MAGAZINE Preschooler.RF
The use of modern technologies in the artistic and aesthetic development of preschool children.Preschool age is the time when the foundations for the entire future development of humanity are laid. This is the most important stage in the development and education of the individual. This is a period of development of cognitive interest and curiosity, initial socialization, activation of independent thinking, and introduction of the child to knowledge of the world around him. In this regard, the education of preschoolers’ artistic taste, the formation of their creative skills, and their awareness of the sense of beauty is of particular relevance.
The artistic and aesthetic development of a preschooler is formed in the process of artistic and aesthetic activity through practical and emotional experience. This contributes to the development of such personality qualities as cognitive activity, emotional competence, independence, initiative, etc.
Based on the requirements of the Federal State Educational Standard for Preschool Education, the main tasks of the artistic and aesthetic development of a preschooler are:
- development of children's artistic creativity, interest in independent creative activities (visual, constructive-model, musical, etc.);
- satisfying children's needs for self-expression;
- the formation of interest in the aesthetic side of the surrounding reality, an aesthetic attitude towards objects and phenomena of the surrounding world, works of art;
- perception of music, fiction, folklore;
- development of children’s aesthetic feelings, artistic perception, figurative ideas, imagination, artistic and creative abilities;
- the formation of an aesthetic attitude towards the surrounding world.
The main means of solving these problems are modern pedagogical technologies (activity-type technologies), which make it possible to move to a qualitatively new level of training and education and contribute to the formation of a diversified, competent, creative, initiative personality of a preschool child. In modern pedagogical practice, there are many pedagogical technologies aimed at solving specific pedagogical problems.
In my work, I use such pedagogical technologies that help bring me, as a modern teacher, as close as possible to solving problems from the point of view of the artistic and aesthetic development of children:
- gaming technology
- research technology (experimentation)
- information and communication technologies;
- TRIZ technology ;
- technology of project activities.
The relevance of technologies for artistic and aesthetic development lies in the fact that they contribute to the development in children of:
- imaginative thinking;
- aesthetic perception;
- imagination, without which no artistic or creative activity is possible;
- emotional attitude to objects of an aesthetic nature;
- fine motor skills
Gaming technology
For preschoolers, the leading activity is play. Acquaintance with color and its properties begins in the game. Experimenting with material, mixing two or more colors, getting a new color for children is not an easy everyday thing, but a real miracle that happens here and now. It inspires children to seek new discoveries. Using colored pencils, wax crayons, and oil crayons, you can obtain new colors and shades by applying shading with the end of a pencil, chalk, or shading the crayons in two or three colors. Children develop interest in visual arts, creative imagination, and confidence in their own abilities.
Moreover, in my work I use such game techniques as a surprise moment (Droplet came to visit, “Blob the Mischief”, etc.), game situations ( “let’s help Bead find his color” ), which serve as motivation for active activities of the child, have a positive emotional response. Also, in fine arts classes, I actively use fairy-tale characters, games to develop the eye, correct a mistake, assemble a pattern, mix colors, etc.
Technology of research activities (experimentation)
Creative development begins with experimentation. Thanks to experimentation, children acquire such important qualities as creativity, independence, readiness for alternative solutions, the ability to reason logically, etc.
The experiment performs another important function - it allows the child to get rid of the fear of failure in his artistic searches.
Games with colors:
- Obtaining new shades by mixing paints.
- Use of different visual materials and imaging techniques.
- Mastery of various visual instruments.
- Creation of various visual materials.
The proposed games with colors help to introduce the preschooler to research, experimental activities, and the search for non-standard ways to solve problems. It should be noted that in the creative development of a child, the interaction between teacher and parent, parents and children is of great importance. In my practice, I use a variety of games with color, based on the optical properties of light perception, experiments with mixing colors, as well as various pigments and experiments with different materials.
ICT technologies
The modern pedagogical process has changed with the advent of the computer, an increase in the flow of information, cultural changes have occurred, and science is rapidly developing. This necessitates the reorientation of the teacher from the process of transferring ready-made knowledge to the process of creativity, the development of the individuality of each child, which is especially important in the preschool education system. In order to develop the creative abilities of preschoolers, the teacher himself must be a creative person and strive to master modern technological techniques. In the process of artistic and aesthetic development of a child, the ability for figurative, panoramic, multisensory perception of the world is formed, which plays a significant role in systemic thinking and creative decision-making. ICT helps improve the quality of the educational process and serves to develop the cognitive motivation of preschoolers. The positive side of this technology is that it allows you to increase the amount of illustration material, provides clarity, and allows you to quickly and better remember the material.
In my activities, I actively use ICT tools: a computer (music accompaniment, watching videos, presentations), as well as an interactive whiteboard. This allows me to ensure that the demo material is clear. Demonstration of presentations in visual arts classes helps to better convey the material through the use of a large number of illustrations. I also use a multimedia projector in my work, showing video material from virtual excursions to museums in the city and beyond. Learning for children becomes more fun and exciting, the material is better absorbed, causing positive emotions.
Technologies of project activities
The active use of design technology in the education and training of preschoolers and kindergartens allows you to get to know the preschooler better and penetrate into the child’s inner world. Children's project activities involve them completing collective, subgroup or individual projects together with the teacher and parents. Project activity allows you to combine different types of creativity when different artistic materials and techniques are combined. The participation of children and parents in experimenting and creating creative works contributes to the comprehensive development of the child, strengthening mutual understanding in the family, and creative manifestations not only in preschoolers, but also in their parents. At the beginning of the school year, I carried out the “Autumn Leaf” ; the project was designed not only for children, but for their parents. An event plan was developed, which included conversations, didactic and active games, organized thematic games during walks, an exhibition and a creative master class together with parents. This made it possible to update parent-child relationships, reveal the individual abilities of children, realize their interests and needs, which in turn made it possible to unleash the creative potential of all project participants.
TRIZ technology (the theory of solving inventive problems)
TRIZ methods and techniques cover many areas of educational activities. They did not ignore the visual arts either. There are methods and techniques that are firmly integrated into the structure of classes and planning of visual activities, enriching it with their diversity.
The goal of introducing TRIZ techniques into children's visual activities is to educate a creative, aesthetically developed personality capable of self-expression through various forms of visual activity.
Main goals:
- to cultivate the qualities of a creative personality;
- to develop creative work skills, including the following components: development of imagination, originality of thinking;
- develop the child’s ability to adapt to unexpected changes in the situation, the ability to reason and draw conclusions;
- develop resourcefulness, attentiveness and intelligence.
In my work, I use the following techniques of fantasy and development of creative imagination using non-traditional drawing techniques: blotography, monotype, drawing with threads, drops.
Association games, non-objective drawing on the topic: “Autumn is...” , “Spring is...” . I often use games of opposites, one object - different materials (discs, plasticine, waste and natural materials).
Thus, the use of TRIZ methods in a modern kindergarten can have a positive effect on the development of the qualities of a creative personality, productive imagination and visual skills of preschoolers.
To summarize all of the above, I would like to note that the use of modern technologies in the artistic and aesthetic development of preschool children not only contributes to the individual development of children, but is also an excellent means of developing a sustainable interest in experimental, research activities, and a creative search for solutions to non-standard problems.
| Next > |
Modern technologies for artistic and aesthetic education and development of preschool childrenmaterial
| Modern technologies for artistic and aesthetic education and development of preschool children |
| Prepared by teacher: Lisichkina Yu. V. |
Modern technologies for artistic and aesthetic education and development of preschool children
Preschool age is the foundation of a child’s overall development, the starting period of all high human principles. It is at this age that the foundations for the comprehensive, harmonious development of the child are laid.
Relevance. The development of children's creativity is an urgent problem of modern pedagogy and sets the main goal for the education system to instill in the younger generation a creative approach to transforming the world around them, activity and independent thinking that contribute to the achievement of positive changes in the life of society. Modern aesthetic education, in order to become truly modern, needs to update its content and radically revise its foundations. Without changing pedagogical technology, without reorienting it towards the aesthetic and spiritual development of the child, any efforts will remain fruitless.
Goal: to create a system of work on artistic and aesthetic education that ensures the emotional well-being of each child and, on this basis, the development of his spiritual and creative potential, creating conditions for his self-realization.
Tasks:
• Study of modern approaches to the problems of artistic and aesthetic development of preschool children.
• Creation of conditions conducive to the realization of artistic and aesthetic development of students and their creative potential.
• Promotion and demonstration of pedagogical technologies in the artistic and aesthetic development of preschool children.
In the preschool period of childhood, the foundations for personality development are laid and creative abilities are formed. The formation of a child’s creative personality is one of the most important tasks of modern pedagogy.
From a psychological point of view, preschool childhood is a favorable period for the development of creative abilities because at this age children are extremely inquisitive, they have a great desire to learn about the world around them. In this context, the problem of developing the creative abilities of preschool children acquires special significance. Productive activity plays an important role in their development, since, along with play, it is the leading activity in preschool childhood.
Children are very creative, emotional, they like to draw, sculpt, make crafts, play music on their own, and act out fairy tales.
The creative activity of children is a source of special joy, helps to instill in them a sense of pride and satisfaction with the results of their work, and reinforces a sense of success.
In accordance with the Federal State Educational Standard for preschool education, artistic and aesthetic development presupposes:
— development of prerequisites for value-semantic perception and understanding of works of art (verbal, musical, visual, the natural world;
- the formation of an aesthetic attitude towards the surrounding world;
— formation of elementary ideas about types of art;
- perception of music, fiction, folklore;
- stimulating empathy for characters in works of art;
- implementation of independent creative activities of children (visual, constructive-model, musical, etc.).
The tasks of aesthetic education of preschoolers can be presented in two groups:
1. Formation of children’s aesthetic attitude towards the environment. The following is provided: to develop the ability to see and feel beauty in nature, actions, art, to understand beauty; cultivate artistic taste, the need for knowledge of beauty.
2. Formation of artistic skills in the field of various arts: teaching children drawing, modeling, designing; singing, moving to music; development of verbal creativity.
The groups of tasks listed above will give a positive result only if they are closely interconnected in the implementation process.
Artistic and aesthetic education is a purposeful process of forming a creative personality capable of perceiving, feeling, appreciating beauty and creating artistic values. Children in preschool and even at an early age are able to respond to the beautiful in the environment: music, poetry, fine arts, nature; They themselves strive to draw, sculpt, sing, dance, and write poetry. From the very beginning, by nature, they are creators, and our task is to help each child reveal his creative potential, his individual creative abilities.
It is very important to support a child’s creativity, because at the same time, personality development occurs, his moral and volitional qualities, aesthetic feelings, and attitude to work are formed. The main thing is to do this not intrusively, carefully, so as not to frighten off the emerging desire to create.
In preschool educational institutions, when working with children on artistic and aesthetic education, both traditional pedagogical technologies (for example: games) and highly effective innovative didactic systems based on the theory of problem-based learning, the theory of cooperation, the theory of dialogue of cultures, and the use of inventive tasks are used.
Artistic and aesthetic education of preschoolers is aimed at developing the ability to feel and understand beauty in nature, art, and developing artistic taste. It is possible to teach a child joyfully, without coercion, if you use innovative technologies in your work.
Innovation is the creation and use of a new component that causes a change in the environment from one state to another. Accordingly, innovative technologies in the educational process mean the creation of a new, previously non-existent component.
The main task of preschool teachers is to choose methods and forms of organizing work with children, innovative pedagogical technologies that optimally correspond to the goal of personal development. A fundamentally important aspect in pedagogical technology is the child’s position in the educational process, the attitude of adults towards the child.
Currently, there is a significant number of different educational technologies
• Gaming technology.
• Level differentiation technology.
• Project technology.
• Computer technology.
Preschoolers are characterized by brightness and spontaneity of perception, ease of entering into images. Children are freely involved in any activity, especially play. Therefore, gaming technology is the most relevant. The technology of level differentiation involves dividing (stratifying) the whole into parts, forms, steps.
One of the ways to organize independent activities of preschoolers to achieve a certain result is the project method. The project method is focused on interest, on the creative self-realization of a preschooler, the development of his intellectual and physical capabilities, strong-willed qualities and creative abilities in the process of solving one or another problem of interest to him.
Main types of innovative technologies used in work:
1. Health-saving technologies: their main goal is to create conditions for students to develop the skills and abilities necessary to maintain their own health. Forms of work include sports festivals, finger exercises, morning exercises, eye exercises, breathing exercises, and physical education classes.
2. Project activity: its meaning is to create a problem-based activity that is carried out by the child together with the teacher. The knowledge that a child gains while working on a project becomes his personal property and is firmly anchored in the existing system of knowledge about the world around him.
3. Developmental technologies: With developmental education, the child must independently come to an opinion, a solution to the problem as a result of analyzing his actions.
4. Corrective technologies: their goal is to relieve the psycho-emotional stress of children. Types: fairy tale therapy, color therapy, music therapy.
5. Information technology: the use of multimedia projectors and computers in classes in preschool institutions has a number of advantages over traditional forms of organizing classes. Their use makes it possible to arouse in children an active cognitive interest in the phenomena being studied.
Conclusion. Thus, innovative pedagogical technologies in the artistic and aesthetic development of preschoolers make it possible to increase the level of professionalism, provide favorable conditions for the development of the child’s personality, choose the most effective technologies for solving pedagogical problems, predict the result with greater certainty and manage the pedagogical process.
Innovative technologies help preschoolers actively perceive the phenomena being studied, deeply comprehend them, process them and apply them in practice. At the same time, these technologies stimulate the process of learning new things in children, form in them a conscious need to acquire knowledge and skills, generate a desire for independent activity, and form sustainable attention to the subject.
Literature
1. Vostokova E. V. Integration of classroom and extracurricular forms of education. - “Integration of Education”, 2004, No. 2. - p. 77-86.
2. Zvereva O. L., Krotova T. V. Communication between a teacher and parents in a preschool educational institution: methodological aspect. - M.: Sfera, 2005.
3. Zimina A. N. Fundamentals of musical education and development. — M.: Vlados. 2000.
4. The concept of modernization of Russian education for the period until 2010. - “Bulletin of Education”, No. 3. 2002.
5. Krasny Yu. Space of pedagogy. - “Art at school”, 2003, No. 5. - p. 26-28.
6. Selevko G.K. Modern educational technologies. - M.: “Public Education”, 1998.
7. Terentyeva N. A. Artistic and creative development of junior schoolchildren in music lessons in the process of holistic perception of various types of art. - M.,: Moscow State University, 1990.-184 p.
8. Shkolyar L. Musical education is culturally consistent and developing. - magazine "Art at School", 2004, No. 3. - 3-10 p.
According to the PROGRAM “From birth to school”
According to the PROGRAM “From birth to school” - CyberPedia
| Single-post wooden support and methods for strengthening corner supports: Overhead line supports are structures designed to support wires at the required height above the ground, water... Papillary patterns of the fingers are a marker of athletic ability: dermatoglyphic signs are formed at 3-5 months of pregnancy and do not change throughout life... |
Home Random page Feedback TOP Interesting to know Favorites
Top:
Marxist theory of the origin of the state: According to Marx and Engels, the development of society and the changes occurring in it are based on...
Characteristics of the ATP and the welding and tinsmithing section: Transport is currently one of the most important sectors of the national economy...
Peculiarities of work and rest in conditions of low temperatures: Persons at least 18 years of age who have completed...
Interesting:
Spread of cancer to other organs distant from the stomach: There are no characteristic symptoms of stomach cancer. Severe symptoms appear when the tumor...
Reflection of the acquisition process in the accounting accounts: The procurement process represents a system of economic events, including the acquisition by an organization from suppliers of raw materials...
Principles of cash flow management: one of the methods of controlling cash flow is...
Disciplines:
Automation Anthropology Archeology Architecture Audit Biology Accounting Military science Genetics Geography Geology Demography Journalism Zoology Foreign languages Computer science Art History Cinematography Computerization Shipbuilding Cooking Culture Lexicology Linguistics Literature Logic Marketing Mathematics Mechanical engineering Medicine Management Metallurgy Metrology Mechanics Musicology Science science Education Labor protection Pedagogy Political science Legal relations Entrepreneurship Instrument making Programming Production Industry Psychology Radio communications Religion Rhetoric Sociology Sports Standardization Statistics Construction Theology Technologies Trade Transport Pharmacology Physics Physiology Philosophy Finance Chemistry Economy Drawing Ecology Economics Electronics Energy Jurisprudence
| Page 1 of 3Next ⇒ PEDAGOGICAL DIAGNOSTICS level of preschool education According to the PROGRAM “From birth to school” Junior group PEDAGOGICAL DIAGNOSTICS “PHYSICAL DEVELOPMENT”. 2 JUNIOR GROUP. GEF DO The date of the: | |
| No. |
Last name, first name of the child
INDICATORS / MANIFESTATION Physical Culture HealthWalks straight, maintaining a given direction Runs, maintaining balance, changing direction, running pace in accordance with the task Maintains balance when walking on a limited plane, when stepping over objects Maintains balance when running on a limited plane (the plane is limited by lines on the floor) Crawls on all fours in an arbitrary manner Climbing a ladder in any way Climbs the gymnastic wall in any way Long jumps, pushing off with both legs Rolls the ball in a given direction Throws the ball with both hands from the chest Hit the ball on the floor 2-3 times and catches Throws the ball up 2-3 times and catches Throws objects into the distance Performs age-appropriate hygiene procedures independently (or after a reminder) adult) observes the basic rules of behavior while eating He himself (or after a reminder from an adult) observes the basic rules of behavior when washing himself Has a basic understanding of the value of health, the benefits of hardening, the need to observe hygiene rules in everyday life.1234 Efficiency of pedagogical influences %Legend:
Manifestation: not formed; is in the formative stage; formed
Note:
ü the indicator “formed” means that the indicator is stable, does not depend on the characteristics of the situation, the presence or absence of an adult, other children, the child’s mood, the success or failure of previous activities, etc.
ü the indicator “is at the stage of formation” means that the indicator periodically appears and its manifestation depends on the characteristics of the situation, the presence of control by an adult, the child’s mood, etc.
ü the indicator “not formed” means that the indicator appears extremely rarely and its appearance is random
Analytical report on the results of pedagogical diagnostics
in the educational field "Physical development"
Target:
— individualization of education for physical development (including support for the child, building his educational trajectory of his development);
— optimization of work with a group of children on physical development.
Methodology: when conducting pedagogical diagnostics, low-formalized methods were used: observation (in game situations, during regime moments, in directly organized activities)
Diagnostic results: the effectiveness of pedagogical actions was %, namely:
Physical Culture- %;
Formation of initial ideas about a healthy lifestyle - %.
Issues identified:
Causes:
Number of children with special educational needs:
Prospects for optimizing the physical development group:
Develop individual educational routes for the physical development of pupils:
Last name, first name of the child
INDICATORS / MANIFESTATION Labor education Target:— individualization of education for social and communicative development (including support for the child, building his educational trajectory of his development);
— optimization of work with a group of children on social and communicative development.
Methodology: when conducting pedagogical diagnostics, low-formalized methods were used: observation (in game situations, during regime moments, in directly organized activities)
Diagnostic results: the effectiveness of pedagogical actions was %, namely:
Socialization, development of communication, moral education – %. Child in the family and community - % Self-care, independence, labor education - % Formation of the foundations of safety - % Identified problems :
Causes:
Number of children with special educational needs:
Prospects for optimizing a group of children in terms of social and communicative development:
Develop individual educational routes for students:
Last name, first name of the child
INDICATORS / MANIFESTATION Musical activities Introduced to the arts Constructive modeling activities Target:— individualization of education for artistic and aesthetic development (including support for the child, building his educational trajectory of his development);
— optimization of work with a group of children on artistic and aesthetic development.
Methodology: when conducting pedagogical diagnostics, low-formalized methods were used: observation (in game situations, during regime moments, in directly organized activities)
Diagnostic results: the effectiveness of pedagogical actions was -%, namely:
Introduction to art - %. Visual activity - % Constructive-model activity - % Musical activity - % Identified problems :
Causes:
Number of children with special educational needs:
Prospects for optimizing the group for artistic and aesthetic development:
Develop individual educational routes for students:
Last name, first name of the child
INDICATORS / MANIFESTATION FEMP Social world Natural worldThe object environment examines objects, highlighting their color, size, shape; encourage to include hand movements on an object in the process of getting to know it Groups objects by color, size, shape, selects according to one characteristic With the help of an adult, makes groups of homogeneous objects and selects one object from the group (for example, collect all the large ones and find red among them Finds it in a familiar environment environment, several identical objects according to one characteristic Correctly determines the quantitative relationship of two groups of objects (understands the specific meaning of the words “more, less,” “the same”) Distinguishes between a circle, a square, a triangle, objects with corners and a round shape Understands the meaning of the designations: up and down , front-back, left-right, on, above, under Understands the meaning of words: morning, evening, day, night Knows his name, age, gender Interested in himself (Who am I?), information about himself, about the changes happening to him Orients himself in the room groups, on the site (veranda) of the group Names unfamiliar objects, explains their purpose, signs (color, shape, material) Recognizes and names some plants, animals, their young Identifies the most characteristic seasonal changes in nature Knows several family holidays Interested in new objects, the immediate environment, their purpose , properties. Uses different methods of examining objects, including simple experiments12345Legend:
Manifestation: not formed; is in the formative stage; formed
Note:
ü the indicator “formed” means that the indicator is stable, does not depend on the characteristics of the situation, the presence or absence of an adult, other children, the child’s mood, the success or failure of previous activities, etc.
ü the indicator “is at the stage of formation” means that the indicator periodically appears and its manifestation depends on the characteristics of the situation, the presence of control by an adult, the child’s mood, etc.
ü the indicator “not formed” means that the indicator appears extremely rarely and its appearance is random
Analytical report on the results of pedagogical diagnostics
in the educational field "Cognitive Development"
Target:
— individualization of education for cognitive development (including support for the child, building his educational trajectory of his development);
— optimization of work with a group of children on cognitive development.
Methodology: when conducting pedagogical diagnostics, low-formalized methods were used: observation (in game situations, during regime moments, in directly organized activities)
Diagnostic results: the effectiveness of pedagogical actions was -%, namely:
Formation of elementary mathematical concepts - %. Development of cognitive and research activities - % Familiarization with the subject environment - % Familiarization with the natural world - %
Issues identified:
Causes:
Number of children with special educational needs:
Prospects for optimizing a group of children in terms of cognitive development:
Develop individual educational routes for students:
Last name, first name of the child
INDICATORS / MANIFESTATION Fiction Speech developmentKnows how to listen to works of art, monitors the development of action. With the help of a teacher, he stages and dramatizes short excerpts from folk tales. Reads nursery rhymes and short poems by heart. Shows interest in books. Uses speech to initiate communication. Addresses an adult with requests, questions, shares impressions from personal experience. Answers questions. various questions related to the subject environment Accompanies individual games, drawing, design, everyday activities with speech. Enters into playful interaction with peers using speech Uses all parts of speech, simple common and uncommon sentences with homogeneous members 12345Legend:
Manifestation: not formed; is in the formative stage; formed
Note:
ü the indicator “formed” means that the indicator is stable, does not depend on the characteristics of the situation, the presence or absence of an adult, other children, the child’s mood, the success or failure of previous activities, etc.
ü the indicator “is at the stage of formation” means that the indicator periodically appears and its manifestation depends on the characteristics of the situation, the presence of control by an adult, the child’s mood, etc.
ü the indicator “not formed” means that the indicator appears extremely rarely and its appearance is random
Analytical report on the results of pedagogical diagnostics
in the educational field "Speech development"
Target:
— individualization of education for speech development (including support for the child, building his educational trajectory of his development);
— optimization of work with a group of children on speech development.
Methodology: when conducting pedagogical diagnostics, low-formalized methods were used: observation (in game situations, during regime moments, in directly organized activities)
Diagnostic results: the effectiveness of pedagogical actions was -%, namely:
Fiction - %. Speech development - %
Issues identified:
Causes:
Number of children with special educational needs:
Prospects for optimizing a group of children in speech development:
Develop individual educational routes for students:
PEDAGOGICAL DIAGNOSTICS
level of preschool education
according to the PROGRAM “From birth to school”
Junior group
1Next ⇒
Mobile electrified feed dispenser: diagram and process of operation of the device...
Transverse profiles of embankments and coastal strips: In urban areas, bank protection is designed taking into account technical and economic requirements, but special importance is given to aesthetic...
General conditions for choosing a drainage system: The drainage system is selected depending on the nature of the protected…
Organization of surface water flow: The largest amount of moisture on the globe evaporates from the surface of the seas and oceans (88‰)…
© cyberpedia.su 2017-2020 — Not the author of the materials. The exclusive right is reserved by the author of the text. If you do not want this material to appear on our site, please follow the link: Copyright Infringement. We will help you write your work!0.022 s.
Model of health-saving technologies in preschool educational institutions
Klimova O.I. Model of health-saving technologies in preschool educational institutions // Sovushka. 2021. N2 (16). URL: https://kssovushka.ru/zhurnal/16/ (access date: 12/19/2021).
Order No. 316260
Technology is, first of all, a systematic method of creating, applying and defining the entire process of teaching and learning, taking into account technical and human resources and their interaction, with the goal of optimizing forms of education (UNESCO).
Health-saving technology is a system of measures that includes the interrelation and interaction of all factors of the educational environment aimed at preserving the health of a child at all stages of his learning and development. The concept of preschool education provides for not only the preservation, but also the active formation of a healthy lifestyle and the health of pupils.
Health is a state of complete physical, mental and social well-being and not merely the absence of disease or infirmity (WHO).
Physical health is the perfection of self-regulation in the body, maximum adaptation to the environment.
Physical activity is a natural need for a healthy, developing body to move (in childhood it acts as a prerequisite for the child’s mental development).
Mental health is a high consciousness, developed thinking, great internal and moral strength that encourages creative activity.
Mental activity is the need of a normally developing child to understand the surrounding life: nature, human relationships; in knowing yourself.
Health-saving educational technologies are the most significant among all known technologies in terms of the degree of influence on children’s health. Their main feature is the use of psychological and pedagogical techniques, methods, and approaches to solving emerging problems.
Modern health-saving technologies
| Types of health-saving pedagogical technologies | Time spent in the daily routine | Features of the methodology | Responsible |
| 1. Technologies for preserving and promoting health | |||
| Stretching | Not earlier than in 30 minutes. after meals, 2 times a week for 30 minutes. from middle age in physical education or music halls or in a group room, in a well-ventilated area | Recommended for children with sluggish posture and flat feet. Beware of disproportionate stress on muscles | Head of Physical Education |
| Rhythmoplasty | Not earlier than in 30 minutes. after meals, 2 times a week for 30 minutes. from middle age | Pay attention to the artistic value, the amount of physical activity and its proportionality to the age of the child | Head of physical education, music director, preschool teacher |
| Dynamic pauses | During classes 2-5 minutes, as children get tired | Recommended for all children as a preventive measure against fatigue. May include elements of eye exercises, breathing exercises and others, depending on the type of activity | Educators |
| Outdoor and sports games | As part of a physical education class, on a walk, in a group room - small with an average degree of mobility. Daily for all age groups | Games are selected according to the age of the child, the place and time of the game. In preschool educational institutions we use only elements of sports games | Teachers, head of physical education |
| Relaxation | In any suitable room. Depending on the condition of the children and goals, the teacher determines the intensity of the technology. For all age groups | You can use calm classical music (Tchaikovsky, Rachmaninov), sounds of nature | Teachers, head of physical education, psychologist |
| Aesthetic technologies | Implemented in artistic and aesthetic classes, when visiting museums, theaters, exhibitions, etc., decorating premises for holidays, etc. For all age groups | It is carried out in classes according to the preschool educational program, as well as according to a specially planned schedule of events. Of particular importance is working with families, instilling aesthetic taste in children | All preschool teachers |
| Finger gymnastics | From a young age, individually or with a subgroup daily | Recommended for all children, especially those with speech problems. Conducted at any convenient time (at any convenient time) | Teachers, speech therapist |
| Gymnastics for the eyes | Every day for 3-5 minutes. at any free time; depending on the intensity of visual load from a young age | It is recommended to use visual material, demonstration by the teacher | All teachers |
| Breathing exercises | In various forms of physical education and health work | Ensure the room is ventilated and the teacher give children instructions on mandatory nasal hygiene before the procedure. | All teachers |
| Invigorating gymnastics | Every day after nap, 5-10 min. | The form of implementation is different: exercises on beds, extensive washing; walking on ribbed planks; easy running from the bedroom to a group with a difference in temperature in the rooms and others depending on the conditions of the preschool educational institution | Educators |
| Corrective gymnastics | In various forms of physical education and health work | The form of implementation depends on the task and the number of children | Teachers, head of physical education |
| Orthopedic gymnastics | In various forms of physical education and health work | Recommended for children with flat feet and as a preventive measure for diseases of the supporting arch of the foot. | Teachers, head of physical education |
| 2. Technologies for teaching a healthy lifestyle | |||
| Physical education lesson | 2-3 times a week in the gym or music hall. Early age - in a group room, 10 min. Younger age - 15-20 minutes, middle age - 20-25 minutes, older age - 25-30 minutes. | Classes are conducted in accordance with the program according to which the preschool educational institution operates. Before class, the room must be well ventilated. | Teachers, head of physical education |
| Problem-based games (game training and game therapy) | In your free time, maybe in the afternoon. Time is not strictly fixed, depending on the tasks set by the teacher | The lesson can be organized unnoticed by the child by including the teacher in the process of play activities | Teachers, psychologist |
| Communication games | 1-2 times a week for 30 minutes. from an older age | Classes are structured according to a specific scheme and consist of several parts. They include conversations, sketches and games of varying degrees of mobility, drawing, modeling, etc. | Teachers, psychologist |
| Lessons from the “Health” series | Once a week for 30 minutes. from Art. age | Can be included in the lesson schedule as cognitive development | Educators, head of physical education, teacher-valeologist |
| Self-massage | Depending on the goals set by the teacher, sessions or in various forms of physical education and health work | It is necessary to explain to the child the seriousness of the procedure and give children basic knowledge of how not to harm their body | Educators, Art. nurse, head of physical education |
| Acupressure self-massage | Conducted on the eve of epidemics, in the autumn and spring periods at any time convenient for the teacher from an older age | It is carried out strictly according to a special technique. Indicated for children with frequent colds and diseases of the ENT organs. Visual material is used | Educators, Art. nurse, head of physical education |
| Biofeedback (BFB) | From 10 to 15 sessions of working with a computer for 5-10 minutes. in a special room. Recommended for older adults | Compliance with computer rules is required. A special technique for preschoolers is recommended | Valeologist teacher, specially trained teacher |
| 3. Corrective technologies | |||
| Art therapy | Sessions of 10-12 lessons for 30-35 minutes. from middle group | Classes are conducted in subgroups of 10-13 people, the program has diagnostic tools and includes training protocols | Teachers, psychologist |
| Music influence technologies | In various forms of physical education and health work; or separate classes 2-4 times a month depending on your goals | Used as an aid as part of other technologies; to relieve stress, increase emotional mood, etc. | All teachers |
| Fairy tale therapy | 2-4 lessons per month for 30 minutes. from an older age | Classes are used for psychological therapeutic and developmental work. A fairy tale can be told by an adult, or it can be a group story, where the narrator is not one person, but a group of children | Teachers, psychologist |
| Color influence technologies | As a special lesson 2-4 times a month depending on the tasks | It is necessary to pay special attention to the color scheme of the interiors of preschool educational institutions. Properly selected colors relieve tension and increase a child’s emotional mood. | Teachers, psychologist |
| Behavior correction technologies | Sessions of 10-12 lessons for 25-30 minutes. from an older age | They are carried out using special methods in small groups of 6-8 people. Groups are not formed according to one criterion - children with different problems study in the same group. Classes are conducted in the form of a game, have diagnostic tools and training protocols | Teachers, psychologist |
| Psychogymnas-tika | 1-2 times a week from older age for 25-30 minutes. | Classes are conducted using special methods | Teachers, psychologist |
| Phonetic rhythm | 2 times a week from a young age, no earlier than every 30 minutes. after eating. In the physical education or music halls. Jr. age - 15 min., older age - 30 min. | Classes are recommended for children with hearing problems or for preventive purposes. The goal of the classes is phonetic literate speech without movements. | Teachers, head of physical education, speech therapist |
The use of health-saving pedagogical technologies in the work of preschool educational institutions will increase the effectiveness of the educational process, will form among teachers and parents value orientations aimed at preserving and strengthening the health of pupils, if conditions are created for the possibility of adjusting technologies, depending on the specific conditions and specialization of the preschool educational institution; if, based on statistical monitoring of children's health, the necessary amendments are made to the intensity of technological influences, an individual approach to each child is ensured; Positive motivation will be generated among preschool teachers and parents of children.
Forms of organizing health-saving work:
- physical education classes
- independent activities of children
- outdoor games
- morning exercises (traditional, breathing, sound)
- motor-health-improving physical training sessions
- exercise after nap
- physical exercises combined with hardening procedures
- physical exercise walks (to the park, to the stadium)
- physical education
- sports holidays
- health procedures in the aquatic environment.
Health-saving technologies used in combination ultimately form a strong motivation in the child for a healthy lifestyle.
PEDAGOGICAL DIAGNOSTICS “PHYSICAL DEVELOPMENT”. PREPARATORY GROUP. GEF DO
Date: October 5-16, 2021
| No. | Last name, first name of the child | INDICATORS / MANIFESTATION | ||||||||||||||||||||
| Physical Culture | Formation of initial ideas about a healthy lifestyle | |||||||||||||||||||||
| Performs all types of basic movements correctly (walking, running, jumping, throwing, climbing) | Performs physical exercises from different starting positions clearly and rhythmically, at a given pace, to music, according to verbal instructions | Participates in games with sports elements | Performs a jump onto a soft surface from a height of up to 40 cm | Long jumps from a standing position of at least 100 cm | Long jumps from a run up to 180 cm | Jumps in height from a running start to a height of at least 50cm | Jumps over a short and long rope in different ways | Run 30 m, (min. and sec.) | Run 90 m (min. and sec.) | Get up to squat in 30 seconds | Throws a medicine ball (1kg) into the distance | Throws objects at a target from different positions | Hit vertical and horizontal targets from a distance of 4-5 m | Throws objects with the right and left hands at a distance of 5-12 m | Throws objects at a moving target | Able to change formation in 3-4 columns, in 2-3 circles while moving, in 2 ranks after planning for the first or second, maintains intervals while moving | Can ensure correct posture | Applies personal hygiene skills (performs consciously and independently) | Applies cultural and hygienic skills (can monitor one’s appearance, etc.) | Ideas about a healthy lifestyle have been formed | ||
| 1 | ||||||||||||||||||||||
| 2 | ||||||||||||||||||||||
| 3 | ||||||||||||||||||||||
| 4 | ||||||||||||||||||||||
| 5 | ||||||||||||||||||||||
| 6 | ||||||||||||||||||||||
| 7 | ||||||||||||||||||||||
| 8 | ||||||||||||||||||||||
| 9 | ||||||||||||||||||||||
| 10 | ||||||||||||||||||||||
| 11 | ||||||||||||||||||||||
| 12 | ||||||||||||||||||||||
| 13 | ||||||||||||||||||||||
| 14 | ||||||||||||||||||||||
| 15 | ||||||||||||||||||||||
| 16 | ||||||||||||||||||||||
| 17 | ||||||||||||||||||||||
| 18 | ||||||||||||||||||||||
| 19 | ||||||||||||||||||||||
| 20 | ||||||||||||||||||||||
| 21 | ||||||||||||||||||||||
| 22 | ||||||||||||||||||||||
| 23 | ||||||||||||||||||||||
| 24 | ||||||||||||||||||||||
| 25 | ||||||||||||||||||||||
| 26 | ||||||||||||||||||||||
| 27 | ||||||||||||||||||||||
| 28 | ||||||||||||||||||||||
| 29 | ||||||||||||||||||||||
| Efficiency of pedagogical influences % | ||||||||||||||||||||||
Legend:
Manifestation: not formed; is in the formative stage; formed
Note:
ü the indicator “formed” means that the indicator is stable, does not depend on the characteristics of the situation, the presence or absence of an adult, other children, the child’s mood, the success or failure of previous activities, etc.
ü the indicator “is at the stage of formation” means that the indicator periodically appears and its manifestation depends on the characteristics of the situation, the presence of control by an adult, the child’s mood, etc.
ü the indicator “not formed” means that the indicator appears extremely rarely and its appearance is random
Analytical report on the results of pedagogical diagnostics
in the educational field "Physical development"
Target:
— individualization of education for physical development (including support for the child, building his educational trajectory of his development);
— optimization of work with a group of children on physical development.
Methodology: when conducting pedagogical diagnostics, low-formalized methods were used: observation (in game situations, during regime moments, in directly organized activities)
Diagnostic results: the effectiveness of pedagogical actions was %, namely:
Physical Culture- %;
Formation of initial ideas about a healthy lifestyle - %.
Issues identified:
Causes:
Number of children with special educational needs:
Prospects for optimizing the physical development group:
Develop individual educational routes for the physical development of pupils:
PEDAGOGICAL DIAGNOSTICS “SOCIO-COMMUNICATIVE DEVELOPMENT” PREPARATORY GROUP. GEF DO
Date: October 5-16, 2021
| No. | Last name, first name of the child | INDICATORS / MANIFESTATION | |||||||||||||||||||||||||||||
| Child in family and community | Socialization, development of communication, moral education | Labor education | Forming the foundations of security | ||||||||||||||||||||||||||||
| Has an idea of how a person’s position changes with age | The qualities characteristic of their gender are developed in boys and girls | Knows home address and telephone number, first and middle names of parents, their professions | Takes all possible participation in the life of the preschool institution | Takes part in project activities | Complies with the rules of organized behavior in everyday life | Complies with the rules of organized behavior on the street | Complies with the rules of organized behavior in public places | Complies with the rules of organized behavior in public places | In didactic games, negotiates with peers about the order of moves, the choice of cards, schemes | Independently chooses or invents a variety of game plots | Sticks to the intended plan while playing, leaving room for improvisation | Finds a new interpretation of the role and performs it | Models the subject-game environment necessary for the game | Develops the plot over a long period of time (several days, weeks) | Shows himself to be a tolerant and friendly partner | In communication, he expresses his point of view and treats the opinions of others with respect. | Regulates his behavior based on the norms and rules he has learned and accepted in society | The behavior of a boy/girl in most cases corresponds to the traditional idea of the behavior of a man/woman | Strives to follow a positive example | Capable of establishing stable contacts with peers | In joint games, he controls the implementation of the rules and is able to develop the plot of the game with minimal use of toys. | Can independently care for clothes and eliminate disorder in their appearance | Monitors the state of his workspace before and after classes | Responsibly performs duty duties | Shows diligence at work | Brings what he starts to completion | Follows the rules of organized behavior on the road | Possesses emergency behavior skills | Possesses environmentally friendly behavior skills | ||
| 1 | |||||||||||||||||||||||||||||||
| 2 | |||||||||||||||||||||||||||||||
| 3 | |||||||||||||||||||||||||||||||
| 4 | |||||||||||||||||||||||||||||||
| 5 | |||||||||||||||||||||||||||||||
| 6 | |||||||||||||||||||||||||||||||
| 7 | |||||||||||||||||||||||||||||||
| 8 | |||||||||||||||||||||||||||||||
| 9 | |||||||||||||||||||||||||||||||
| 10 | |||||||||||||||||||||||||||||||
| 11 | |||||||||||||||||||||||||||||||
| 12 | |||||||||||||||||||||||||||||||
| 13 | |||||||||||||||||||||||||||||||
| 14 | |||||||||||||||||||||||||||||||
| 15 | |||||||||||||||||||||||||||||||
| 16 | |||||||||||||||||||||||||||||||
| 17 | |||||||||||||||||||||||||||||||
| 18 | |||||||||||||||||||||||||||||||
| 19 | |||||||||||||||||||||||||||||||
| 20 | |||||||||||||||||||||||||||||||
| 21 | |||||||||||||||||||||||||||||||
| 22 | |||||||||||||||||||||||||||||||
| 23 | |||||||||||||||||||||||||||||||
| 24 | |||||||||||||||||||||||||||||||
| 25 | |||||||||||||||||||||||||||||||
| 26 | |||||||||||||||||||||||||||||||
| 27 | |||||||||||||||||||||||||||||||
| 28 | |||||||||||||||||||||||||||||||
| 29 | |||||||||||||||||||||||||||||||
| Efficiency of pedagogical influences % | |||||||||||||||||||||||||||||||
Legend:
Manifestation: not formed; is in the formative stage; formed
Note:
ü the indicator “formed” means that the indicator is stable, does not depend on the characteristics of the situation, the presence or absence of an adult, other children, the child’s mood, the success or failure of previous activities, etc.
ü the indicator “is at the stage of formation” means that the indicator periodically appears and its manifestation depends on the characteristics of the situation, the presence of control by an adult, the child’s mood, etc.
ü the indicator “not formed” means that the indicator appears extremely rarely and its appearance is random
Analytical report on the results of pedagogical diagnostics
in the educational field “Social and communicative development”
Target:
— individualization of education for social and communicative development (including support for the child, building his educational trajectory of his development);
— optimization of work with a group of children on social and communicative development.
Methodology: when conducting pedagogical diagnostics, low-formalized methods were used: observation (in game situations, during regime moments, in directly organized activities)
Diagnostic results: the effectiveness of pedagogical actions was %, namely:
Socialization, development of communication, moral education – %. Child in the family and community - % Self-care, independence, labor education - % Formation of the foundations of safety - % Identified problems :
Causes:
Number of children with special educational needs:
Prospects for optimizing a group of children in terms of social and communicative development:
PEDAGOGICAL DIAGNOSTICS “ARTISTIC AND AESTHETIC DEVELOPMENT”. PREPARATORY GROUP. GEF DO
Date: October 5-16, 2021
| No. | Last name, first name of the child | INDICATORS / MANIFESTATION | ||||||||||||||||||||||
| Introduction to the arts | Visual activities | Constructive modeling activities | Musical activities | |||||||||||||||||||||
| Distinguishes between types of fine arts, names the main visual means | Developed artistic perception of works of art | Creates individual and collective drawings, decorative, subject and plot compositions on themes of the surrounding life, literary works | Uses various materials and methods of creating images | Sculpts various objects, creates decorative compositions in various ways | Paints sculpted items based on folk art | Creates plot and decorative compositions, creates images using various methods of cutting and tearing paper of various textures | Able to design objects taking into account their functional purpose | Creates design options for the same object according to 2-3 conditions | Creates different designs from paper | Creates various images from natural materials with taking into account its texture, color and shape | Creates and plays out a design united by a common theme (team work) | Can talk about a piece of music he listened to, express his opinion, compare it with another | Hears the development of a musical image in a work | Names favorite works and their authors | Sings without tension, easily, loudly, expressively | Correctly conveys the melody in songs with musical accompaniment | Sings solo and in choir | Performs movements in dances, exercises, games rhythmically, musically and expressively | Participates in the creation of creative sketches | Plays solo and in an orchestra, performs simple melodies on high-pitched children's musical instruments, improvises | Actively participates in musical performances of songs, comes up with his own variations of movements in games and round dances. Shows creativity by participating in musical dramatization games and theatrical games | Recognizes the National Anthem of the Russian Federation. Anthem of Tula | ||
| 1 | ||||||||||||||||||||||||
| 2 | ||||||||||||||||||||||||
| 3 | ||||||||||||||||||||||||
| 4 | ||||||||||||||||||||||||
| 5 | ||||||||||||||||||||||||
| 6 | ||||||||||||||||||||||||
| 7 | ||||||||||||||||||||||||
| 8 | ||||||||||||||||||||||||
| 9 | ||||||||||||||||||||||||
| 10 | ||||||||||||||||||||||||
| 11 | ||||||||||||||||||||||||
| 12 | ||||||||||||||||||||||||
| 13 | ||||||||||||||||||||||||
| 14 | ||||||||||||||||||||||||
| 15 | ||||||||||||||||||||||||
| 16 | ||||||||||||||||||||||||
| 17 | ||||||||||||||||||||||||
| 18 | ||||||||||||||||||||||||
| 19 | ||||||||||||||||||||||||
| 20 | ||||||||||||||||||||||||
| 21 | ||||||||||||||||||||||||
| 22 | ||||||||||||||||||||||||
| 23 | ||||||||||||||||||||||||
| 24 | ||||||||||||||||||||||||
| 25 | ||||||||||||||||||||||||
| 26 | ||||||||||||||||||||||||
| 27 | ||||||||||||||||||||||||
| 28 | ||||||||||||||||||||||||
| 29 | ||||||||||||||||||||||||
| Efficiency of pedagogical influences % | ||||||||||||||||||||||||
Legend:
Manifestation: not formed; is in the formative stage; formed
Note:
ü the indicator “formed” means that the indicator is stable, does not depend on the characteristics of the situation, the presence or absence of an adult, other children, the child’s mood, the success or failure of previous activities, etc.
ü the indicator “is at the stage of formation” means that the indicator periodically appears and its manifestation depends on the characteristics of the situation, the presence of control by an adult, the child’s mood, etc.
ü the indicator “not formed” means that the indicator appears extremely rarely and its appearance is random
Analytical report on the results of pedagogical diagnostics
in the educational field "Artistic and Aesthetic Development"
Target:
— individualization of education for artistic and aesthetic development (including support for the child, building his educational trajectory of his development);
— optimization of work with a group of children on artistic and aesthetic development.
Methodology: when conducting pedagogical diagnostics, low-formalized methods were used: observation (in game situations, during regime moments, in directly organized activities)
Diagnostic results: the effectiveness of pedagogical actions was %, namely:
Introduction to art - %. Visual activity - % Constructive-model activity - % Musical activity - % Identified problems :
Causes:
Number of children with special educational needs:
Prospects for optimizing the group for artistic and aesthetic development:
Develop individual educational routes for students
PEDAGOGICAL DIAGNOSTICS “COGNITIVE DEVELOPMENT”. PREPARATORY GROUP. GEF DO
Date: October 5-16, 2021
| No. | Last name, first name of the child | INDICATORS / MANIFESTATION | ||||||||||||||||||||||||||
| Formation of elementary mathematical concepts | Development of cognitive and research activities | Subject environment | Social world | Natural world | ||||||||||||||||||||||||
| Independently combines various groups of objects that have a common feature into a single set, removes its individual parts from the set, establishes connections and relationships between the whole and the set and its various parts, finds parts of the whole set and the whole from known parts | Counts to 10 and beyond (quantitative and ordinal counting within 20) | Correlates the number (0-9) and the number of objects | Composes and solves one-step addition and subtraction problems | Distinguishes between quantities: length (width, height), volume (capacity), mass (weight of an object), and methods of measuring them | Measures and compares lengths and volumes | Able to divide an object/figure into equal parts, compare the whole and the part | Distinguishes and names: segment, angle, circle, oval, polygon, ball, cube, compares them | Has an understanding of time relationships day/week/month, determines time by clock | Knows the composition of the first ten numbers | Able to obtain each number by adding/subtracting one | Orients himself in the surrounding space and on a plane, indicates the relative position and direction of movement of objects, uses symbolic notations | Knows generalized methods of studying objects using a system of sensory standards and perceptual actions | Acts independently in accordance with the proposed algorithm | Fine motor skills of the hands are developed in a variety of activities. | Takes an active part in all types of projects | Pays attention to analyzing the effectiveness of information sources | Has ideas and some signs of objects in the surrounding world | Selects and groups objects according to cognitive task | Knows about his family | Has an idea of the immediate social environment (kindergarten, school and library, etc.) | Knows the coat of arms, flag, Anthem of Russia, names the main city of the country, has an idea about his native land and its attractions | Knows family holidays and traditions, some public holidays | Knows some representatives of the animal world (animals, birds, etc.) and has ideas about their interaction with humans | Knows the characteristic signs of the seasons and correlates with each season the characteristics of the lives of people, animals, and plants | Knows the rules of behavior in nature and follows them | Establishes elementary cause-and-effect relationships between natural phenomena | ||
| 1 | ||||||||||||||||||||||||||||
| 2 | ||||||||||||||||||||||||||||
| 3 | ||||||||||||||||||||||||||||
| 4 | ||||||||||||||||||||||||||||
| 5 | ||||||||||||||||||||||||||||
| 6 | ||||||||||||||||||||||||||||
| 7 | ||||||||||||||||||||||||||||
| 8 | ||||||||||||||||||||||||||||
| 9 | ||||||||||||||||||||||||||||
| 10 | ||||||||||||||||||||||||||||
| 11 | ||||||||||||||||||||||||||||
| 12 | ||||||||||||||||||||||||||||
| 13 | ||||||||||||||||||||||||||||
| 14 | ||||||||||||||||||||||||||||
| 15 | ||||||||||||||||||||||||||||
| 16 | ||||||||||||||||||||||||||||
| 17 | ||||||||||||||||||||||||||||
| 18 | ||||||||||||||||||||||||||||
| 19 | ||||||||||||||||||||||||||||
| 20 | ||||||||||||||||||||||||||||
| 21 | ||||||||||||||||||||||||||||
| 22 | ||||||||||||||||||||||||||||
| 23 | ||||||||||||||||||||||||||||
| 24 | ||||||||||||||||||||||||||||
| 25 | ||||||||||||||||||||||||||||
| 26 | ||||||||||||||||||||||||||||
| 27 | ||||||||||||||||||||||||||||
| 28 | ||||||||||||||||||||||||||||
| 29 | ||||||||||||||||||||||||||||
| Efficiency of pedagogical influences % | ||||||||||||||||||||||||||||
Legend:
Manifestation: not formed; is in the formative stage; formed
Note:
ü the indicator “formed” means that the indicator is stable, does not depend on the characteristics of the situation, the presence or absence of an adult, other children, the child’s mood, the success or failure of previous activities, etc.
ü the indicator “is at the stage of formation” means that the indicator periodically appears and its manifestation depends on the characteristics of the situation, the presence of control by an adult, the child’s mood, etc.
ü the indicator “not formed” means that the indicator appears extremely rarely and its appearance is random
Analytical report on the results of pedagogical diagnostics
in the educational field "Cognitive Development"
Target:
— individualization of education for cognitive development (including support for the child, building his educational trajectory of his development);
— optimization of work with a group of children on cognitive development.
Methodology: when conducting pedagogical diagnostics, low-formalized methods were used: observation (in game situations, during regime moments, in directly organized activities)
Diagnostic results: the effectiveness of pedagogical actions was %, namely:
Formation of elementary mathematical concepts - %. Development of cognitive and research activities - %
Familiarization with the subject environment
Familiarization with the social environment – % Familiarization with the natural world – %
Issues identified:
Causes:
Number of children with special educational needs:
Prospects for optimizing a group of children in terms of cognitive development:
Develop individual educational routes for students:
PEDAGOGICAL DIAGNOSTICS “SPEECH DEVELOPMENT”. PREPARATION GROUP. GEF DO
Date: October 5-16, 2021
| No. | Last name, first name of the child | INDICATORS / MANIFESTATION | ||||||||||
| Speech development | Fiction | |||||||||||
| Through speech, he takes initiative in communicating with teachers, institution staff, parents of other children, supports the topic of conversation that arises on the initiative of an adult, answers questions and responds to requests, talks on various topics (everyday, social, educational, personal, etc.) | Uses synonyms, antonyms, and complex sentences of various types in speech | Retells and acts out small literary works with the help of dramatization, composes stories about the subject according to a plan and model, according to a plot picture, a set of pictures with a plot development of the action | Distinguishes between the concepts of “sound”, “syllable”, “word”, “sentence” | Names words in a sentence, sounds and syllables in words in sequence | Finds words in a sentence with a given sound, determines the place of the sound in the word | Recognizes works, names 2-3 authors, names favorite books, sets out their content, including large works (in a conversation with a teacher, or based on a book) | Likes to listen to new fairy tales, stories, poems, prefers reading, participates in discussions, expresses his point of view | Looks at illustrated publications with interest, names 2-3 illustrators | Reads poetry expressively, retells excerpts from works | Distinguishes the genre of the work | ||
| 1 | ||||||||||||
| 2 | ||||||||||||
| 3 | ||||||||||||
| 4 | ||||||||||||
| 5 | ||||||||||||
| 6 | ||||||||||||
| 7 | ||||||||||||
| 8 | ||||||||||||
| 9 | ||||||||||||
| 10 | ||||||||||||
| 11 | ||||||||||||
| 12 | ||||||||||||
| 13 | ||||||||||||
| 14 | ||||||||||||
| 15 | ||||||||||||
| 16 | ||||||||||||
| 17 | ||||||||||||
| 18 | ||||||||||||
| 19 | ||||||||||||
| 20 | ||||||||||||
| 21 | ||||||||||||
| 22 | ||||||||||||
| 23 | ||||||||||||
| 24 | ||||||||||||
| 25 | ||||||||||||
| 26 | ||||||||||||
| 27 | ||||||||||||
| 28 | ||||||||||||
| 29 | ||||||||||||
| Efficiency of pedagogical influences % | ||||||||||||
Legend:
Manifestation: not formed; is in the formative stage; formed
Note:
ü the indicator “formed” means that the indicator is stable, does not depend on the characteristics of the situation, the presence or absence of an adult, other children, the child’s mood, the success or failure of previous activities, etc.
ü the indicator “is at the stage of formation” means that the indicator periodically appears and its manifestation depends on the characteristics of the situation, the presence of control by an adult, the child’s mood, etc.
ü the indicator “not formed” means that the indicator appears extremely rarely and its appearance is random
Analytical report on the results of pedagogical diagnostics
in the educational field "Speech development"
Target:
— individualization of education for speech development (including support for the child, building his educational trajectory of his development);
— optimization of work with a group of children on speech development.
Methodology: when conducting pedagogical diagnostics, low-formalized methods were used: observation (in game situations, during regime moments, in directly organized activities)
Diagnostic results: the effectiveness of pedagogical actions was %, namely:
Fiction - %. Speech development - %
Issues identified:
Causes:
Number of children with special educational needs:
Prospects for optimizing a group of children in speech development:
Develop individual educational routes for students:
