Help on monitoring in the middle. Analytical reference on monitoring in the middle group

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.

Municipal preschool educational institution

"Kindergarten No. 14" Solnyshko ", Rtishchevo, Saratov region

Analytical report

according to the results

final monitoring

children of the middle group

for the 2015-2016 academic year.

Prepared by the teacher:

Ivanova Olga Sergeevna.

Rtishchevo 2016

In the middle group of MDOU No. 14 "Solnyshko" in the city of Rtishchevo, Saratov region, final monitoring was carried out to solve the following tasks:

Revealing the level of formation of knowledge, skills and abilities: " Physical development",

"Social and communicative development", "Speech development",

"Artistic and aesthetic development", "Cognitive development", as well as identifying the level of developmentintegrative qualities at the time of research;

Summarizing the research results, comparing the results of the final diagnosis with the diagnosis at the beginning of the year;

Tracking the dynamics of the development of children;

Identification of children who are lagging behind in the development of the educational program, as well as the reasons for their failure;

Summing up the results of the work for the 2015-2016 academic year.

Used:

the following diagnostic methods:

• observation,
• analysis of products of children's activities,
• didactic games,
• individual conversations,
• solving problem (diagnostic) situations.

forms of pedagogical diagnostics:

• individual;
• subgroup;
• group.

The list of the group at the beginning of the school year was 24 students, at the end of the school year - 22 students, 21 students took part in the monitoring, which is 95.5% of the total number of students in the group.

Results of the final monitoring of the development of sections of the program

"Childhood" (educational areas) of the middle group

For the 2015-2016 academic year.

According to the indicators identified in the process of diagnostic examination, it can be noted that since the beginning of the year, in the process of developmental education, there has been a significant dynamics of the development of children, namely:

the analysis of the assimilation of children of the middle group of the OO program allows us to draw the following conclusion:

Highest results:

OO "Physical Development":

High level - 62%;

Medium - 38%;

Low-0%;

Children began to confidently and actively perform the basic elements of the technique of general developmental exercises, basic movements, observe the rules in outdoor games and control their implementation, independently conduct outdoor games and exercises, began to orient themselves more confidently in space, perceive the show as a model for independent exercise, evaluate the movements of their peers and notice their mistakes.

The indicators of speed-strength qualities, coordination, general endurance have improved in children;

a need for physical activity was formed, an interest in fulfilling the elementary rules of a healthy lifestyle;

formed the ability to independently and correctly perform the processes of washing, hand washing; independently monitor your appearance; behave for

table while eating; dress and undress yourself, take care of your

things (things of personal use).

To achieve the highest indicators in the educational field

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

The same indicators for the NGO "Social and Communicative Development":

High level - 62%;

Medium - 38%;

Low - 0%.

Children have successfully learned:

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

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

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

become more independent, emotionally responsive;

began to show interest in gaming experimentation;

they began to more clearly follow the game rules in didactic, mobile, developmental games; they developed a readiness for joint activities with peers, and the experience of game interaction was enriched;

a respectful attitude and a sense of belonging to their family and to

the community of children and adults in the organization;

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

It is necessary to continue work on the development of game skills in directing games, on the development of creative skills for inventing and creating plots of director's games using toys and objects for showing to peers. It is also necessary to pay attention to games-experiments with various objects and materials.

Somewhat lower are the results for the NGO "Cognitive Development":

high level - 57%;

medium - 33%;

low - 9.5%.

Work in the educational area was aimed at developing children's interests, curiosity and cognitive motivation; the formation of cognitive actions, the formation of consciousness; development of imagination and creative activity; the formation of primary ideas about oneself, other people, objects of the surrounding world, about the properties and relationships of objects of the surrounding world (shape, color, size, material, quantity, number, part and whole, space and time, movement and

peace, causes and consequences), about the small homeland and the Fatherland, ideas about

sociocultural values \u200b\u200bof our people, about national traditions and holidays,

about planet Earth as a common home of people, about the features of its nature, diversity

countries and peoples of the world.

You need to pay attention to:

The development of the ability to establish connections between the qualities of an object and its purpose, to identify the simplest dependencies of objects (in shape, size, quantity) and to track changes in objects by one or two signs;

develop ideas about your hometown and country;

development of the ability to compare objects in terms of spatial location (left (right), in front (behind ...)), determine the location of an object in a row (second, third);

determine the sequence of events in time (what comes first, what then)

by pictures and simple models.

According to PA "Artistic and aesthetic development" the following indicators:

High level - 52.3%;

average - 33.3%;

low - 14.5%.

The children developed an interest in handicrafts, illustrations in

children's books, small sculptures, unusual architectural buildings,

description of architectural objects in illustrations for fairy tales.

The skills of artistic and aesthetic perception were developed: consistent

examination of objects and works, recognition of the depicted objects and phenomena; the ability to see their expressiveness, to correlate with personal experience developed; highlight their sensory features, visually and tactilely examine toys, attractive objects, small sculptures.

The skills to create images of individual objects and simple

plots in different types of activities; in drawing, modeling, depict typical and

some individual features, in the design to convey spatial

structural features of the building.

Visual and expressive skills developed:

Ability to correctly position the image on a sheet of paper, highlight the main thing with color, size, location on the sheet; create distinctly basic shapes, compose an image from several parts, using the rhythm of spots, geometric

elements of a pattern, in modeling - by means of adhesions, a pattern with a stack;

children learned to choose a color that matches the depicted object;

use a variety of colors; apply color as a means of expression,

character of the image.

Children acquired clearer technical skills.

In drawing : the ability to select pictorialmaterials and tools, methods of image in accordance with the createdway; the ability to confidently draw lines, stripes, rings, arcs; perform shading;

work with a bristle brush, combine some materials.

In the application : mastering the available methods and techniques of cutting and breaking

applications; make up images of different objects from stripes and cut out forms.

Ability to use scissors correctly, carefully cut and paste parts;

the ability to use non-visual materials to create expressive

image.

In modeling : mastering some sculpting techniques: pulling from a whole piece; topping; smoothing the surface of sculpted figures, joints of parts; rolling plasticine in circular movements of the hands into balls; rolling with straight arm movements into columns, sausages; pressing in the middle of the plasticine ball, cylinder with the help of your fingers.

In designfrom ready-made geometric shapes: ability to analyze

object, highlight the main parts and details that make up the structure. Creature

options for familiar structures from ready-made geometric shapes;

from the thematic constructorparts of different sizes:

the ability to perform simple buildings; mastering the methods of replacing forms, giving them stability, strength, using overlappings.

Paper construction: mastering generalized ways of folding various crafts; gluing parts to the main shape.

Natural material construction: the ability to see the image in the natural

material, make up an image from parts, use glue to fix the parts,

plasticine.

To achieve the best results, it is necessary to pay attention to the development of the ability to compose a new color tone on the palette, to apply one paint to another, to convey some details in the works;

on the ability to smear plasticine balls on cardboard, apply plasticine to the boundaries of the desired contour to create a flat plasticine picture on cardboard (plasticineography).

Reading fiction was aimed at:

Expanding the reading interests of children

enjoyment of communicating with the book, the desire to meet again

with her.

Perception of the literary text-

mastering the skills to listen carefully and hear a literary work,

to sympathize and empathize with the heroes of the work, to imagine

heroes, features of their appearance, some character traits, isolate

the actions of the heroes and give them an elementary assessment, explain the obvious motives

actions, with the help of a teacher to understand the general mood of the work.

Creative activity based on a literary text-

The manifestation of a desire to memorize poetic texts, to retell acquaintances and

newly read fairy tales and stories with and without illustrations to other children

and adults, toys. Mastering different ways of expressing your attitude to

a literary work, its heroes: in a story, drawing, appliqué, modeling; at

retelling and reading the text by heart; in different types of theatrical

activities.

It is necessary to pay attention to the ability to understand the significance of certain means of linguistic and intonational expressiveness for conveying the images of heroes, attitudes towards them and events.

The lowest results were obtained for the OO "Speech Development":

High level - 19%,

average - 61.9%,

low - 19%.

Work on this educational area has focused on language skills as a means of communication and culture; enrichment of the active vocabulary; development of coherent, grammatically correct dialogical and monologic speech; development of speech creativity; development of sound and intonation culture of speech, phonemic hearing; acquaintance with book culture, children's literature, listening comprehension of texts of various genres of children's literature; formation of sound analytical-synthetic

activity as a prerequisite for teaching literacy.

It is necessary to pay attention to the development of the ability to pure pronunciation of sounds of the native language, correct word pronunciation; the development of the ability to retell fairy tales, compose descriptive stories about objects and objects, from pictures.

Use in speech of complete, widespread simple with homogeneous

members and complex proposals for the transfer of temporary,

spatial, cause-and-effect relationships; use of suffixes and

prefixes for word formation; correct use of the endings system

nouns, adjectives, verbs for the design of a speech utterance;

composing descriptive sentences of 5-6 subjects and narratives

stories from personal experience; to develop the ability to compose narrative stories based on toys, pictures; compilation of descriptive riddles about toys, objects of nature.

An analysis of the quality of the assimilation of individual integrative qualities by children of this group leads to the following conclusion:

The highest results are shown by children in mastering the following integrative qualities:

- "Emotionally responsive":

High level - 85.7%

Average - 14.2%.

Children respond to the emotions of loved ones and friends. Use words of participation, emotional empathy, compassion in speech to maintain cooperation, establish relationships with peers and adults. Experiencing the joy of communicating with animals and plants. Empathize with the characters of fairy tales. They react emotionally to works of fiction.

- "Who has mastered the means of communication and methods of interaction with adults and peers" -

High level - 80.9%;

Average level - 19.04%

Most children actively show a desire to communicate with peers, need meaningful contacts with peers about toys, joint games, and common affairs. Speech contacts are longer and more active, the first friendly ties are established between children. Children strive for self-expression in activities, for the recognition and respect of their peers.

Children actively cooperate with adults not only in practical matters, but also actively strive for cognitive, intellectual cooperation with adults - they ask many questions of a search nature.

The results are somewhat lower in the development of the following integrative qualities:

"Inquisitive, active" -

high level - 66%,

average - 28.5%;

low level - 9.5%.

Most of the children are distinguished by high activity and curiosity. Children seek to establish connections and dependencies in nature, the social world. They possess the basic methods of cognition, have some experience of activity and a stock of ideas about the environment, with the help of an adult they are involved in the activities of experimentation, research activities, naming properties and the quality of objects, features of natural objects, combining objects and objects into species categories indicating characteristic features.

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

Average level - 38%

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

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

High level - 61.9%,

the average level is 38%.

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

- "Having Primary Ideas (General Awareness)" -

high level - 52%;

average - 38.09%;

low-9.5%.

Children know their name (full and short), surname, age, gender. They realize some of their skills, knowledge, what they have learned. They strive to learn from an adult some information about their body.

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

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

The following integrative qualities turned out to be the least successful for the development of children:

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

high level - 47.6%;

average - 33.3%;

low - 19.04%.

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

"Having mastered the universal prerequisites of educational activity" -

high level - 47.6%,

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

Medium - 38.09%,

These kids need a little adult help guiding questions for the correct answer.

Low - 14.2%.

These are children who find it difficult to work according to the model, do not know how to work independently, their work does not correspond to the plan, and they need to repeat the question many times.

- "Having mastered the necessary skills and abilities" -

high level - 47.6%;

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

average - 38.09%;

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

Low level - 14.2%.

These children need individual work to develop skills and abilities that are appropriate for children of middle preschool age.

To achieve high results in the course of the upbringing and educational process, problematic practical and cognitive situations were used in which children independently applied the mastered techniques that contribute to the development of a system of various survey actions, techniques of simple analysis, comparison, and the ability to observe.

For the development of children's independence, methods of an individual approach were used, allowing to pay attention to the real level of skills, which significantly differ in different children.

The main form of organizing children's activities is play, so preference was given to the playful construction of their entire way of life.

An opportunity was also created for variative play activities of children through an appropriate subject-development environment: various toys, substitute items, materials for play creativity, rational placement of play equipment.

Game motivation was actively used. All types of developing educational situations took place either in the form of a game, or were made up of game techniques and actions. Due to the peculiarities of visual-figurative thinking of middle preschool age, preference was given to visual, playful and practical methods.

Children of this age are actively maturing and developing the emotional sphere: feelings become deeper, more stable. Therefore, by supporting them, situations were specially created in which children acquired the experience of friendly communication, attention to others. This is a situation of mutual support and help of children, showing attention to elders, caring for animals, respecting things and toys.

When interacting with preschoolers, several pedagogical positions were used:

• partnership and collaboration;
• transfer of experience;
• seeking help from children.

This interaction helps children to become independent faster and to feel competent.

Based on the results of the final monitoring (formation of knowledge, skills and abilitiesmain educational areas, formation of the level of developmentintegrative qualities)in the middle group, the average indicator was obtained:

55.6% of children have a high level,

Medium - 36.35%,

Low - 8.19%.

A sample of analytical information on the results of monitoring the determination of the level of mastering by preschool children of the educational program.

Description: I bring to your attention a sample of analytical information based on the results of monitoring the determination of the level of mastering by preschool children of the educational program.
This material will be of interest to senior educators.
Municipal budgetary preschool educational institution of Aksai district kindergarten № ........ "............................."
P.......................
Analytical reference
(according to the results of monitoring the determination of the level of mastering by children of preschool age the educational program "......................." ......................... group)
Date of the event: …… .0… ..20 ……… ..y. until …… .0… .20 …… .y.
Goal: identification of the level and dynamics of the development of children over the past 20… .. - 20 ……. uch. year, as well as the design of educational and educational process for 20 ... .. - 20 ... .. academic year and correctional and developmental work during the summer health campaign.

Form of carrying out: individual and subgroup lessons.

Reporting form: protocols and analyzes by age group.
The monitoring revealed the following:
1. The number of children who took part in the monitoring -… .. people (……… ..%), which is …….% More than in the 20…. -20… academic year;
2. The number of children who did not take part in the monitoring -… people (… ..%), which is… ..% less than in 20… .. -20… .. academic year;
3. Children who did not take part in the monitoring were absent due to illness. It was recommended to conduct monitoring with these children from 01.09 to 30.09.20 ……. of the year.
The general level of development of the educational program by children

4. The indicator of a high level of mastering the program by children was - …… ..%;
5. The indicator of the average level of mastering the program by children was - …… ..%;
6. The indicator of the low level of development of the program by children was - ……….%.

A comparative analysis of the development of the educational program showed:
There is a positive (negative) dynamics of the general level of mastering OOP by children in comparison with 20 ... -20 ... academic year. (last academic year). In terms of the general level, the dynamics amounted to ……% compared to 20. …… -20… ..acc. The high level of program mastering increased (decreased) by ………%, the average level increased (decreased) by ………% and the low level of program mastering increased (decreased) by….%, Which is confirmed by the data in the table.
The highest indicators of a high level were obtained in educational areas (B + C + B): “……………………………………………………………………” (…….% ), “……………………………………………………………………… ..” (……… ..%),

The children showed the lowest results of mastering the program in educational areas “………………………………………………………” (…… ..%),
«……………………………………………………………..» (………..%),
«……………………………………………………………………» (……….%).
The highest indicators were obtained in educational areas (B + C): “……………………………………………………………………” (…….%), “… …………………………………………………………………… .. "(……… ..%),
«……………………………………………………………………………» (………..%).

In the last academic year, the highest results of mastering educational programs were obtained (B + C) in the OO “…………………………………………” (…….%);

In the last academic year, the lowest results of mastering educational programs were obtained for OO (B + C) “…………………………………………” (…….%);
PA "…………………………………………………………………………" (…… ..%);
PA "…………………………………………………………………………" (……….%).

The overall result of the identified results and their dynamics showed:
……………………………………………………………………………………………………….

Conclusion:
The reasons for the increase (decrease) in the level of development of OOP by children:
_______________________________________________________

Recommendations:
1. _______________________________________
2. _______________________________
3. _____________________________________________________
Signatures of educators …………………… group: / full name
/ FULL NAME
Date …………………………… .20 …… .y.

Work experience of a senior kindergarten teacher. Integration of FEMP in different educational areas Analytical report on the results of diagnostics of physical development and emotional sphere of preschool

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 purpose 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 a 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 engage in communication about toys, play activities. The play actions of children are varied, they willingly play with the educator, reproduce the play actions and speech of the educator 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 their 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, 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, 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 the 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 safety rules on the road, 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.

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 the 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 diverse: 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 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 early age group 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 a 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 introduction of the Federal State Educational Standard;

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

When planning upbringing and 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 the monitoring in the senior group "Bees" Conducted monitoring: Stolyarova E. V. - educator of the Ivushka MDOU.

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 №34 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.