Educational and methodological material (junior group) on the topic: Conclusions on diagnostics September 2020

Diagnostic cards for children of the first junior group

Observation data is recorded in a table using a three-point system:

3 points - the child acts independently

2 points - the child acts with the help of an adult

1 point – this indicator does not appear in the child

The last line of the table calculates the arithmetic mean of the scores, which makes it possible to draw a conclusion about the individual developmental characteristics of a particular child

If the child is average:

less than 1.5 points – low level of development

1.5 – 2.5 points – average level

2.5 – 3 points – high level of development

Based on the results of the last column, a general conclusion is drawn for the group in %.

Social and communicative development of children 2-3 years old

F I child

Knows basic generally accepted norms and rules of relationships with adults and peers

Basic concepts about yourself, family, kindergarten have been formed

A positive attitude towards various types of work and creativity has been formed

The basics of basic safety have been formed

Average score

In the game, imitates the actions of an adult

Able to play side by side (in parallel) with other children without disturbing

Says hello and goodbye, thanks verbally and non-verbally

Says his name

Names his family members

Talks about himself in the first person

Able to perform basic work tasks (wash hands, use a towel, handkerchief, comb, spoon)

Able to take off and put on basic wardrobe items (socks, trousers, elastic, sandals with Velcro)

Observes the work actions of an adult and imitates them in his activities

Follows basic rules of safe behavior in nature (does not approach unfamiliar animals, does not put plants in his mouth).

Understands the meaning of the words “dos and don’ts”, “dangerous”

Has an understanding of the rules of safe behavior when playing with sand and water (do not drink water, do not throw sand)

Cognitive development of children 2-3 years old

Child's full name	Development of cognitive research activities				Introduction to sociocultural values	Formed elementary mathematical representation		Elementary ideas about yourself have been formed	Introduction to the natural world		Average score
Child's full name	Able to name objects in the surrounding reality and their purpose	Explores the color, shape, size of objects in different ways (knocks, rolls, throws...)	Names the elementary properties of objects	Assembles a nesting doll, a pyramid, focusing on the size	Plays story-based games	Distinguishes between the concepts one, many, one more	Selects frame inserts, matching size and shape	Correctly identifies parts of one's own body	Recognizes some domestic animals and their babies in nature, in pictures, and in toys	Distinguishes some vegetables and fruits by appearance	Average score

Speech development of children 2-3 years old

Child's full name

Speech as a means of communication

Speech as mastering the native language

Fiction

Average score

Asks and answers questions from peers and adults

Understands speech addressed to him

Enjoys contact with peers

Understands ambiguous instructions (take the bear and put it to sleep)

Able to agree nouns and pronouns with verbs

Correctly uses some adjectives in speech that denote properties and qualities

Builds sentences from 2-3 words that are consistent with each other

Uses verbs in speech that denote one’s own actions and the actions of others

Uses nouns in speech - names of objects and toys

Enjoys listening to folk tales and nursery rhymes,

songs

Enjoys looking at illustrations in books

Completes sentences from famous fairy tales

Artistic and aesthetic development of children 2-3 years old

Child's full name

Shows interest and independence in visual, constructive, model, and artistic activities

Involved in interaction with adults during productive activities

Has basic understanding of ways to be productive

Average score

Drawing

Modeling

Construction

Shows interest in activities with pencils and paints

Participates in productive activities with an adult

Answers basic adult questions about products and properties

Communicates with an adult during productive activities

Sees the outline of objects

Draws different lines

Tears off a piece of plasticine from a piece

Creates images of objects in accessible ways

Knows the techniques of rolling, flattening, rolling

Names some constructor details

Constructs elementary buildings according to the model

Physical development of children 2-3 years old

Child's full name

Demonstrates neatness skills, uses individual hygiene items (handkerchief, towel, comb, potty)

Able to accept liquid and solid food.

Uses spoon and cup correctly.

Able to walk and run without bumping into other children. Shows a desire to play outdoor games.

Can jump on two legs in place and moving forward.

Can pick up, hold, carry, put, throw, roll a ball.

Knows how to crawl, crawl under an arch, climb over an obstacle lying on the floor.

Average score

Diagnostics of the pedagogical process in the second junior group

Author: Teacher Dubchenko Tatyana Yurievna.

MADO No. 42 Rostov-on-Don.

Diagnostics of the pedagogical process in the second junior group (from 3 to 4 years old)

File: Diagnostics of the pedagogical process in the second junior group (from 3 to 4 years old) 1

Diagnostics of the pedagogical process

in the second junior group

(from 3 to 4 years)

Filling date: October-May

Diagnostics of the pedagogical process in the younger group (from 3 to 4 years old)

Toolkit for pedagogical diagnostics in the younger group (3-4 years)

Pedagogical diagnostic tools are a description of those problematic situations, questions, and observation situations that are used to determine the child’s level of development of one or another assessment parameter. During the period of pedagogical diagnostics, these situations and questions may be repeated in order to clarify the quality of the assessed parameter. This is possible when the child has been absent from the group for a long time or when there are discrepancies in the assessment of a certain parameter. Each parameter of pedagogical assessment can be diagnosed by several methods in order to achieve a certain accuracy. Also, one problem situation can be aimed at assessing several parameters, including from different educational areas.

Basic diagnostic methods:

— observation; — problematic (diagnostic) situation; - conversation.

Forms of pedagogical diagnostics:

- individual; - subgroup; - group.

Description of tools by educational area

Educational field "Social and communicative development"

Tries to follow the rules of behavior in public places, when communicating with adults and peers, and in nature.

Methods: observation in everyday life and in organized activities.

Form of implementation: subgroup, individual.

Assignment: record the child’s style of behavior and communication during walks and independent activities.

Knows his first and last name, the names of his parents.

Methods: conversation.

Form of implementation: individual.

Assignment: “Please tell me what is your name? What is your last name? What are the names of dad and mom?”

Educational field "Cognitive development"

Able to group objects by color, size, shape.

Methods: problem situation.

Material: circle, square, triangle, rectangle, oval of the same color and different sizes, dummies and pictures of vegetables, fruits, doll dishes / clothes / furniture.

Form of implementation: individual, subgroup.

Assignment: “Find everything red, everything round, everything big.”

Educational field "Speech development"

Pronounces all sounds clearly, identifies a given vowel sound from two.

Methods: problem situation, observation.

Material: didactic game “What sound?”

Form of implementation: individual, subgroup.

Assignment: “Repeat after me – A, U, O, E, Y.”

Acts out excerpts from familiar fairy tales independently and at the request of an adult. Methods: problem situation.

Material: toys according to the number of children.

Form of implementation: subgroup, group.

Assignment: “Let’s tell the fairy tale “Kolobok.”

Understands the social assessment of the actions of peers or characters in illustrations and literary works.

Methods: conversation, problem situation.

Material: fairy tale “Teremok”.

Form of implementation: individual, subgroup.

Assignment: “Why were the animals upset?” Who did the right thing? Who acted dishonestly? Why?".

Educational field "Artistic and aesthetic development"

Creates images of objects from ready-made figures. Decorates paper blanks of various shapes.

Methods: problem situation, observation.

Material: geometric shapes made of paper of different colors and shapes (circle, square, triangle), blank vase.

Form of implementation: subgroup.

Task: “Decorate the vase.”

Educational field "Physical development"

Able to walk and run, maintaining balance, in different directions as directed by an adult.

Methods: problem situation, observation in everyday life and organized activities.

Material: umbrella.

Form of implementation: group, subgroup.

Assignment: “Now we will play the game “Sunshine and Rain.” When I say “Sunny”, the children run. When I say “Rain,” the children run under the umbrella.”

Diagnostic chart of observations of individual development of children (Educational area “Social and communicative development”)

Age group _____________ Date ___________________________ ___________________________

№

Sections

Socialization, development of communication, moral education

Self-service, independence, labor education

Child in family and community

Forming the foundations of security

Final indicator for each child (average value)

Tries to follow the rules of behavior in public places, when communicating with adults and peers, in nature, and in games

Understands social assessment of peers, says hello, says goodbye, thanks for help

Performs basic work assignments (prepares materials for educational activities, puts away toys, helps set the table for dinner, participates in caring for plants and animals)

Able to dress and undress independently in a certain sequence, take care of one’s appearance, use soap, carefully wash hands, face, ears, wipe dry, use a comb, a handkerchief

Knows his first and last name, parents’ names, what he does

Oriented in the premises of a kindergarten, group, locker room

Knows the names and patronymics of kindergarten employees

Ideas about the simplest relationships in living and inanimate nature have been formed.

Follows the rules in games with small objects, didactic games, safety rules in games with sand, water, snow

Primary ideas about safe behavior on the road, safe movement in kindergarten premises, the rules of playing with small objects and the meaning of)

F.I. child

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Total children:

high level

average level

low level

Total %

high level

average level

low level

Final indicator for the group (average value)

Level indicators: High level – 20-15 points Average level – 14-7 points Low level – 6-0 points

Educator:_______ /__________________/

Diagnostic chart of observations of individual development of children (Educational area “Cognitive development”)

Age group _____________ Date ___________________________ ___________________________

№

Sections

Development of cognitive and research activities

Introduction to the natural world

Formation of elementary mathematical concepts

Familiarization with the subject environment, social world

Final indicator for each child (average value)

Able to establish the simplest connections between objects and phenomena, make the simplest generalizations, groups and classifies familiar objects

Able to group homogeneous objects according to several sensory characteristics: size, shape, color. In joint didactic games, he is able to follow gradually more complex rules

Familiar with the characteristic features of the seasons, seasonal changes, rules of behavior in nature

Knows and names some plants and animals, their young, especially their behavior and nutrition

Has an understanding of the properties of water, sand, snow and can understand the simplest relationships in nature

Correctly determines the quantitative relationship between two groups of objects, understands the specific meaning of the words “more”, “less”, “as much”, “equally”, many”, “one”, “one by one”, “none”

There are circles, squares, triangles, and objects that have corners and a round shape. Able to group objects by color, size, shape

Compares objects of contrasting and identical sizes according to a given size characteristic (length, width, height, overall size), using superposition and application techniques; denotes the result

Orients in space, time and

Familiar with objects in the immediate environment, their purpose, properties, professions

Familiar with his immediate surroundings, knows the name of the village

F.I. child

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Total children:

high level

average level

low level

Total %

high level

average level

low level

Final indicator for the group (average value)

Level indicators: High level – 22-16 points Average level – 15-7 points Low level – 6-0 points

Educator:_______ /__________________/

Diagnostic chart of observations of individual development of children (Educational area “Speech development”)

Age group _____________ Date ___________________________ ___________________________

№

Sections

Speech development

Introduction to fiction

Final indicator for each child (average value)

Looks at pictures and is able to briefly talk about what he saw.

Answers questions from an adult regarding the immediate environment, the names and purposes of items of clothing, shoes, hats, dishes, furniture, types of transport

Uses all parts of speech, simple uncommon sentences and sentences with homogeneous and members, clearly pronounces words and short phrases

Distinguishes and names essential details and parts of objects, some materials and their properties, names parts of the day

Clearly pronounces all vowel sounds, determines a given vowel sound from two, and clearly pronounces vowels (a, u, i, o, e) and some consonant sounds in words:

Understands the social assessment of the actions of heroes of literary works. Imitates facial expressions, movements, and intonation of heroes of literary works.

Reads nursery rhymes and short poems by heart, dramatizes and dramatizes short passages from folk tales

F.I. child

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Total children:

high level

average level

low level

Total %

high level

average level

low level

Final indicator for the group (average value)

Level indicators: High level – 14-11 points Average level – 10-5 points Low level – 4-0 points

Educator:_______ /__________________/

Diagnostic chart of observations of individual development of children (Educational field “Artistic and aesthetic development”)

Age group _____________ Date ___________________________ ___________________________

№

Sections

Introduction to art

Visual activities

Musical activities

Constructive - modeling activity

Final indicator for each child (average value)

Familiar with the elementary means of expression in various types of arts (color, sound, shape, movement, gestures),

Knows how to correctly hold a pencil, felt-tip pen, brush Knows the basic colors, shades for depicting objects of different shapes, knows how to create objects consisting of 2-3 parts

Creates images of objects from ready-made figures. Decorates paper blanks of various shapes with Dymkovo patterns

Has an understanding of the properties of clay, plasticine and modeling methods

Listens to a piece of music until the end. Recognizes familiar songs, notices changes in sound (soft-loud), distinguishes sounds by pitch within an octave, understands the nature of music, parts

Familiar with musical genres: song, dance, march Sings without falling behind or ahead of others

Can perform dance movements: twirl in pairs, alternately stamp feet, move to music with objects, perform a straight gallop, move rhythmically and according to the image to music

Distinguishes and names means of expression in different types of arts (color, sound, shape, movement, gestures)

Distinguishes and names musical instruments: metallophone, drum, pipe, metallophone, bell, tambourine, rattle, drum

Knows, names and correctly uses parts of building materials (cubes, bricks, plates, cylinders, triangular prisms)

Changes the building and, by adding or replacing some parts with others

F.I. child

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Total children:

high level

average level

low level

Total %

high level

average level

low level

Final indicator for the group (average value)

Level indicators: High level – 22-16 points Average level – 15-7 points Low level – 6-0 points

Educator:_______ /__________________/

Diagnostic chart of observations of individual development of children (Educational area “Physical development”)

Age group _____________ Date ___________________________ ___________________________

№

Sections

Formation of initial ideas about a healthy lifestyle

Physical Culture

Final indicator for each child (average value)

Knows about the health importance of morning exercises, hardening, maintaining a daily routine, healthy and unhealthy foods

Knows how to distinguish and name sensory organs (eyes, mouth, nose, ears), knows about their role in the body and how to protect and care for them

Able to walk and run, maintaining balance, in different directions as directed by an adult, to form a column one at a time, in a line, in a circle, to find one’s place during formations

Can crawl on all fours, climb a gymnastic wall at will

Independence, activity and creativity are developed when performing physical exercises and in outdoor games. Able to follow basic rules in outdoor games, coordinate movements, and navigate in space

Able to jump on two legs in place, moving forward, in length from a standing position

Rolls the ball in a given direction at a distance, throws and catches the ball with both hands at the same time

F.I. child

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Total children:

high level

average level

low level

Total %

high level

average level

low level

Final indicator for the group (average value)

Level indicators: High level – 14-11 points Average level – 10-5 points Low level – 4-0 points

Educator:_______ /__________________/

Pedagogical monitoring of the educational process

Age group _______________________

date 201__ – 201__ academic year

Last name, first name of the child

Levels by educational area

Final result

Social and communicative development

Speech development

Cognitive development

Artistic and aesthetic development

Physical development

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Level of mastery of EP

Total children:

high level

average level

low level

Total %:

high level

average level

low level

Educator:_______ /__________________/ ____________________

RESULTS of diagnosing the level of development of children:

BEGINNING OF THE YEAR:

Total children on the list: ________ children Total children examined: _________ children

High level of ________________ children ______________%

Average level of ________________ children ______________%

Low level of ________________ children ______________%

Analysis, comments___________

THE END OF THE YEAR:

Total children on the list: ________ children Total children examined: _________ children

High level of ________________ children ______________%

Average level of ________________ children ______________%

Low level of ________________ children ______________%

Analysis, comments ________________