Help on monitoring in the middle. Analysis of monitoring results by sections of the program in the middle group

Christina Bakina
Analytical report on the results of monitoring for the senior group

Analytical reference based on diagnostics in senior group at the beginning of the 2017-2018 academic year.

In September 2017, diagnostics were carried out in senior group, in which 25 children participated, which amounted to 100% of the total groups. results diagnostics showed:

Educational area: "Speech development":

(68%) possess some skills in this area, show interest in speech development, and exactly: support the conversation, express their point of view, agree / disagree, use all parts of speech. They select an adjective for a noun, they know how to select a synonym. determine the place of sound in a word. They dramatize a small fairy tale, read a poem by roles, examine illustrations for children's books, show interest in them, with the help of an adult, retell small literary works. Children with a substandard level (-32%) have difficulties in all the parameters being checked, due to the limitation of speech contacts, social and communicative qualities are insufficiently formed, unwillingness to obey general rules.

Solutions: It is necessary to continue to pay serious attention to the development of speech and communication skills of children through individual work, organized activities. Teach children to listen carefully to literary works, use nouns with generalizing meaning in speech (vegetables, fruits, animals, etc., expand knowledge about literature genres, memorize poems, proverbs, sayings)

Educational area: "Cognitive development".

A high level in this area has not been identified. Children with problem level (92%) possess some skills in this area and answer questions with an adult's advice. With a non-standard level (-8%) know their names and surnames, know about the meaning of the sun, air and water for humans.

Distinguish between a circle, a square, a triangle, a rectangle, an oval, they do not know how to compare two objects in height, width, length, they do not know how to determine the parts of the day and name them in the correct sequence.

Solutions: conduct individual work with children using didactic games. It is necessary to pay attention to the formation of a holistic picture of the world, sensory standards and elementary mathematical concepts, the development of constructive skills, as well as to use the activity of experimentation in work, which contributes to the formation of cognitive interest in children, develops observation, mental activity. In the activity of experimentation, the child acts as a kind of researcher, independently acting in various ways on the objects and phenomena surrounding him with the aim of their fuller cognition and mastery.

Educational area: "Social and communicative development".

A high level in this area has not been identified. Children who can take on the role, actively communicate with peers during the game, know how to organize games with the help of a teacher and have a problem level of -96%. 4% have a non-standard level (this is a child who knows how to design a game using a variety of materials (attributes, improvised material)... Often he is the organizer of the game, is able to accept the problematic game situation, change his own role-playing behavior, shows respect for peers and adults. But in didactic games he cannot assess his capabilities, does not know how to design his game, does not always follow the rules of the game. Partially sees his mistakes and corrects them with the help of an adult. The alleged reason for this quality of assimilation of program material by children on this section: age and individual characteristics of children.

Solutions: continue to work with children through the use of didactic games on the problem; to interest children through play situations, reading books with problem situations. Use didactic games more often in working with children. It is necessary to pay attention to enriching the plot of games, consolidating the ability to conduct role-based dialogues, accept game tasks, communicate with adults and peers

Educational area: "Artistic and aesthetic development"

A high level in this area has not been identified. Children with developmental problems (88%) know how to create images of various objects and toys, combining them into a collective composition; carefully glue images of objects consisting of several parts, paint over the image without going beyond the outline. And children with a non-standard level (12%-) do not have enough skills in arts and crafts, distinguish between genres of musical works, create individual and collective drawings, plot and decorative compositions, using different materials and methods of creation, including those based on folk applied art, hold scissors correctly and use them.

Solutions: continue to acquaint children with types of fine arts, more often use different materials and methods of creating an image, pay special attention to decorative and applied art (elements of Dymkovo, Filimonov painting)... Learn to use scissors correctly, cut them in a straight line, diagonally, cut a circle out of a square, smoothly cut and round corners. It is also necessary to continue to do individual work with children.

Educational area: "Physical development".

In this educational field, children with developmental problems account for 96%, they know about important and harmful factors for health, about the importance of morning exercises, hardening, and daily regimen for health. They observe basic rules of personal hygiene, self-service, tidiness, but they do not know how to dress and undress quickly and neatly, keeps order in the locker. Children with abnormal development make up 4% (, does not know how to throw objects with the right and left hand at vertical and horizontal targets, hit and catch the ball, rebuild into a column in three, four, equalize, open up, make turns in the column.

Solutions: to carry out individual work more often, to teach children not to be afraid to contact a teacher

Diagnostic results

development "SKR" "ETC" "RR" "HER" "FR"

normative development - - - - -

problematic development 96% 92% 68% 88% 96%

abnormal development 4% 8% 32% 12% 4%

By the result all diagnostics identified: children with developmental problems (in some criteria, slightly below normal)-98% and 12% children with abnormal development (below normal in almost all criteria)... Based on these indicators, we got the following diagram:

Output: analysis of results diagnostics at the beginning of the school year shows the dynamics of the development of children in all types of activities. Basically, the indicators of the implementation of the educational program of preschool education are within the non-standard and problematic levels of development. It means that

it is necessary to outline a plan for the future and development of each baby:

1. To continue to carry out purposeful work to improve the quality of mastering the program material in all educational areas during the academic year.

2. Throughout the year, continue to develop the speech and communication skills of children in direct educational activities and in individual work with children on the basis of an integrated approach.

3. Maintain individual routes of assimilation of program material in problem areas

4. Together with the parents, the musical director, eliminate the gaps in the educational activities of the children.

the date: September

Educators: Kumarova G.G.

K. V. Bakina

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Image library:

Analytical information on the results of pedagogical monitoring

in the middle group "Rainbow" for the 2017-2018 academic year.

The upbringing and educational process in the middle group is built on the basis of an approximate basic general educational program of preschool education "From birth to school" edited by N.Ye. Veraksy, T.S. Komarova, M.A. Vasilyeva. In order to determine the degree of development of the educational program by children and the influence of the educational process organized in a preschool institution on the development of children in the 2017-2018 academic year, monitoring of the achievement of the planned results of the development of the educational program by children was carried out. This monitoring was carried out twice during the year.

The final monitoring was carried out from 17.04 to 28.04.2018Educator: Lapaeva Tatyana Alexandrovna

The monitoring involved: 16 children.

Group members:

Boys - 10 people

Girls - 6 people

The following methods were used during the monitoring:

Pedagogical supervision,

Conversation,

Analysis of productive activities,

Didactic material.

Diagnostics of the pedagogical process was carried out according to the methodology of N.V. Vereshchagina, candidate of psychological sciences, practicing teacher-psychologist and teacher-defectologist

The monitoring was carried out in the following areas:

Speech development

Cognitive development

Socio-communicative

Artistic and aesthetic development

Physical development

During the monitoring, the tables of diagnostics of the pedagogical process were used, developed by N.V. Vereshchagina in accordance with the Federal State Educational Standard. Assessment of the pedagogical process is related to the level of mastering by each child of the necessary skills and abilities in educational areas, is carried out on a 5-point scale.

Results:

The program material (in all 5 educational areas) was mastered by children of the middle group "Rainbow":

At a high level - 69.3%, 11 children

At the middle level - at 30.7%, 5 children

Low level is minimized.

Analysis of the monitoring of the educational process allows you to build the following ranking order of mastering educational areas:

1.Educational area "Social and communicative development" (High - 87.4%; medium -12.6%; no low score) .

Highest results. The material is mastered by preschoolers mainly at a high level.

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;

more clearly began to follow the game rules in didactic, mobile, educational games; they have developed a readiness for joint activities with their peers, the experience of game interaction has been enriched;

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

Recommendations: in regime moments, more often plan plot - role-playing games, create conditions for them, replenish the center of role-playing games with toys and attributes necessary for the development of the plot. Individual work with pupils on safety behavior.

2. Educational area "Physical development" (high - 75.6%; medium - 24.4%).

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, become more confident in navigating in space, perceive the show as a model for independent exercise, evaluate movements 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 fortable while eating; dress and undress yourself, take care of yourthings (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.

Recommendations : continue to work in this direction in the summer, plan OD for physical development, observe a motor regime, conduct tempering activities, plan conversations with children on the formation of knowledge about healthy lifestyles.

3. Educational area "Artistic and aesthetic development" (high - 75.6%; medium - 18.1%, low - 6.3%).

The children developed an interest in handicrafts, illustrations inchildren'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: consistentexamination 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, and small sculptures.

The ability to create images of individual objects and simple

plots in different types of activities; in drawing, modeling, depict typical andsome individual features, in the design to convey spatialstructural 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, geometricelements of the pattern, children learned to select 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 pictorial materials and tools, methods of image in accordance with the created way; the ability to confidently draw lines, stripes, rings, arcs; perform shading.

In the application : mastering the available methods and techniques of cutting and breakingapplications; 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 expressiveimage.

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

In design from ready-made geometric shapes: ability to analyzeobject, highlight the main parts and details that make up the structure. Creatureoptions for familiar structures from ready-made geometric shapes;

from constructor parts of different sizes:

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

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 naturalmaterial, 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).

Recommendations: make wider use of non-traditional techniques; create problem situations in the classroom that activate the creative imagination of children ("finish drawing", "invent yourself", "finish");

to replenish the centers of creativity with a variety of art materials, accessories for artistic activities (brushes, gouache, watercolor, plasticine, paper of different colors and textures, stencils, coloring, etc.).

4. Educational area "Speech development" (high -48%; medium - 52%).

The analysis has shown that almost all pupils of the middle group "Rainbow" are fluent in speech as a means of communication and culture, they accompany the speech in play and everyday activities. The active dictionary has been enriched and replenished; development of coherent, grammatically correct dialogical speech; development of speech creativity; development of sound and intonational speech culture, phonemic hearing.

Most of the children name some genres of children's literature, can retell a small literary work, make up stories based on plot pictures. They show an emotional interest in dramatizing familiar fairy tales, small poems. They memorize poems. Can repeat the toy description samples.

It is necessary to pay attention to the development of the skill of pure pronunciation of sounds of the native language, correct pronunciation, the use of complete, widespread simple with homogeneous

members and complex proposals for the transfer of temporary,

spatial, cause-and-effect relationships; use of suffixes andprefixes for word formation; correct use of the endings systemnouns, adjectives, verbs for the design of a speech utterance;

composing descriptive sentences of 5-6 subjects and narrativesstories from personal experience;

development of the ability to compose narrative stories from toys, paintings; compilation of descriptive riddles about toys, objects of nature.

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

Many children need classes with a speech therapist to correct their speech.

It should be noted that some children have speech disorders (Pavel Mukha speaks badly).

Continue to develop the ability to retell fairy tales, compose descriptive stories about objects and objects, from pictures.

It is necessary in the next academic year to continue to work on enriching the vocabulary, consolidating the ability to conduct dialogues, a monologue, answer questions, take game tasks, communicate with adults and peers. Pay attention to the formation of independence, purposefulness and self-regulation of their own actions;

to introduce children to the culture of reading fiction, it is necessary to pay more attention to educational work with the parents of pupils on speech development.

5. Educational area. "Cognitive development" (High -49.6%; Medium -37.8%, Low - 12.6%)

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 creativity; 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 andpeace, causes and consequences), about the small homeland and the Fatherland, ideas aboutsocio-cultural values \u200b\u200bof our people, about domestic traditions and holidays,about planet Earth as a common home of people, about the peculiarities of its nature, diversitycountries and peoples of the world.

The monitoring analysis showed, according to FEMP, on sensory development, and on the formation of a holistic picture of the world, the natural world and expanding horizons, the same level of development.They have ideas about themselves, about the composition of the family, family relations, about the state and belonging to it, about the world. They know the coat of arms, flag, anthem of Russia, the capital. They have an idea about their native land, about its attractions. Establish elementary cause-and-effect relationships. They know how to work according to the rule and model, listen to an adult and follow his instructions. But most children have an average level of knowledge due topoor organization of some pupils of independent activitybehavior during classes, children are often distracted, argue, often cannot engage in joint activities.

Recommendations: Continue work in this direction. To develop in children an interest in independent knowledge (observe, examine, experiment with various materials, set up experiments). Give parents advice on how to form a holistic picture of the world.

findings

The final results of monitoring indicate a sufficient level of mastering the educational program. Based on the monitoring results, it can be concluded that:

1. We should continue to work on the development and implementation of modern pedagogical technologies aimed at the development of children.

2. It is necessary to pay more attention to educational work with the parents of pupils.

The results were obtained due to sufficiently formed prerequisites for educational activity: the child's ability to work in accordance with the instructions, to independently act according to the model and exercise control, to stop in time when performing one or another task and switch to performing another.

The positive result of the work done is obvious: there is no low level of mastery of the program by children, the differences in high, medium and low levels are not significant, the knowledge of children is strong, they are able to apply it in everyday activities.

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1 Municipal preschool educational institution "Kindergarten of general developmental type with priority implementation of activities on the cognitive and speech development of children 108" Analytical information on monitoring the level of readiness for school education of children 6-7 years of age of the preparatory group MBDOU 108

2 At the request of the Ministry of Education, in order to determine the starting capabilities of future first-graders in the formation of prerequisites for productive educational activity, the development of children aged 6-7 years was monitored. Number of diagnosed: 24 (out of 24 payroll) A set of materials was used to reveal the level of intellectual development, arbitrariness, features of the personal sphere, the level of mastery of the main components of activities and thus assess the level of readiness of children of this age to go to school. The study was conducted individually and in a group form. According to the results of the survey, the following results were obtained: Motivational readiness of children for school Educational Playroom 33% 38% 29% Levels of readiness of children 6-7 years old according to methods High Good Medium Low Educational play Emotional-volitional readiness Visual motor coordination Short-term memory Visual spatial perception Logical thinking Conceptual thinking 38% 46% 16% - 25% 25% 38% 12% 79% 21%% 8% 25% 4% 92% 8%% 21% - -

3 Speech development (phonemic perception) Conceptual thinking Development of oral speech 79% 17% 4% - 58% 42%% 54% - - The level of readiness of children 6-7 years old to go to school is as follows: High Good Medium Low 29% 46 % 25% - Diagram of monitoring results on the study of the level of preparation of children 6-7 years old to go to school for the academic year. 50% 45% 46% 40% 35% 30% 25% 20% 15% 29% 25% High level Good level Medium level Low level 10% 5% 0% Based on the percentage, a high level of preparation for school received 29 % of children. This means that when examined using all methods, children received high indicators of the development of the cognitive sphere and motivational readiness for school. 46% of children received a good level of preparation for school. In this category, some children had difficulty with tasks on the ability to establish patterns, and tasks involving

4 listening comprehension. Some children showed poor graphic skills. Also, in children of this group, educational and play motivation prevailed. 25% of children received an average level of preparation for school. Special difficulties were caused by tasks on the perception of material by ear, tasks on the ability to self-control. This is due to the fact that this age period is at the stage of formation of self-regulation and voluntary attention. The task for the development of visual-motor coordination also caused difficulty. Little difficulties were caused by tasks on short-term memory and the ability to phenomenally analyze a word. Playful motivation was found in many children. According to the psychological examination, special recommendations were drawn up. Recommended: for parents of children who have received low results in one or another indicator of readiness for school - consultation with a teacher psychologist to obtain information on timely assistance in the development of these children and to receive additional recommendations for the summer period. For children who received average indicators of various parameters and processes during the examination, games and exercises are recommended to develop voluntary regulation of behavior, mental cognitive processes, to develop visual-motor and auditory-motor coordination, as well as games aimed at developing learning motivation.

5 Analytical information on the results of monitoring the quality of preparation of children 6-7 years old for school MBDOU 108 Number of diagnosed: 24 (out of 24 payroll) Date of diagnostics by educators: Date of diagnostics by a teacher psychologist: Objectives: - Determine the degree of development of children 6-7 years old educational preschool programs - Assess the level of development of children 6-7 years old through the assessment of the development of integrative qualities. The level of mastering by children 6-7 years old necessary skills and abilities 120% 100% 80% 60% 40% 20% 0% high level average level low level Development levels Social communication development Cognitive development Speech development Art nnoaesthetic Physical development High 78% 71% 71% 83% 90% Medium 22% 29% 29% 17% 10% Low

6 Analysis of the reasons for the final indicators of children's mastery of the necessary skills and abilities: 1. Cognitive development: During the year, special attention was paid to individual work with children, classes were held with children with low indicators of the development of mental cognitive processes at the beginning of the academic year "Training for future first graders" , parents were given recommendations, consultations were held on preparing children for school. 2. Physical development A high percentage of physically developed children 6-7 years old is a consequence of the fact that during the year much attention was paid to the consolidation of the main types of movements, the development of basic physical qualities. Morning exercises, corrective and respiratory exercises were systematically carried out. During the year, all planned sports events and competitions were held; great attention was paid to measures to improve the attendance of children (tempering events, work with parents) 3. Artistic and aesthetic development. During the year, teachers paid much attention to the problem of introducing children to the world of culture and art: children participated in literary, musical theatrical projects, creative competitions, both inside the preschool educational institution and in the district.The work done gave a high level of development of children in the artistic and aesthetic direction. 4. Social and communicative development During the year, the work with children involved conversations, plot role-playing games, mobile communicative games. The group is attended by several children who have hypermobility, which explains the problems in concentration, interaction with adults and peers. Also, children who do not regularly attend kindergarten go to the preparatory group, these reasons ultimately negatively affected the social and cognitive development of these children. 5. Speech development Analysis of the reasons for the average level of speech development of children showed a low interest of parents in introducing children to books, children's enthusiasm for other activities.

7 100% 90% 80% 70% 60% 50% 40% 30% 20% 10% 0% The level of formation of the integrative qualities of children 6-7 years old high level medium level low level 1. Integrative quality "Physical development." In the group, the main movements are formed in accordance with age. 2. Integrative quality “Inquisitive, active. Cognitive interests, questions, participation in the educational process are at a sufficient level. 3. The integrative quality “Emotionally responsive”. The pupils express empathy for the characters of fairy tales, stories, stories, children emotionally react to works of art, have ideas about emotional states. 4. Integrative quality "Having mastered the means of communication and ways of interacting with adults and peers." Basically, pupils use verbal and non-verbal means of communication and have constructive ways of interacting with adults and peers. 5. Integrative quality "Able to manage their behavior and plan their actions, observing the elementary rules of behavior." The pupils of the group observe the rules of behavior on the street, in public places, are capable of volitional effort, try to subordinate the motives of behavior. However, this age period is at the stage of formation of self-regulation and voluntary attention, which is the reason for the presence of 50% of the average level of development of the ability to control their behavior. 6. Integrative quality "Able to solve intellectual and personal problems." Basically, pupils are able to realize the idea in drawing, design and speech creativity. 7. Integrative quality "Having primary ideas about oneself, family, society, state, world and nature (general awareness)." In general, pupils of all groups have

8 ideas about family, nature, culture. 8. Integrative quality "Having mastered the universal prerequisites of educational activity." Children are quite good at working according to the rule and pattern, follow instructions according to a visual and verbal pattern. However, the diagnostic results revealed the need for the development of graphic skills and visual-motor coordination in some of the pupils. CONCLUSION: Analyzing the obtained monitoring data of pupils, we can conclude that the result is positive. Of all children 6-7 years old at the end of the school year, 100% have a stable positive indicator (high and medium level of development). The knowledge of children is sufficient, they are able to apply it in everyday activities. In children, in accordance with age-related development, mental functions are well formed. This testifies to the effectiveness of the educational work done.

9 Brief analytical information on the results of monitoring the achievement by children of the planned results of mastering the main general educational program MBDOU 108 Based on the annual plan of the preschool educational institution, the deputy head for HE and MR Egorova O.N., the music director Markova T.V., instructor for physical education Belonogova L.V. ... and educators of preschool groups, from to year in MBDOU "Kindergarten of general developmental type with priority implementation of activities for the cognitive speech development of children 108", the results of the development of program material by pupils in educational areas for the academic year were monitored. A total of 203 pupils were examined. Date of diagnostics by educators: from May 12 to May 23, 2014. Tasks: - Determine the degree of development of the educational program of the preschool institution by children - Assess the level of development of children through the assessment of the development of integrative qualities. The level of mastery of skills and abilities by educational areas.

10 Results of mastering the material in educational areas and directions for further work 1. "Health" 95% of children showed a positive result of mastering the program material. However, in all groups, it is necessary to pay attention to the consolidation of the skills of neatness, the formation of personal hygiene skills, ideas about a healthy lifestyle. 2. "Physical culture" program material has been mastered by 98% of dode pupils at a high and intermediate level. We are planning work to consolidate the main types of movements, the development of basic physical qualities. 3. "Socialization" 81% of children showed a positive result of mastering the program material. It is necessary to pay attention to enriching the plot of the games, consolidating the ability to conduct role-based dialogues, accept game tasks, communicate with adults and peers. 4. "Labor" 95% of children of all age groups showed a positive result of mastering the program material. Nevertheless, it is necessary to pay attention to the consolidation of work skills, interest in work assignments and adult work. 5. "Security". At a sufficient level, preschoolers have mastered the program material 92% It is necessary to strengthen the work to consolidate the safety rules for children in kindergarten, at home and safety rules on the road. 6. "Cognition" 92% of the preschool educational institutions have mastered the material at a sufficient level. Attention should be paid to the formation of a holistic picture of the world, sensory standards and elementary mathematical concepts, the development of constructive skills. 7. "Communication" 92% of preschoolers have mastered the program material in the educational field. It is necessary to pay attention to the development of speech and communication skills of children. 8. "Reading fiction" Program material of the educational area is mastered by 89% of children. 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. 9. "Artistic creation". 95% of children showed a positive result of mastering the program material. We plan individual work with children on the formation, skills and abilities

11 on visual activity in accordance with age, on improving the technique of drawing, modeling, application, the development of the creative abilities of pupils. 10. "Music" 91% of children showed a positive result of mastering the program material. It is necessary to form an interest in music, to consolidate vocal skills, dance movements. Analyzing the data obtained from monitoring the pupils, it is possible to draw a conclusion about a positive result. Of all the pupils of the preschool educational institution at the end of the academic year, 93% have a stable positive indicator (high and medium level of development). Children's knowledge is sufficient, they are able to apply it in everyday activities. In children, in accordance with age-related development, mental functions are well formed. This testifies to the effectiveness of the educational work done. Comparative diagram of the level of formation of integrative qualities for 2013, 2014 100% 80% 72% 78% 65% 70% 70% 70% 75% 75% 87% 86% 60% 40% 20% 0% early age children 3-4 years old children 4-5 years old children 5-6 years old children 6-7 years 2013 2014 2013 2014 Analyzing the data obtained, it can be concluded that the pupils of the preschool educational institution develop in accordance with their age, there are no ones ahead of their age. The indicators of the formation of integrative qualities in children aged 4-5 and 5-6 years in 2014 are slightly lower. compared to 2013 This is primarily due to the period of introduction of the Federal State Educational Standard, namely: 1. The transition to new requirements for the content of education and forms of organization of educational activities; 2. Lack of the necessary methodological base (no diagnostic tools have been developed, etc.)

12 Conclusion: the analysis of the results obtained allows us to speak of a good level of mastering program tasks, the development of integrative qualities and basic competencies. Further improvement of the quality of education in preschool educational institutions is focused on increasing the level of pedagogical competence of the teaching staff in the field of new methodological developments for the implementation of OOP preschool educational institutions, developed taking into account the Federal State Educational Standard.

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MUNICIPAL AUTONOMOUS PRESCHOOL EDUCATIONAL INSTITUTION KINDERGARTEN OF THE COMBINED KIND 24 "DOMASHKA" 142006, Moscow region, Domodedovo, Vostryakovo microdistrict, st. Komsomolskaya, 27 Tel / fax:

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Pukhky Ekaterina
Analytical report on the final monitoring

Analytical report on monitoring results development of the program by pupils of the second junior group No. 8 MKDOU kindergarten No. 7 in Emanzhelinsk for the 2016-2017 academic year.

The upbringing and educational process in the second junior group is built on the basis of the main general educational program of preschool education "From birth to school" edited by N. Ye. Veraksa, T. S. Komarova, M. A. Vasilyeva.

In order to determine the degree of development of the educational program by children and the influence of the educational process organized in a preschool institution on the development of children in the 2016-2017 academic year, monitoring achievement by children of the planned results of mastering the educational program. During the year given monitoring was held twice (October, April).

Persons who carried out monitoring: educators Pukhkiy E. V. and Kuzminskaya D. M. Musical and physical culture leader.

Group characteristics: at the beginning of the school year, the payroll was 20 children. At the end of the school year, the payroll consisted of 18 children.

The group educators carried out bi-directional monitoring: development of skills and abilities in educational areas and assessment of the development of integrative qualities.

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

Systematic observations, conversations;

Organization of special gaming activities;

Receiving answers to assigned tasks through pedagogical situations;

- analysis products of children's activities.

Results data monitoring reflected in special tables of child development for 5 educational areas: speech development, cognitive development, social and communicative development, artistic and aesthetic development.

Program material on the educational area "Physical development (HLS, CGN.)»

Start of the year End of the year

Low level-2-10% Low level-0

Average level-18-90% Average level-15-83%

High level-0 High level-3-17%

Analyzing the results of the 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.

However, during the next academic year 2017-18, it is necessary to pay attention to consolidating the basic healthy lifestyle skills in play activities, as well as through conversations, to improve the skills of personal hygiene and tidiness among preschoolers. It is necessary to purchase didactic material for the next academic year (conversation cards) for healthy lifestyle.

Analysis mastering the program material of the educational area by children "Speech development"

Start of the year End of the year

Average level-11-55% Average level-11-61%

High level-5-25% High level-5-28%

Analysis showedthat almost all pupils are fluent in speech as a means of communication and culture, they accompany play and everyday activities with speech. The active dictionary has been enriched and replenished; development of coherent, grammatically correct dialogical speech; development of speech creativity; development of sound and intonation culture of speech, phonemic hearing; Throughout the year, they were introduced to book culture, children's literature, they consistently retell small works without significant gaps. It is necessary in the next academic year to continue to work on enriching their vocabulary, consolidating the ability to conduct dialogues, a monologue, answer questions, take game tasks, communicate with adults and peers. Pay attention to the formation of independence, purposefulness and self-regulation of their own actions. 2 children need classes with a speech therapist to correct speech. (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. To pronounce vowels and consonants correctly.

Analysis indicators of the dynamics of the development of program material in the educational area "Cognitive development".

Start of the year End of the year

Low level-3-15% Low level-1-5%

Average level -14-70% Average level -14-78%

High level-3-15% High level-3-17%

Analysis showedthat the material has been mastered mainly at an intermediate level, children need corrective work of the teacher in the next academic year. The pupils showed the development of interests, curiosity and cognitive motivation; formed cognitive actions, the development of imagination and creative activity; pupils can form primary ideas about themselves, other people, objects of the surrounding world, about the properties and relationships of objects of the surrounding world (shape, color, size, material, quantity, space and time, movement and rest, causes and effects, etc., about small homeland, about domestic traditions and holidays, about the peculiarities of nature.It is necessary in the next academic year to pay attention to familiarization with the surrounding world (indoor plants, the quality and properties of objects and seasonal changes, with the subject and social world, sensory standards and elementary mathematical concepts (orientation in space and time)It is desirable to purchase and expand didactic material on cognitive development in the 2017-18 academic year.

Analysis by educational area "Social and Communicative Development".

Start of the year End of the year

Low level-4-20% Low level-2-11%

Average level -13-65% Average level-12-67%

High level-3-15% High level-4-22%

The material is mastered by preschoolers mainly at the intermediate level. Throughout the school year, work was carried out to assimilate the norms and values \u200b\u200baccepted in society, including moral and ethical values; development of communication and interaction between a child and an adult. Elementary ideas about what is good and what is bad, the basics of safe behavior in everyday life, in nature are formed. In the next academic year, continue to pay attention to the communication skills of children, the ability to communicate with each other, give in to each other, follow the rules of behavior in kindergarten, increase knowledge about safety on the road, at home, in nature. Conduct individual, collective conversations, consider illustrations of the rules of conduct, and analyze problem situations.

Children who are able to design the game using a variety of materials have an intermediate level (attributes, improvised material)... Often they are the organizers of the game, they are able to accept the game problematic situation, change their own role-playing behavior, show respect for 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 according to show or model have a low level. We plan to pay more attention to enriching the plot of the games, consolidating the ability to conduct role-based dialogues, accept game tasks, communicate with adults and peers.

Educational area program material "Artistic and aesthetic development".

Start of the year End of the year

Low level-3-15% Low level-1-6%

Average level-15-75% Average level-14-78%

High level-2-10% High level-3-16%

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 neat 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.

In the next academic year, it is necessary to continue individual work on the formation of skills in visual activity, to improve the technique of drawing, modeling, application, to develop the creative abilities of pupils. Invite parents to reinforce children's ability to distinguish colors in their free time.

Output:

Comparative analysis of monitoring results at the beginning and at the end of the 2016-2017 academic year shows an increase in the assimilation of program material by children, that is, there is a positive dynamics of the child's development in all educational areas. Basically, the performance indicators of the program are within the medium and high levels. The percentage of children in need of correctional work has decreased. This means that the use of the work program in pedagogical practice has a beneficial effect on the results. final monitoring... Thus, educational activities in the 2nd junior group are being implemented at a sufficient level. The positive result of the work done is obvious, the knowledge of the children is solid. Preschoolers of the second junior group are able to use them in everyday activities.