Observation as a method of introducing preschoolers to nature

Methodological recommendations for educators for conducting pedagogical diagnostics

Observation is “the process of collecting accurate and objective information about a child’s behavior and learning while he is working or playing alone or with other children” [5, p. 15].

Observation must be systematic and regular. As a rule, it is planned daily and is carried out for 10-15 minutes. The teacher chooses the moment of culmination of the children’s immersion in the activity. During the observation period, the teacher's assistant (or assistant) is actively involved in the teaching process.

At the beginning of the school year (approximately during September), a primary diagnosis is carried out: the starting capabilities of each child are identified (the initial, current level of development), the child’s achievements by this time are determined, as well as weaknesses (problems) in development, for the solution of which teacher's help is required. Based on this diagnosis, the teacher, in collaboration with an educational psychologist and other specialists (speech therapist, physical education instructor, etc.), identifies the achievements and individual manifestations of a preschooler that require pedagogical support, determines the weaknesses (problems) in the child’s mastery of educational areas in accordance with the criteria of the “Observation Journal...”, outline the tasks of the work and design the child’s individual educational route.

At the end of the school year (usually in May), a final diagnosis is carried out, based on the results of which the degree to which the kindergarten staff has solved the assigned tasks is assessed and the prospects for further design of the pedagogical process are determined, taking into account the new development tasks of the child. Thus, over the course of a school year, each child may progress differently and complete a different number of developmental tasks, taking into account their own developmental level.

The use of the “Observation Journal...” in the work of educators makes it possible to effectively monitor the dynamics of children’s development at the stages of primary and final pedagogical diagnostics (if necessary, intermediate).

The “Observation Log...” contains criteria and subcriteria for all areas. The teacher must evaluate the child according to developmental criteria; subcriteria serve only as a source of additional information, are not assessed separately and are given according to the principle “from simple to complex” (for example, the criterion “Demonstrates coordinated movements” in relation to a 3-4 year old child is revealed through the ability to “catch” ball with both hands" (the first subcriterion), and other subcriteria are also important for a graduating child - “Runs and jumps without losing balance” and “Jumps rope”).

The following system for assessing development criteria in points is proposed, based on the concept of L. S. Vygotsky [2] about the zones of “proximal” and “current” development: 1 - initial stage; 2 - in development; 3 — with moderate support; 4 - independently; 5 - stable.

The listed concepts in relation to each aspect under consideration during observation are revealed as follows:

• Initial stage. This quality or skill is just beginning to manifest itself in the child. There is no knowledge on this parameter.
• In development. This quality or skill is rarely demonstrated in a child. Adult assistance required. Knowledge on this parameter is unstable.
• With moderate support. This quality or skill sometimes manifests itself in a child, with a little support from an adult. Knowledge on this parameter is available, but is not always demonstrated with confidence.
• On one's own. The child often demonstrates this quality or skill on his own, but requires a reminder from an adult. Knowledge on this parameter is available, but is not always applied in practice.
• Sustainably. The child always demonstrates this quality or skill, independently, without additional questions or reminders, is confident in his knowledge, and uses it in practice.

Quantitative analysis is carried out according to the recommendations of N.V. Vereshchagina [1]. The calculation of results is based on the average value, which in the tables is designated: “Total” (for each of the 5 educational areas) and “Total” (for all areas in total).

Standard development options can be considered average values ​​for each child or a group-wide development parameter greater than 3.8 (conditionally a high level of development) .

™The same parameters in the range of average values ​​from 2.3 to 3.7 can be considered indicators of problems in the development of a child of social and/or organic origin (relatively, the average level of development) .

Average values ​​less than 2.2 will indicate a pronounced discrepancy between the child’s development and age (conditionally, a low level of development) .

The indicated intervals of average values ​​are advisory in nature, since they were obtained using psychometric procedures used in psychological and pedagogical research, and will be refined as diagnostic results for children of this age become available.

Observation as the leading method for preschoolers to understand nature

Bibliographic description:

Kosheleva, O. A. Observation as the leading method of cognition of nature by preschoolers / O. A. Kosheleva. — Text: direct // Questions of preschool pedagogy. — 2020. — No. 1 (7). — P. 48-53. — URL: https://moluch.ru/th/1/archive/49/1544/ (date of access: 10.10.2020).


Observation is a purposeful, systematic perception of objects and phenomena of the surrounding world. This is a complex cognitive activity that involves perception, thinking and speech, and requires sustained attention.

In the process of short-term observations, organized to form knowledge about the properties and qualities of an object and phenomenon, children learn to distinguish shape, color, size, spatial arrangement of parts, the nature of the surface, and when familiarizing themselves with animals, the nature of movement, sounds made, etc.

To accumulate knowledge about the growth and development of plants and animals, about seasonal changes in nature, a more complex series of observations is used - long-term observation; At the same time, children compare the observed state of the object with what was before.

Observation can also be organized in order to determine the condition of an object by some individual signs (for example, by the color of the soil in flower pots to determine the need for watering, by the behavior of fish in an aquarium - the need for a partial change of water) or to restore the picture of the whole (by the traces on in the snow, determine who has passed or passed by the color of the berries - whether they are ripe or not). This type of observation presupposes that children have some knowledge, the ability to analyze a phenomenon, compare individual data, and make simple conclusions.

The last two types of observation, due to their complexity, are used in work with children of middle and senior preschool age. During these observations, intelligence and observation skills develop, and the processes of analysis, comparison, and inference are improved. Observations are organized by the teacher when introducing children to plants and animals, the weather, the work of adults in nature, they are carried out during classes and excursions, on walks, in a corner of nature, etc. In some cases, the teacher organizes all the children, in others - the observation is carried out with in a small group or with one child. This depends on the content of the observation and the tasks that the teacher sets for himself. But in all cases, it is necessary that the observation takes place during any mental activity of children, forces them to think, look for answers to the questions posed, develop curiosity, cultivate interest and respect for nature.

Preparing for observation. The teacher's preparation for observation begins with the selection of an object. The plant or animal chosen for observation must be in good condition. If the observation is carried out indoors (in a corner of nature, in a lesson), you should think about its organization: the object should be well lit (better when the light falls from the side), located in such a way that it is easy to approach. Children are placed closer to the object of observation, so that everyone can clearly see it, and if necessary, they can act with the object of observation (feed, pet, play).

To observe on the site or in the immediate natural environment, it is necessary to choose the most convenient place and arrange the children so that it is convenient for everyone to observe.

If an animal is observed, it is necessary to create an environment in which the animal behaves freely and naturally. For example, when watching a rabbit, a fairly spacious pen is built for it, around which children are placed on chairs. A mat or rug should be laid on a parquet floor (or covered with linoleum), otherwise the animal will slide when moving on a smooth floor.

Supervision guidance.

At the beginning of observation, especially if it is carried out for the first time, you should not rush to pose a question or task to the children. It is necessary that they independently look at the object for 1–2 minutes, satisfy their naturally arising curiosity, and form a first impression of what they observe. In the process of guiding observations, the teacher uses a variety of techniques (taking into account the age of the children): questions, riddles, examination of the subject, comparison, play and work activities. He explains, tells, helping the children understand what they see. In order to arouse interest, an emotional attitude to observation, and ensure an aesthetic perception of objects, he uses poetry and small forms of folklore when working with children, and with older children, at the end of the lesson, he also reads excerpts from works of art.

Observation must proceed in a certain sequence. When guiding the observation of animals, the teacher directs attention primarily to their behavior: “What is he doing? How does he move? What does it eat? How?" And only in connection with some action are the external signs of the animal considered: “What is the body covered with? Are your legs long or short? What kind of eyes (shape, color)?

Examination of a plant begins with identifying and highlighting the brightest, most striking feature - whether it is a flower or brightly colored leaves, and sometimes an unusual stem. After this, the main features of the external structure of the plant are determined: they consider in order the size, shape of the stem (or trunk), leaves, again the flower, etc. This sequence is necessary because the attention of preschoolers is not yet stable enough, and is largely involuntary. However, at the end it is necessary to organize the ideas formed during the observation. Using various techniques for presenting a task, the teacher accustoms children to a consistent story about what is being observed: the size, shape of the object, cover, color, peripheral parts and their features, and when observing an animal, its behavior. This order is necessary especially when children get acquainted with a new object.

During repeated observations, when the task is to establish the state of a plant or animal (for example, looking at a tree with colorful leaves in the fall or blooming in the spring, observing the behavior of sparrows bathing in a spring puddle), you can start with solving the main problem. In all cases, the teacher, when organizing observation, must maintain consistency in the transition from one specific observation task to another, from facts to connections, from the accumulation of ideas to their comparison, and then to conclusions. Each observation solves a small, specific task of introducing children to nature. Therefore, when conducting an observation, the teacher must always establish possible connections between the present observation and those carried out earlier, and take into account subsequent work.

When organizing a long-term observation of natural objects, the teacher divides it in advance into a series of episodic observations, which are carried out when changes, say, in the development of an animal, become quite pronounced. The teacher invites the children to examine it, note the signs, compare its condition with what was observed before, and identify new signs indicating a change. Sometimes children immediately notice what has changed in animals, but even in this case, the teacher turns to comparison so that the noted changes are clear to everyone. In the final observation, the entire picture of development observed by the children should be restored. An observation diary will help with this (it can be different: in the form of drawings, a herbarium, in older groups and as a schematic reflection of changes.

Observation using handouts.

The organization of such observation is more complex than observation of a single object. Here, the teacher is required to be able to distribute attention, organize the actions of all children, and they must strictly follow the teacher’s instructions, hear and listen to others, compare and contrast the observations of others with their own. This method of organizing observation is of great developmental importance: all children have the opportunity to practice a variety of investigative actions, improve their learning skills, and they develop more accurate ideas. During the observation period, the teacher asks the children questions and organizes an examination of objects. The received ideas are compared, and the teacher leads the children to a conclusion.

Plants and their parts can be used as handouts: leaves, fruits and seeds, branches, vegetables and fruits. Each child participating in the observation receives a set of material in his hands (this is the teacher’s sign). the use of handouts during the observation process ensures high activity of all children.

Junior groups. The first observations are carried out with a small number of children. The main task of the educator is to develop in them the basic skills necessary for observation: to focus attention on the observed object for a more or less long time, to answer questions posed, to highlight striking signs (2-3). Babies are attracted to bright and moving things, so the first observations with children of this age are best done with animals. Their movements, feeding, and sounds arouse involuntary interest in young children.

At first acquaintance, children's attention is focused on directly examining the animal. Therefore, while guiding the observation, the teacher uses various techniques to encourage the animal to move (for example, placing food at a certain distance), attracts children to feeding, draws their attention to how the animal eats (crunches, holds food with its paws), calls actions in words. Children repeat the words after the teacher. During subsequent observations, the teacher raises a question about one or another action of the animal, encouraging the children to use the words they know. For example, a goldfinch is pecking grains, and the teacher asks: “What is the bird doing? What is she biting about? etc. It is important that the question coincides with the action of the animal. Thus, children gradually learn to accept the specific task of observation contained in the question.

Observations made with young children are short-term. However, in order to keep the children’s attention, the teacher gives some of them instructions: pour grain into the feeder or give a carrot, pour water into the drinking bowl. To help highlight the characteristics of the animal, he suggests petting it (if possible). Gaming techniques are also used: imitation of movements, sounds, establishing unique contacts: “The bird sings a song for children”; “The fish swims to Kolya, and now to Masha.”

During collective repeated observations, in order to arouse children's attention and interest, you can use unique surprise moments: there is a knock on the door, a kitten comes in; or: they bring in a basket covered with cloth, take it off - there is a rabbit in the basket. At the end of the observation, you can read poetry or sing a song. It is inappropriate to require children to talk about what they observe.

In the process of observing the weather or other objects of inanimate nature, examining plants, the teacher connects these observations with elementary work activities or play (they examine the leaves of indoor plants and wipe them, examine the bulb before planting, examine the humidity and flowability of the sand while playing with it). When organizing observations with children, it is advisable to more often use a variety of observational actions: expose your palm to the sun and feel the warmth, smell a flower, etc.

Middle group. Observation is most often used to familiarize children with new objects and to expand their understanding of familiar objects and phenomena. At the same time, the teacher organizes long-term observations with the children of the growth and development of plants and the striking seasonal changes in the life of nature. Initially, these observations are carried out on individual objects (for example, the coloring of the leaves of one of the trees in the fall, the growth of beans, peas planted in a corner of nature, etc.) Then long-term observation can be carried out on a set of objects. For example, in a park or garden in the spring, observations are simultaneously made of the blossoming of leaves, the flowering of herbs, the weather, and birds.

In the course of observing changes in nature, children in the middle group learn to identify characteristic features in observed objects: size, color, shape, parts, proportions, surface character, number. As a result, observation becomes differentiated, and children’s ideas, formed on the basis of observation, become more specific and accurate. The teacher teaches children to follow the plan that he proposes in the form of a sequential stop of questions and tasks.

The purpose of observation is often associated with work (“Let’s look at a bird and learn how to care for it - it will live in our corner of nature”) or visual activity. Most often, cognitive purposes are used, for example, going to the garden and seeing which trees have bloomed, looking at them in order to learn to recognize them, etc.

Sometimes the teacher offers a riddle, the answer to which the children find in the process of examining the object. Or the riddle itself is “objective”: for example, think about what animal the food was prepared for, then check the correctness of the assumption during observation.

Children in the middle group can participate in creating the environment necessary for observation (prepare food, make a pen for an animal), which increases interest in observation.

As in the younger group, a variety of survey activities, game techniques, and work assignments are used during the observation process. Some of these activities may be exploratory in nature. In observations with children in the middle group, the teacher begins to use comparison. Two objects are compared (the children are already familiar with one of them). For comparison, the teacher sequentially identifies the signs.

In the middle group, children begin to observe independently. They should be encouraged, helped to understand the observed phenomenon, sometimes advised to use this or that technique, also attract the attention of other children to the observation, and encourage them to tell their peers about the results of their observation.

Senior group. In the process of observations, children in the older group are introduced to the characteristic and essential features of objects. Long-term observations of the growth and development of plants and animals and seasonal changes in nature are also carried out. The teacher continues to teach children to accept the task of observation, use methods known to them, follow the plan, and independently draw simple conclusions and conclusions. In observed objects and phenomena, children learn to identify essential features that are significant for a particular activity or are common features of an entire group of objects, to establish connections and relationships between objects and their surroundings. By observing the growth and development of plants and animals, and seasonal changes, children develop the ability to see a natural sequence of phases, stages or states.

In guiding observations, the teacher uses direct formulation of tasks, primarily cognitive ones. The questions with which he directs the children’s perception are exploratory in nature, requiring to establish the cause and make a comparison.

At this age, children identify the main features of objects using vision. They resort to various investigative actions only in cases of testing judgment or in cases of difficulty. The methods of comparison used in observation are becoming more diverse: the observed object is compared with another, depicted in a picture or in a representation. Not only individual objects are compared, but also natural phenomena (for example, a park in spring and winter). Along with establishing differences, the teacher directs children's attention to features common to several objects, especially those that reflect their essential aspects. For example, while observing different insects, children discover that each one has 6 legs. Having given the task to compare what is being observed, the teacher gives the children independence in determining the signs by which the comparison is being made, providing assistance only in cases of difficulty. Children's verbal report of the observation results should be as independent as possible. They reflect the results of observation in drawings and crafts.

When working with children of the sixth year of life, long-term observations become more differentiated: the teacher draws attention to less striking changes in nature. For example, watching the growth of peas, children note the appearance of a sprout, then leaves, an increase in their number, the appearance of whiskers, buds, and flowers. They reflect the results of these observations in nature calendars and observation diaries.

Preparatory group for school. The peculiarity of supervising observations in this group is to create conditions for children to demonstrate greater independence. The main content of observations is the establishment of various connections and relationships between natural phenomena. Children themselves identify features to compare observed objects. Their attention should be directed to identifying similar features that are common to a whole group of objects. When making comparisons, children also use those ideas that are available in their experience (they compare from memory).

The teacher gives some tasks for long-term observations in advance, then occasionally reminds them of them. During short-term observations, he uses task questions (for example: “How is the new bird different from the one that lived with us before? Are the trees and shrubs of our area the same in color?”, etc.). Additional questions are asked only when children find it difficult to answer something. For the same reason, survey actions are also used.

In their observations, children of the preparatory group can use simple devices, and sometimes instruments - a thermometer, a weather vane, magnifying glasses, slats, etc.

Excursions.

During the excursion, the child can observe natural phenomena and seasonal changes in a natural setting. The advantages of excursions and activities are that here children have the opportunity to see plants and animals in their habitat. The excursion helps to form in children primary worldview ideas about the relationships that exist in nature, a materialistic worldview. On excursions, children develop their powers of observation and interest in studying nature.

The main part of the excursion is collective observation. Here the main program tasks of the lesson are solved. The teacher helps children notice and understand the characteristic signs of objects and phenomena. This is achieved in various ways. The teacher supplements the observations with his story and explanation.

The main attention in observation is paid to questions, questions - tasks that force children to examine an object, compare, find differences and similarities, and establish connections between natural phenomena. It is useful in the process of observing phenomena to use works of children's fiction, poems, and riddles. Turning to poetry should be natural and unobtrusive. The combination of various techniques and the proportion of each can vary depending on the purpose and content of the excursion. At the end of the main part, children must be given the opportunity to satisfy their curiosity in individual independent observations and collection of natural history material. However, when giving the task to collect material, you should strictly limit its quantity in order to focus the children’s attention only on certain plants or animals, and in addition, solve the problem of instilling a caring attitude towards nature.

When children work independently, the teacher should not remain a passive observer. Sometimes you need to show how to dig up a plant, cut a branch, etc. However, you cannot do all the work for the children. The collected material is sorted, placed into folders and baskets, and some of it is used for games and exercises.

In games, children consolidate knowledge about the characteristic features of objects, express their quality in words, and remember the names of plants and their parts. The following games are advisable: “Recognize by the smell”, “Guess by the description”, “Branch, branch, where is your baby?”, “One, two, three - run to the ash (linden) tree!” and etc.

Observations in classes and excursions are carried out in close connection with other forms of work in everyday life.

Walks.

Walks are widely used to introduce children to nature. Here the teacher can acquaint the children with those natural phenomena, ideas about which have been developing for a long time. Children are introduced to the melting of snow, the swelling of buds, the appearance of grass, etc. Here you can organize a variety of games with natural materials - sand, clay, water, ice, leaves, etc.; Preschoolers accumulate sensory experience; they see natural phenomena in natural conditions in all connections and relationships. On walks, children experience the pleasure of communicating with nature.

Everyday observations of natural phenomena should not be random; they must be thought out in advance. In this case, various forms of organizing children should be used (frontal, group, individual). Frontal organization of observations on walks is used to familiarize children with the bright seasonal changes and the difficulty of adults. Observations can also take place with small groups of children (examination of a flowering plant, emerging shoots, insects, etc.). Individual work is also carried out during the walk.

During a walk, you can do a lot of work in the flower garden and vegetable garden. Children water the plants, feed them, loosen the soil. This work is planned for the morning and evening.

To work in the vegetable garden and flower garden, children are organized depending on the purpose. They can perform some tasks as a whole group (planting, sowing, harvesting), while others (preparing the land, watering plants, loosening, cutting dry leaves, collecting seeds, etc.) are best done with a subgroup of children. In older groups, it is possible to organize on-site duty in the spring and summer.

Children of the senior and preparatory school groups reflect on observations on walks in the nature calendar, where they sketch bright seasonal changes in inanimate nature, in the life of animals, plants, and reflect the work of people.

Starting with the second youngest, targeted walks are carried out (with going outside the kindergarten site - to a pond, to a meadow, to a pasture, etc.). On these walks, children are introduced to colorful natural phenomena (rook nesting, ice drift).

Observations in a corner of nature.

Work to familiarize preschoolers with nature in kindergarten is carried out daily. The form of organization of children varies (depending on age and content of work). Occasionally, all children are involved in work and observations, but more often work and observations are carried out in such forms as assignments and duties. Children of the younger group are involved in carrying out certain work assignments. Permanent duty of 2-3 people is introduced from the senior group.

Nature is the child’s first aesthetic educator. By observing nature, the child will learn to see, understand and appreciate its beauty.

Any observation is a cognitive activity that requires attention, concentration, and mental activity from children, so it does not last long. Pedagogical communication between the teacher and children takes on a cognitive tone: the teacher asks clear, specific questions that mobilize children to search for information, listens to their answers, and responds kindly to each message. And most importantly, he praises for the correct answer and stimulates further search for information with praise. Cycles of observations, accompanied by cognitive communication between the teacher and children, develop in them observation skills, a persistent interest in nature, and form clear, specific ideas about the morphofunctional characteristics of plants and their connection with the environment.

Filling out the nature calendar is another daily activity that goes hand in hand with observation. The teacher and the children regularly record the weather and the state of wildlife when observations are being made. In younger and middle groups, an adult helps children after a walk to find pictures of natural phenomena that were observed on the street. Together they dress the cardboard doll, just as the children themselves were dressed, and “let it out” for a walk. In older groups, the teacher teaches children to find and color in the days of the week on a calendar, to indicate weather phenomena with icons, to depict a tree and ground cover in full accordance with their seasonal state at the moment.

In the midst of winter feeding, the teacher uses a bird watching calendar: the kids find pictures of birds. Which were seen on the site, and older children designate them with icons - checkmarks of the corresponding color.

Another type of calendar is drawings that show the sequential growth of a plant. This could be an onion in a jar planted in water for germinating greens; tree branches placed in a vase at the end of winter to observe the budding of buds and the unfurling of young leaves; germination of seeds, growth and development of any garden or flower crop. In all cases, the drawings, made at the same time interval, reflect the sequence of growth and development of the plant, its dependence on external living conditions.

Filling out a calendar is an important joint practical activity, during which the teacher teaches children to find the necessary cells, designate with icons or drawings those natural phenomena that they have observed, and teaches children the ability to use and understand symbols. It is especially valuable that calendars reflect natural changes in nature: the growth and development of plants under appropriate conditions, seasonal changes in living and inanimate nature. The completed calendar becomes a graphical model on which all changes are presented simultaneously.

Key terms
(automatically generated)
: child, observation, teacher, natural phenomenon, animal, nature, plant development, group, change, familiarizing children.

Technology of quantitative and qualitative processing of pedagogical diagnostic data

Stage 1. In the “Observation Log...” in the vertical column corresponding to the child’s group, points are given for each assessment parameter, then the final indicator is calculated (average value: add all points (vertically) and divide by the number of parameters; round to tenths ). As a result, it is possible to assess the level of development in accordance with five educational areas (social-communicative, cognitive, speech, artistic, aesthetic, physical development), as well as the general level of development.

Stage 2. When all children have passed the diagnosis, then the final indicator for the group is calculated, for which a table is created (calculated for the school year). For each of the five areas assessed, as well as for the final result, the average value is calculated (add all points (in a column) and divide by the number of students; round to the nearest tenth). This indicator is necessary to describe group-wide trends. When analyzing diagnostic results, it is possible to identify a subgroup of children with similar individual developmental goals. This will help optimize the teaching process.

An example of filling out a table based on the results of the first stage (column I) of the September diagnosis.

The table shows that horizontally you can track the individual achievements of each child, and vertically you can analyze the group-wide diagnostic results.

Diagnostic results must be accurate, objective and specific. Based on the diagnosis, educators, in collaboration with a psychologist and other specialists, determine work tasks. Then, for each child, an “Individual educational route” (a plan for individual work with the child) is filled out, where, along with the tasks, the child’s strengths are noted and strategies for solving current development problems in a particular area are prescribed at the level of planning work in a group and interaction with parents.

The individual educational route form is presented in A4 format and has the following structure:

• ™ Last name, first name of the child.
• Child's age.
• Date of.
• Main achievements for the previous period.
• Development objectives
• Strategies (in a group, at home).
• Parent's signature.

Filling out the form requires coordinated work of the teaching staff and medical personnel. Initially, the form is kept by the teacher, who, having identified the developmental characteristics of each individual child, then turns to “narrow” specialists. An individual educational route covers the most pressing developmental tasks for a given child; if they are successfully solved, a new form should be filled out and other tasks reflected in it. This process is not strictly regulated in time. At the end of the school year, the second stage of diagnostics is carried out, which makes it possible to identify the dynamics of children’s development according to educational areas.

At the final pedagogical council, teachers of each group are given the opportunity to highlight the results of their work during the school year, having previously prepared answers to the following questions:

— In which area have the children progressed the most? — In which area have the children progressed the least? — How many “at-risk” children were there at the beginning of the school year? — Did all children show dynamics of development?

The information may be supplemented by the opinion of specialists. Such an analysis allows us to further place certain emphasis in the “Work Program”.

The educational and methodological manual “Pedagogical observation as a method of monitoring in preschool education” [3] describes in detail the psychological characteristics of children of early and preschool age, provides examples of specific situations illustrating the content of the “Journal of observation and assessment of children’s development”, provides a dictionary of terms and concepts, which will significantly complement the knowledge of practicing teachers about pedagogical observation. The use of the “Observation Journal...” is possible in any kindergarten, regardless of what approximate basic educational program the program of a particular preschool educational institution is based on.

Scheme for monitoring child behavior

SCHEME FOR MONITORING A CHILD'S BEHAVIOR

Child's full name

Date of completion Filled out by: parent, psychologist, teacher

OBSERVATION PROTOCOL

FULL NAME. observer

FULL NAME. observed

Date _________________ Start time ____________________ End time __________________________

Situation

Conclusion

Protocol for monitoring a child during the theatrical activity “Circus”

Name, age:

Vitya, 5 years old (middle group)

Purpose of observation:

will reveal the child’s ability to speak in front of an unfamiliar audience.

Conclusion:

According to the stated goal, I can conclude that the child was a little shy and perhaps felt insecure; this may be evidenced by the fact that the child did not look into the audience and often stood behind all the children or somewhere to the side during the performance.

But despite the possible embarrassment, the child, although not loudly, pronounced his text well, all the words were understandable, Vitya did not stutter.

According to the teacher, Vitya himself took the initiative to participate in the production.
They had never noticed anything like this about the boy before. Monitoring young children
In general, recommendations for monitoring a preschool child can be formulated as follows:

Ø Before you begin direct observation of the child, it is necessary to establish contact with the teachers and the assistant teacher of the group. During the internship, the psychologist becomes part (albeit independent) of the adult group.

Ø Relationships with adults should be built on a business basis, but at the same time be emotionally warm. It is better to coordinate your actions in advance with the actions of the teacher, thereby preventing misunderstandings and various kinds of misunderstandings, but it is not at all necessary to communicate the true purpose of the study (what will be the subject and who will be the object of observation).

Ø Focusing on mutual understanding in relations with educators, it is necessary to maintain one’s own independence and autonomy. The psychologist’s task does not include identification with educators. Support and understanding of educators and their assistants are needed in order to organically “fit” into the natural setting of the group and thereby minimize the impact of their presence on the observed process.

Ø During observation, the psychologist’s task is to maintain a neutral position, without in any way influencing the events taking place with his actions and words. The intervention of a psychologist is possible only when there is a threat to the health and life of children.

Ø It is possible that on the first day of observation the children will have numerous questions for the psychologist about what he is doing, as well as requests or offers to play with them. You should not give your children lengthy and confusing explanations to such questions; rather, briefly but firmly answer that you are currently working and therefore cannot play. If you promise your child to play with him at another time, indicate the exact place and time of the game (for example, “In the evening on a walk”) and be sure to fulfill your promise, otherwise the next observation may be disrupted by the child you deceived.

Ø As a rule, if the psychologist managed to take the position of a neutral observer in the group the first time, the entire subsequent series of his observations will take place in a good working environment, and the children’s attention to him will be minimal. It is necessary to note one more important point; it can be described as “conservatism of the observer” - conservatism of clothing (it is better to avoid bright clothes and bright makeup during observations), constancy of behavior and manners, as well as constancy of the workplace.

Ø Workplace. It is worth determining the observation location in advance and coordinating your action with the teachers. You need to choose a place where you can clearly see and hear all the events taking place, but at the same time attract a minimum of attention to your person. It is better to fix the workplace with special attributes (table, chair), thereby defining your “working” position.

Ø Regardless of when and where the observation is carried out, the general requirements

remain as follows:

1) the entire observed process is recorded (the use of technical means for recording is possible, but their use imposes a number of special requirements);

2) the observation record must indicate the exact time, observation conditions and participants in the observed process;

3) observing one child and recording all his actions, statements and other manifestations, the observer also records the actions, statements and manifestations of other children and adults with whom the observed child is in interaction. It is important to prevent the one-sidedness of recording factors: it is necessary to record not only the result of the interaction, but also the reasons that caused it;

4) try to be precise in determining the observed facts - do not simplify or complicate what you see (be objective in your recording). Record all children’s statements verbatim, without changes, indicate intonation, pauses, tempo and other features of speech. Reflect emotional manifestations truthfully.

Ø When conducting a series of observations of one child, it is better to organize observations under different conditions:

· during the work of one and the other teacher, possibly in the absence of both (for example, at a music or physical education lesson);

· during various routine moments (during meals, during classes, while walking, in free activities, etc.).

Ø There is no need to rush to draw conclusions based on 1-2 observations. It is necessary to take into account the influence of many factors and try to avoid situational distortions in the child’s perception.

When observing, it is necessary to record and take into account the following aspects in the child’s actions and activities:

1. attitude

child to others (children, adults);

2. manifestations of general motor activity

;

3. manifestations of the affective sphere

;

4. Features of hand movements and reactions

;

5.

features
of speech
;

6.

the presence of
spontaneous statements
;

7.

features
of performing actions
;

8. positions

a child in joint activities with someone;

9. self-esteem

child.

The best way to generalize the results of observations would be to harmonize them with data from other psychodiagnostic studies.

Example of an observation diary

It should be noted that the observation diary below is an example of participant observation. Participant observation is a type of observation in which the researcher has the opportunity to directly interact with the child being studied. This type of observation has its positive and negative sides, the consideration of which is not part of our task. We invite you to independently evaluate the advantages and disadvantages of this type. Considering that both the included and neutral forms of observation are possible for studying young children, we, nevertheless, insist on a neutral one, in which the interaction of the researcher with the observed child is excluded.

DIARY OF OBSERVATION OF A CHILD

The observation was carried out in the nursery group of a city kindergarten. Dasha's age at the beginning of observation was 3 years and 6 months.

February

I learned from the manager that I would need to supervise Dasha. Nadezhda Vasilyevna, immediately after we met, suggested that I monitor this girl and explained her decision to me by saying that Dasha attends kindergarten more often than anyone else and rarely gets sick. I really didn’t like the fact that they made a choice for me, so all the desire to monitor Dasha disappeared. And Dasha and I met in the following way.

After our conversation with the head, I went to the nursery group and just entered the locker room when I suddenly saw in front of me a very beautiful little girl with big brown eyes. Her look made me forget about everything in the world. I remember that at that moment I had only one thought in my head: “Is it really Dasha in front of me?” To my great regret, the charming girl with brown eyes was called Karina, and the teacher introduced me to Dasha. During my visit, she was dressing Dasha for a walk and, as soon as she learned about the purpose of my visit to them, she told Dasha: “This aunt will be watching you. You agree?" Dasha nodded her head affirmatively, and I was upset because I didn’t like Dasha at all.

Immersed in my worries about this, I did not notice what was happening around me, and was very surprised when I saw Dasha in front of me with small boots in her hands. She looked at me for a long time with her sky-blue eyes, and then quietly said: “Put on my boots.” At that moment, something happened in my soul. I immediately came to my senses, and I felt very ashamed that just recently I did not want to watch this cute child who is now holding me by the neck and stretching out my little leg so that I could put the same little boot on it. . Dasha’s request dramatically changed my attitude towards Dasha herself, and at the same time brought back the disappeared desire to observe.

Thus, quite satisfied with each other, Dasha and I went for a walk. At the site, Dasha and other children were playing on the veranda. She behaved very aggressively towards those children who did not comply with her demands. For example, if Dasha wanted to drive the car, she would forcefully take it away from the boys. If Dasha wanted to play with a doll, she snatched it from the girls and, not paying attention to the crying and screaming of the children offended by her, continued to do as she pleased. By her behavior she made me assume that she was the leader in her group. This hypothesis can be illustrated by the following incident: Dasha gathered several girls and boys around her, shoveled snow into a bucket and fed it to everyone present, without taking into account their wishes. Dasha herself did not eat snow.

When everyone returned to the group, I helped the teacher undress the children, and at that time I stopped watching Dasha. Imagine my surprise when I discovered that Dasha was not among the girls, and there was one more boy. Later, I realized that I mistook Dasha for a boy, because I imagined her in a dress and with ponytails, but in reality Dasha was in a T-shirt and shorts, and even with a short haircut.

It turned out that my image of Dasha did not coincide with her real appearance, and as a result, I could not even recognize the child whom I had been watching for almost an hour. This situation led me to think that many disappointments in people, misunderstandings and, perhaps, even conflicts are associated with the fact that we create some ideal image of the Other, set the framework for his portrait in the form of various attitudes, and then try to force the real one into them a living person, causing him to suffer and suffer. This situation is especially difficult for children who try their best to live up to the ideal image created by their parents or avoid such attitudes, thereby creating a tense environment in the family.

A comment

In general, we can say that on the first day of observations, a fairly large amount of information about Dasha was obtained.

It turned out that she is the oldest in the group. Perhaps that is why Dasha is perceived as a leader in the group. Not only girls, but also some boys obey her.

In addition, already on the first day of observation it was discovered that Dasha was very aggressive. No one else in the entire group offends their friends with such composure as Dasha does, and here it is necessary to note the fact that Dasha herself is not offended in the group, and her antics are always forgiven.

It can be assumed that a certain attitude towards Dasha on the part of peers and adult members of the group contributed to the formation of Dasha’s idea that she is the best, the strongest and the most important in the group. The answer to the question of what causes this relationship will probably be found in the process of subsequent observations. Perhaps her self-esteem was also influenced by the fact that she is the only child in the family, and therefore the most beloved and dear.

February

When I came to the group, I immediately saw Dasha with a phone in her hands. She dialed the number and then began talking to her mother. Dasha asked her mother to buy her ice cream, an apple and chocolate. Mom seemed to agree.

After finishing the conversation, she threw the phone on the floor, picked up the doll and put it to her chest. To the question: “What are you doing?”, she replied: “This is my daughter. I breastfeed her." Next, Dasha said that she was alone with her mom and dad. Previously, her mother breastfed her, but now she doesn’t, because Dasha is already an adult and can be a mother herself.

Having completed her story, Dasha decided to take the doll differently, but due to Dasha’s awkward movements, her daughter fell to the floor. And, although the doll was lying on its back, Dasha decided that her daughter had injured her forehead and was bleeding. Dasha could not explain the reason for choosing this particular place for the wound, and I did not question her further. As soon as we wiped off the “blood,” Dasha put her daughter to bed, and she sat down next to her daughter’s bed and began reading a book. What she said was very similar to a poem, but the content did not correspond to the original text. It always seemed to me that Dasha was describing the pictures in the book in verse. Then she gave this book to me and asked me to read it out loud.

While reading, I deliberately took long pauses so that Dasha could recite the poems herself and, as a result, it turned out that Dasha knew all of Agnia Barto’s children’s works by heart and could recite them. This amazed me, because the other children still spoke very poorly, some could not pronounce a single word clearly.

After reading the book, Dasha suddenly noticed the phone she had thrown under her chair, took it and began calling her mother again. This time the conversation was very different from the previous one, because... Now Dasha saw that she was being watched. She asked her mother for ice cream, an apple and chocolate, and then suddenly burst into tears and in a moaning voice began to ask her mother for what she wanted. This action continued for quite a long time and as a result, my mother seemed to agree. Satisfied with herself, Dasha hung up.

I asked if she always does this when her mother refuses her something. Dasha nodded affirmatively and picked up the doll from the bed and ran away.

At this time, Katya sat on her chair and asked me to read a book to her. When Dasha saw the girl in her place, she quickly ran to us, sat on the edge of the chair next to Katya and, with a calm expression, clenched her teeth, slowly pushed the girl to the floor. She ignored my remark.

As soon as Katya left, Dasha jumped off the chair and, together with the doll, sat down at the table next to the boy who was playing with the molds. I thought that Dasha would now demonstrate her skills in matching each mold with the right hole in a circle specially made for this, but Dasha surprised me again. Instead of the actions I expected, she took a circle with holes in one hand, one of the molds in the other, and began hitting the mold with all her might with this circle. To my question about what she was doing, Dasha replied: “I chop wood and meat in order to light the stove and feed my daughter meat.” When I asked where the meat came from, she said that a cow had recently been slaughtered. “Having chopped the wood,” Dasha began feeding the “meat” to the doll.

At that time, I noticed the boy Vanya, who climbed onto a small wooden ladder nailed to the wall. I praised Vanya for not being afraid to climb so high, and then Dasha, hearing my words, threw the doll and shouted: “And I can climb even higher.” She, indeed, climbed very high, amazing me with her courage, but I did not praise her, but, on the contrary, asked her to climb back down. The procedure of climbing and jumping off the ladder did not last long. It ended immediately after Dasha found the ball and began throwing it in different directions.

Once the boy Nikita caught the ball, and Dasha, afraid that Nikita would take the ball away from her, pinched him hard on the leg. Nikita began to cry and gave Dasha the ball. I noticed similar aggression in Dasha in other situations, namely, when Dasha took a cube from a girl playing and hit her hard on the head. The teacher forced Dasha to ask the girl for forgiveness. Dasha was forced to apologize. She muttered very quietly through her teeth: “I won’t do it again.”

A comment

The second day of observation showed that Dasha has well-developed speech, memory and the ability to imitate. Not every child in a nursery group will be able to recite a long poem by heart and expressively imagine its characters.

The need to be the center of attention manifests itself in demonstrative behavior. Ignores all obstacles and prohibitions on the way to achieving his own goals.

In addition to the aggressiveness that is often observed in Dasha’s actions, one can notice in her character such traits as self-confidence, authority, and egocentrism.

February

Today I observed the process of dressing children and actively participated in it. I managed to notice that Dasha knows how to dress on her own, but she really loves it when people help her.

In addition, Dasha is very restless and restless. It is very difficult for her to stay in one place for a long time, so while I was dressing the other children, she rushed around the locker room and threw the children's clothes in different directions.

Then she sat on the pipe leading from the battery and began to pretend to be a driver behind the wheel. When I noticed her, she invited me into her car, but I refused. Other guys, looking at Dasha’s game, also wanted to become drivers and sat on the pipe together with her. Dasha didn’t like this, and she pushed the uninvited guests onto the floor. I made a remark to her, but Dasha ignored it.

She got off the pipe and ran to her drawer, where she took out a bag of waffles. Dasha ate two of them herself, and offered the rest to me. I broke off a little from one waffle, thanked Dasha and invited her to treat the other guys. Dasha resisted at first, but then she still treated the children nearby. I was very pleased to see that Dasha did not take away, but gave, and at the same time was happy for others.

A comment

The third day of observations helped to systematize the information obtained in the previous days.

Firstly, Dasha is a very active, restless, restless child.

Secondly, Dasha has a very rich imagination, which contributes to the girl’s organization of independent play activities, characterized by a variety of plots, expressiveness and emotionality of the play process itself.

And thirdly, it should be noted that even in such a rare situation for Dasha, friendly relations with peers, her desire to be the object of everyone's attention and approval is manifested.

March

That day I came to the kindergarten as usual, and was very surprised when I learned that the nursery group had been divided into younger groups. Once in the junior group, I saw a large number of children unfamiliar to me, running, screaming, and creating a lot of noise.

Among them, I barely found Dasha. She sat in the company of three girls from the younger group and said something to them. When I got closer, I realized that these girls had come to see Dasha, and Dasha was prescribing medications for them and treating them. I was very surprised that Dasha took a leadership position in the group of older children. Later my assumption was confirmed by the teacher. She said that Dasha, finding herself in a new group among unfamiliar children who were older than her in age, was not at a loss, but immediately joined the game and pulled the rest of the children along with her.

Seeing me, Dasha was very happy and said: “You will be my daughter, let’s go home.” Then she took me by the hand and led me to the children's corner. There Dasha sat me down at the table and started feeding me, and I watched her cook. This time Dasha amazed me with her extraordinary accuracy and consistency of actions that a housewife should perform in the process of cooking.

When the teacher called everyone for a walk, Dasha took me by the hand and said: “And now, daughter, I’ll take you for a walk, let’s get dressed.” We walked to the site together, and Dasha tried not to let go of my hand the whole way.

A comment

The fourth day of observation provided me with an excellent opportunity to communicate with Dasha and take part in her game.

It turned out that Dasha is a sociable girl. She easily finds a common language with any person and can carry on a conversation. However, he takes the initiative in conversation only when it is necessary to draw attention to himself.

Dasha's communication skills can be explained by her extensive experience communicating with people of different ages (it should be noted that Dasha lives with her parents in a dormitory) and her desire for demonstrativeness.

Martha

Today I watched Dasha at a music lesson, in a group and on the street.

During the music lesson, Dasha was as active as she usually is in the group. While singing, she was the only one in the group who received reprimands from the teacher several times for her behavior. Dasha performed her dance movements very diligently, but it was clear that she was in a hurry and therefore did not fall in time with the music.

In the group, Dasha came up with the following game for herself. She took small animals and tried to put them in the window of a wooden house. At the same time, she kept saying the same phrase: “Hello, can I come to you?” If an animal passed through the window, it was answered from the house: “Yes, come in.” If the animal was larger than the window, it was not allowed into the house, and it said offendedly: “Well, okay, I can do without you.” When all the animals of suitable size were stuffed into the house, Dasha pulled them out and started the game all over again.

After two repetitions of the game's plot, a boy approached Dasha and took one of the animals. Seeing this, Dasha shouted at the boy with an indignant look and snatched the little animal from him. This situation repeated itself when a girl approached Dasha and offered to play together.

On this day I did not interfere in Dasha’s game, and therefore had the opportunity to distance myself from the situation. I was amazed that there were so many aggressive traits hidden in this charming little girl. No one else in the entire group hurts her peers with such composure as Dasha, who constantly offends not only girls, but also boys, and does this not by defending herself, but by deliberately attacking.

So, having played enough with the house and animals, Dasha rushed to the place where the largest number of children had gathered. They were talking about something with the teacher. Dasha joined the children and was soon left alone near the teacher. Having dispersed everyone, she was very pleased with herself. And when she noticed that she got all the attention (mine and the teacher’s), she began to make faces, act out, and perform various tricks.

As soon as the teacher left, Dasha calmed down a little and decided to draw. She took the chalk and drew a woman on the board. It was her mother. Then she drew a cat, but in a very strange way. Her body parts were not in the order they really should be. The boy standing nearby looked carefully at Dasha’s drawing and kept telling her where the cat’s body parts should be, but Dasha did not listen to him. She persistently painted the way she wanted.

As for Dasha’s behavior on the street, here I can say the following: Dasha was the first to enter the closet, took a doll and a sled and began to play daughter-mother. She carried the doll with her around the site, and instead of herself, she rolled it on the slide. Many of the guys couldn’t understand why Dasha didn’t skate by herself, but went down the steps and met her daughter at the bottom.

Remembering Dasha's past games, I can conclude that Dasha's favorite game is playing mother-daughter, and the role of mother gives her the most pleasure, of course.

A comment

The fifth day of observations confirmed Dasha’s need to take an active position always and in everything.

The musical lesson demonstrated the girl’s unbalanced behavior, her inability and unwillingness to participate in the group’s activities.

Free activity, as opposed to group activity, showed the girl’s independence, initiative and perseverance. The choice of plots, characters, and means for implementing the game revealed the wealth of Dasha’s imagination and her organizational skills.

Literature:

1. Vereshchagina N.V. Results of the final monitoring of child development (levels of development of integrative qualities). Preparatory group. - SPb.: CHILDREN'S PRESS, 2011. 2. Vygotsky L. S. Psychology. - M.: Eksmo-Press, 2000. 3. Pedagogical observation as a method of monitoring in preschool education: Educational and methodological manual / ed. L. S. Vakulenko, A. K. Zolotov. - SPb.: DETZVOPRESS, 2013. 4. Pedagogical observation as a method of monitoring the achievements of young children in preschool educational institutions: Educational and methodological manual / ed. L. S. Vakulenko, M. B. Sign. - St. Petersburg: Own publishing house, 2013. 5. Svirskaya L. V. Methodology for conducting pedagogical observations. - St. Petersburg. - M.: Linka-Press, 2010.

Types of observations

1. Types of observations.

The following types of observations exist:

I.
Pedagogical classification (a characteristic is identified on the basis of which the division into types occurs)
1. By time

· Short-term (episodic)

· Long-term (consisting of episodic ones). For example: bud bursting. In accordance with the stages of growth and development of plants or animals, observations are divided into a system of episodic observations. The teacher encourages children to examine the object each time, compare their condition with what was before, and determine the principles by which the change is clearly noticeable.

2. By venue

· In natural conditions (in a forest, in a meadow, near a lake)

· In specially created conditions (vegetable garden, living area, flower beds, parks)

3. According to plan

· According to the teacher’s plan (plans certain observations daily)

· On the initiative of the children (if he found a worm, the teacher must reveal to the child all the features of this animal).

4. According to the novelty of the problems being solved

· Primary (observation is carried out once) – introduction to the hamster

· Repeated (new information is given) - monitoring the hamster, learning how to care for it.

· Comparative - hamster and guinea pig

· Final (the information received about the hamster is summarized and systematized).

5. According to the form of organization

· Individual

· Group

· Frontal

II. Psychological classification.

· Recognizing observation

used to form children's ideas about the diversity of plants and animals, objects of inanimate nature, to recognize the characteristics of certain objects, their properties, characteristics, qualities. It ensures that children accumulate vivid, living knowledge about nature.

Task: to recognize an object, to highlight its properties and qualities based on a sensory examination (the object is in front of us, it is tangible, the sensory element is leading in this observation)

· Recreating observation (senior preschool age) - recreating a picture of the whole from memory, from parts of what was seen.

Whose footprints are in the snow? (crows, dogs). Describe: what is she like, what does she have?

· Long-term

Task: Establishing connections and dependencies, observing changes in growth and development. Here there is an interaction between two types of observation: recognizing and recreating, i.e. There is an object in front of us, we feel it, but changes are expected (observing the growth of an onion, keeping a growth calendar)

2. Structure of observation.

proposed the following observation structure:

1. The motive for observation (why), here different formulations of the cognitive task can be used:

· Direct statement of the problem (We should meet today...)

· Game (Help someone)

· Indirect (I was given a task, you must help me)

2. Examination of the subject (the order of actions that children must learn, identifying properties and qualities for a given subject)

3. Identification of the result (comprehension, reflection in speech or productive activity)

3.Preparing the teacher for observation

1. First of all, the teacher determines the place of observation in the system of upcoming work on environmental education of children,

2.
tasks
(content of knowledge, skills and abilities in accordance with the program) that can be most fully solved with the help of this type of activity.
Then he selects 3. an object for observation (plant, animal, inanimate object
), which should be interesting for children and at the same time accessible to perception.

It is important that the plant or animal is in good condition, clean and healthy. It is better not to feed animals before observation. In this case, they are more active, eat well, and move. This will ensure children better concentrate on the object and arouse interest in it.

The teacher should 4. prepare
all the items necessary during the observation
: bowls with food and water, rags, brushes that are used when caring for animals.

Observation can take place using special instruments (thermometer, magnifying glass, etc.)

5. It is necessary to think about the organization of children

: how to place them so that the object is clearly visible to everyone, so that you can freely approach it and act with it - feed it, play. Good lighting of the object should also be provided. It is better if the light comes from the left or from behind (it does not blind the eyes).

When observing animals such as a rabbit or turtle, you should lay a rug (rug) on ​​a parquet or linoleum floor so that the animal can move without difficulty. The space in which the animal will be needs to be fenced off.

4. General requirements for organizing surveillance

1.The purpose and task of observation must be clearly and specifically stated

.
In all cases , the task must be educational in nature
, forcing the child to think, remember, and look for an answer to the question posed.

For each observation 2. the teacher needs to select a small circle of knowledge. Children's ideas about natural objects are formed gradually, as a result of repeated encounters with them. Each observation should give children new knowledge and gradually expand and deepen their initial ideas.

3. The organization of observations should be systematic, which will ensure their interconnection.

As a result, children will form a complete, deep understanding of the surrounding nature.

4. Observation should contribute to the development of children’s mental and speech activity.

Activation of mental activity is achieved by a variety of techniques: setting a specific and accessible observation task, using survey actions as a method of observation, drawing on children’s experience, pronouncing the results of observation, comparing one object with another, presenting questions of varying degrees of complexity (questions should awaken the child’s thoughts).

5. Observation should arouse children's interest in nature and the desire to learn as much as possible about it.

6. Knowledge

, obtained by children in the process of observation,
should be consolidated, clarified, generalized and systematized using other methods and forms of work.
Such methods can be the teacher's story, reading a book about nature, drawing and modeling, keeping nature calendars, conversations about what he saw.

7. As a result of each observation, children should form an idea or an elementary concept about a particular object of nature, an attitude towards it

5. Recording observations is something that remains tangible after the observation has been carried out.

1. Compiling a story about what you saw.

In the story, it ensures clarity and completeness of perceived images. It is especially valuable in this regard for children to come up with riddles about objects and natural phenomena.

2. Visual activities

(drawing of various natural objects, after detailed examination).

3. Examination of natural material and its sorting.

4.Drawing up an observation calendar

(“observation of the growth and development of the coltsfoot”).

5.Game activity

– use of acquired knowledge in games: didactic verbal (“Edible is not edible”, “Bird, fish, beast”, tabletop printed games (various lottos dedicated to nature).

6.Practical activities

(labor, modeling).

I consolidate the material covered in class and summarize.

Journal of observation and assessment of the development of children from 1.5 to 3 years

Child __________ group __________ gender __________ Educators: Levels of indicators (scores): 1 - initial stage; 2 - in development; 3 — with moderate support; 4 - independently; 5 - stable.