue to create a developing subject-spatial environment for optimal motor movement of children in preschool educational institutions, pay special attention to consolidating the main types of movement, developing basic physical qualities, creating health-preserving factors (morning exercises, invigorating gymnastics, prevention of flat feet and posture disorders, hardening) Increase the popularity of the principles of a healthy lifestyle life in family education, conduct joint sports activities for children and parents.

2.2. Cognitive development

The material of the educational area was mastered at the average level by 10 children. It should be focused on the development of orientation in space, in time and on the sheet, on the formation of gender identity. Elementary mathematical concepts and design skills are well developed. Below average 8 people. Children have partially formed ecological ideas and concepts of the objective world. Of these, 6 children require special attention. The dynamics is observed in one child., The passive vocabulary becomes more active, and therefore the way of expressing knowledge is more pronounced. And practically at a low level was a child who has not formed concepts by age, does not take part in educational activities and almost always refuses the help of an adult.

Conclusion: it is necessary to pay special attention to the formation of an integral picture of the world, the consolidation of sensory standards.

Recommendations: create conditions for experimental and research activities, replenish the developmental environment, create various collections of materials and albums with images of the surrounding world for free access, support children's initiative and creativity. Creation of short-term projects based on lexical topics. Strengthen individual work.

2.3. Speech development

The program material in the educational field was mastered at an average level in 7 children, at a level below the average in 10 children, at a low level in 2 people.

Conclusion: it is necessary to pay more attention to the development of speech, especially individually, and the formation of communication skills. Teach children to listen to literary works, expand knowledge about genres of literature, teach expressively telling poetry, compose stories and retell.

Recommendations: it is necessary to create conditions for independent speech activity during the day; include communicative games and exercises when organizing classes, perform finger and articulatory gymnastics in regime moments, expand the horizons of children. Continue to organize daily reading of fiction in a group, using bright visual aids, emotionally expressively present the content of the work. To hold exhibitions of productive works of children's creativity based on the studied program material. Update children's literature in the book corner every week, based on vocabulary topics and calendar holidays. Have vivid illustrations for literary works for children to look at outside of class. Use a puppet show.

2.4 Social and communicative development

The program material of the educational area was mastered by 13 children at the intermediate level and 6 children at the below average level. Children with a low indicator have a poorly formed skill of plot-role-playing games, do not show much interest and do not particularly like to be on duty and clean up toys after themselves. It is difficult to express your feelings and needs to two children ... some children do not show empathy towards their peers. They cannot always name their family members and answer the questions of who does what in the family. Some children find it difficult to observe elementary cultural rules of behavior among children and may not always be critical of their actions, overcome shortcomings, find it difficult to comprehend and convey their experiences, mood, feelings, desires in words and actions. These guys find it difficult to control their emotions due to increased activity, do not always interact in the game and show goodwill and attention to others.

Conclusion: it is necessary to continue to pay attention to the formation of a culture of communication with adults and peers, to learn to communicate without conflict. To continue teaching to form emotional responsiveness, to teach children to understand themselves, to define and name their emotional state, to react to the emotions of loved ones and peers. It is necessary to teach children to observe elementary norms and rules of behavior when interacting with adults and peers, to instill the rules of elementary politeness. It is necessary to continue working on the formation of ideas about the state and the world, about yourself and your family, about the nature of your native land. It is necessary to pay attention to the enrichment of role-playing games, to consolidate the dialogue, to accept game tasks.

Recommendations: it is necessary to create situations of benevolent cooperation, teach to resolve conflicts, dramatize group situations using the example of fairy-tale characters, stimulate children to constructive behavior, give practical recommendations to parents, and carry out individual corrective work with children. Teachers, in turn, need to be friendly to children, to use as many gentle and polite words as possible in their speech. It is necessary to update the corner of patriotic education and replenish the game corners with new attributes, taking into account gender education. Organize more games with the initiative and participation of the educator. Continue teaching children about game interaction.

2.5. Artistic and aesthetic development

The program material in this area was mastered by 11 children at the intermediate level, 7 children at the lower than average level and 1 child at the low level. Not all children can do the work in the correct sequence, they find it difficult to create their own illustrations for works, they cannot always convey general signs and characteristic details of the image, almost all of them cannot arrange the sheet in a given format and place the image correctly on the sheet, they cannot name the types decoratively - applied creativity. Difficulties arise when performing the operation of pulling parts from a separate piece, not everyone has developed the skill of sculpting a volumetric image, and not all children completely and accurately perform flat sculpting. Difficulties arise with the ability to properly hold scissors and correctly cut, clean up your workplace. One child has knowledge, but he does not always take part in the process. One of the children has practically no skills and does not accept the help of an adult.

Conclusion: continue to improve the technique of drawing, sculpting, application, develop the creative abilities of the pupils.

Recommendations: during the day, offer didactic games, coloring books, exercises for the development of fine motor skills and finger gymnastics. In the corners for creativity, provide an opportunity for independent creative activity of children. Have the necessary equipment to work with plasticine, natural material, paper, paints, monitor their renewal. Take part in competitions and exhibitions. Continue interaction with the family and organize contests for joint children's parenting creativity.

Outcomes: the program material was mastered mainly at a level below the average, which is explained by the unstable pedagogical composition of the group and the overstaffing of pupils in the group.

Analytical information on the results of pedagogical monitoring of the preparatory group for school No. 9 for the 2016-2017 academic year.

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Analytical information on the results of pedagogical monitoring

school preparatory group No. 9 for the 2016-2017 academic year.

Educators: Number of children in the group:

Kharina A.V Girls - 13

Garipova E. A Boys - 12
The monitoring involved: 25 children.

During the monitoring, the following methods were used: pedagogical observation, conversation, analysis of productive activity, didactic material.

The monitoring was carried out in the following areas:

The program material (in all 5 educational areas) was mastered by the children of the preparatory group for school:

At a high level at - 51%

At an average level - 49%

The low level is kept to a minimum.

The analysis of the monitoring of the educational process allows us to build the following ranking order of mastering educational areas:

1. Educational area "Physical development" (high - 82%; medium - 18%). OO implementation is at a fairly high level. This is facilitated by compliance with the regimen of physical activity during the day, morning exercises, GCD for physical development, planned individual work on the development of movements, the use of health-saving technologies in the daily regimen.

Recommendations : continue to work in this direction in the summer, plan GCD for physical development, observe a motor regime, conduct hardening activities, plan conversations with children to form knowledge about healthy lifestyles.

2 .Educational area "Artistic - aesthetic development" (high - 52%; average - 48%). Children are actively involved in work, can plan the stages of creating their own building, find constructive solutions, know how to work collectively, analyze a sample of a building. Children are happy to create buildings from drawing. They know how to use a template.

They show a desire for constant communication with the book, feel obvious pleasure when listening to literary works.

In drawing, they have elementary technical skills: they hold a pencil and a brush correctly and use them freely. They depict objects and create simple plot compositions, images based on folk toys. They create small subject compositions, but make mistakes in conveying the proportions, posture and movement of figures.

In sculpting, children sculpt objects of different shapes, using the learned techniques and methods.

Most children distinguish between such features of musical art as expressiveness and figurativeness, with a little help from an adult, they distinguish a musical image, give it a characteristic. Many have recorded a shift in the formation of elementary vocal and choral skills - a sense of rhythm, sound production, breathing; skills of playing children's musical instruments - a sense of ensemble, tact.

Recommendations: make more use of non-traditional techniques; create problem situations in the classroom that activate the creative imagination of children ("finish drawing", "invent yourself", "finish"); replenish the centers of creativity with a variety of art materials, accessories for artistic activities (brushes, gouache, watercolors, plasticine, paper of different colors and textures, stencils, coloring, etc.)

Sample "Analytical reference" of 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
Monitoring purpose: 1) individualization of education (including supporting the child, building his educational trajectory);
2) optimization of work with a group of children.
Tasks: Studying the results of mastering the basic 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 the “Work program of the teacher”, created on the basis of the “Basic educational program of the MDOU“ Kindergarten “Kolokolchik” r. Dukhovnitskoe of the 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. game technologies.

Characteristics of children for the analyzed period:
Average age of children: 2 years 10 months
Total children in the group: 27 people
Children diagnosed: 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 a group (through the implementation of educational areas);
pedagogical diagnostics of child development.

The diagnosis was assessed at three levels: high, medium, low.
Based on the results of diagnostics of education quality (through the implementation of educational areas) "at the beginning of the school year" revealed the following results: three children have high level by directions:

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

Low level for certain educational areas and directions have:
... I.F. child - educational areas, sections.
Conclusion(exemplary):
Analyzing the results of the diagnosis, we can conclude that three children have mastered the program material partially.
In educational areas and directions, the quantitative composition of children with an average and low level is practically equal:
intermediate level - 22 children
low level - 23 children
Mainly you need 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 skills of productive activity are sufficiently formed in children, fine motor skills of the pupils' hands are developed, but accuracy, sequence of actions and variation of thinking are not fully developed. There is a lack of attention on the part of parents to the educational process, also insufficiently developed auditory and visual attention and the desire to show interest in the environment.

Attachment 1

2. Form the following subgroup to optimize work:
subgroup number 2, direction of work - "Cognitive development"
... I.F. children
Based on the results of diagnostics of child development "At the beginning of the school year" the following results were revealed:
High level:
... I.F. children, directions.
Middle level:
... I.F. children, directions.
Low level:
... I.F. children, directions.

Comparative data are shown in the table Appendix 2

Conclusion(exemplary):
Analyzing the results of diagnostics of child development, we can conclude that the average level of development of children (17 children) generally prevails in six areas. Children have formed the main cultural ways of activity, they show initiative and independence in different types of activity - play, communication.
With a high level - one child.
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 due to and without it, due to the limitation of speech contacts, insufficiently formed social and communicative qualities, 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

The monitoring was carried out by: ... educators

Table. Attachment 1

Table. Appendix 2.

Elena Cheskidova
Help on monitoring results

Help on the results of monitoring the mastery by the pupils of MBDOU "Kindergarten No." with program material in educational areas in 2016-2017 academic year. year.

According to the annual work plan of MBDOU for 2016-2017 ac. year in the period from 15.05 to 30.05 2017, teachers of preschool groups, a senior educator, a music director conducted pedagogical diagnostics of the level of development of children of all age groups of preschool educational institutions in the areas of educational areas. A total of 139 children were examined.

results

The program material was mastered by children of all age groups in all sections by 82.82%. 17.18% of the program material is not mastered. The reasons for this phenomenon are varied.

Educational area "Cognitive development" mastered by pupils of all age groups at an acceptable and optimal level: according to the results of the control sections, children of age groups showed a positive result of mastering the program material in the range from 65 to 93.61%, depending on the age group. The highest results in children of the older group No. 5 - 93.61%, the lowest in the early age group No. 1 - 65% The supposed cause of this phenomenon is diverse: individual characteristics of children, maladjustment, newly arrived children.

Educational area "Social and communicative development" mastered by pupils of all age groups at an acceptable and optimal level: according to the results of control sections, children of age groups showed a positive result of mastering the program material in the range from 75 to 94.01%, depending on the age group. The highest results in children of the older group No. 5 - 94.01%, the lowest in the 2nd younger group No. 3 - 75% The alleged causes of this phenomenon are varied: the individual characteristics of children, the group organization of the GCD.

Educational area "Speech development" mastered by pupils of all age groups at the optimal level: according to the results of the control sections, children of all age groups showed a positive result of mastering the program material in the range from 61.97 to 87.68%, depending on the age group. The highest results in children of preparatory group No. 6 - 87.68%, the lowest in the 2nd junior group No. 3 - 61.97%. The alleged reason for this phenomenon is the age and psychological characteristics of children, a low level of cooperation with the family.

Educational area "Artistic - aesthetic development" mastered by pupils of all age groups at an acceptable and optimal level: according to the results of the control sections, children of age groups showed a positive result of mastering the program material in the range from 77.29 to 86.71%, depending on the age group. The highest results in children of preparatory group No. 6 - 86.71%, the lowest in the group of early age No. 1 - 77.29%. The alleged reason is disadaptation, newly arrived children, insufficient knowledge, age and mental characteristics.

Educational area "Physical development" mastered by pupils of all age groups at an acceptable and optimal level: according to the results of control sections, children of all age groups showed a positive result of mastering the program material in the range from 81.98 to 90.59%. The highest results in children of preparatory group No. 6 - 90.59%, the lowest in the 2nd junior group No. 3 - 81.98%.

conclusions

The results of monitoring the mastery of the program material by the pupils of the preschool educational institution in educational areas are satisfactory, but at the same time they are rather heterogeneous: according to the results of the control sections, children of all age groups showed a positive result of mastering the program in the range from 77.15% to 89.39% (all sections of the program in all age groups). The highest results for the PA "Physical Development" - 85.36%, the lowest for the PA "Speech Development" - 77.88%.

The alleged reason for this phenomenon is the insufficient implementation of a differentiated approach to children, the use of ineffective methods and techniques in work, an insufficient level of professional competence of teachers, and the absence of a system in work.

Educators of all groups:

To systematically increase the level of professional competence of teachers in the implementation of the educational area "Speech development" in the context of the implementation of the Federal State Educational Standard;

Carry out purposeful work to improve the quality of mastering the program material in the educational area "Speech development";

When planning educational work, take into account the results of monitoring;

Provide psychological and pedagogical support to parents through a system of non-traditional forms of interaction;

Implement a differentiated approach to children in order to improve the development of the program and the development of integrative qualities.

Help prepared by:

Senior Educator ___

Related publications:

"Analytical report" on monitoring in the senior group "Pchelka" "Analytical information" on monitoring in the senior group "Pchelki" Conducted monitoring: Stolyarova E. V. - educator, MDOU "Ivushka".

Analytical report on the results of monitoring the achievement of planned results by children Analytical reference On the results of monitoring the achievement of the planned results of the development of the Program by children in the Kindergarten No. 34 of OJSC.

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

Analytical information on the results of the final monitoring of the development of the educational program by children in the younger group Analytical reference on the results of the final monitoring of the development of the educational program by children in the younger group for the 2015-2016 academic year.

Analytical report on the results of monitoring the educational process and child development for the 2016-2017 academic year Date: May 2017 Prepared by: Gruzinova TI, educator MBDOU CRR - d / s "Golden Key" in Zernograd. List of members of the group:

Analytical report on the results of monitoring the educational process in the first junior group for 2016-2017 Purpose: In order to determine the degree of assimilation by children of the educational program and the influence of the educational process organized in preschool.