Evaluation of the pedagogical process is associated with the level of mastering by each child the necessary skills and skills in educational fields:
- score - the child cannot fulfill all the parameters of the assessment, the help of adult does not accept;
- point - a child with an adult performs some valuation parameters;
- point - The child performs all the rating parameters with a partial imitation of an adult;
- point - the child performs independently and with partial help of adult all the rating parameters;
- points - The child performs all the rating parameters on its own.
- stage.
Stage 2. When all the children were diagnosed, then the final figure is calculated (the average value \u003d all points to be folded (via a column) and divided by the number of parameters, rounded to the tenths of the pre-lei). This indicator is necessary for describing the general mutual tendencies (in the compensation groups to prepare for the Group MSDI and the Psychological and Education Meeting), as well as for keeping accounting for generalizing interim results for the development of an educational program.
A two-stage monitoring system allows you to quickly find inaccuracies in building a pedagogical process in a group and allocate de-Tay with problems in development. This allows you to work in a timely manner for children. educational routes And promptly implement psychological and methods support of teachers. Regulatory development options can be considered the average values \u200b\u200bfor each child or the generalization parameter of development greater than 3.8. The same parameters in the interval of medium values \u200b\u200bfrom 2.3 to 3.7 can be considered indicators of pro-blem in the development of a child of social and / or organic genesis, as well as minor difficulties in organizing the pedagogical process in the group. The average values \u200b\u200bof less than 2.2 will indicate the pronounced inconsistency of the child's development of age, as well as the need to adjust the pedagogical process in the group under this parameter of this formative area. (These medium-average intervals are redefined, as they are obtained using psychometric procedures used in psychological and pedagogical studies, and will be refined as the results of monitoring children of this age will be reached).)
The presence of mathematical processing of the results of pedagogical diagnosity of the educational process optimizes storage and comparison of the results of each child and allows you to promptly optimize the pedaging process in the group of children of the educational organization.
Recommendations for the description of the toolkit of pedagogical diagnostics in the second youngest group
The toolkit of pedagogical diagnostics is the opi-sings of Rex problem situations, questions, instructions, observation situations that you use to determine the formation level in a child of a particular assessment parameter. It should be noted that often during the period of pedagogical diagnostics these situations, issues and orders can be repeated in order to clarify the quality of the evaluable parameter. The ego is possible when the child was long absent in the group or when there are discrepancies in the assessment of a certain parameter between educators working with this group of children. Music and physical leaders, teachers of additional education take part in the discussion of the achievements of the Group's children, but develop their diagnostic criteria in accordance with their official instruction and the orientation of educational activities.
It is important to overturn that each parameter of the pedagogical estimate can be diagnosed with several methods in order to achieve certain accuracy. Also alone problem situation can be aimed at assessing several parameters, including from different educational regions.
Maintenance diagnostic methods Teacher's educational organization:
- observation;
- problem (diagnostic) situation;
- conversation.
- individual;
- subgroup;
- group.
Examples of the description of the toolkit in educational areas
Educational Region "Socio-Communicative Development"
- Tries to follow the rules of behavior in in public places, in obscenities with adults and peers, in nature.
Task: Fix to walk, in independent activities style of behavior and communication child.
- Understands the social assessment of the actions of peers or heroes of IL-lustration, literary works.
Material: Tale "Teremok".
Form of carrying out: individual, subgroup.
Task: "Why are the animals upset? Who did the right thing? Who did dishonest? Why?"
- Plays independently and at the request of an adult excerpts from a meaningful fairy tales.
Material: Toys The characters of fairy tales in the number of children.
Form of carrying out: individual, subgroup.
Task: "Let's tell the fairy tale" Kolobok "."
Educational region "Cognitive development"
- He knows his name and surname, parent names.
Form of carrying: individual.
Task: "Tell me, please, what is your name? What is your last name? How does zo-vow dad / mom? "
- Conditions can 1pline objects in color, size, form.
Material: Circle, Square, Triangle, Rectangle, Oval One Color and different size, dwellers and pictures of vegetables, fruits, puppet utensils / clothes / furniture.
Form of carrying out: individual, subgroup.
Task: "Find all red, all round, all big"
Education area "Speech Development"
1. Clearly pronounces all vowels, defines a given vowel sound from two.
Material: didactic game "What sound".
Form of carrying out: individual, subgroup.
Task: "Repeat for me - A, W. Oh, E, s. Slothers when the High-Shear A ".
Educational region "Artistic and aesthetic development"
1. Creates images of objects from finished figures. Decorates blanks from paper of different shapes.
Methods: Problem Situation, Observation.
Material: geometric figures From paper of different colors and textures (circle, square, triangle), vase harvesting.
Form of carrying out: subgroup.
Task: "Decok Vase".
Educational Region "Physical Development"
- I know how to walk and run, while maintaining a balance, in different directions as directed by an adult.
Material: umbrella.
Form of carrying out: subgroup. Group.
Task: "Now we will play the game" Sun and rain ". When I say "Sunny", children run. When I say "rain", children run under an umbrella
Literature
- Federal State Educational Standard of the Preschool Education // Order of the Ministry of Education and Science No. 1155 from October 17, 2013 (entered into force January 1, 2014).
- Kamenskaya V. G., Zvereva S. V. K school Life Ready! - SPb., 2001.
- Kamenskaya V. G. Children's psychology with elements of psychophysiology. - M., 2005.
- Notkin N. A. and others. Evaluation of the physical and neuropsychic development of children of early and to school age. -Spb., 2003.
Marina Vorobyova
Tools with monitoring tasks in the second youngest group from 3-4 years.
Education area
An object monitoring
Methods monitoring the level of assimilation
Complies with the elementary rules of behavior in kindergarten. Watching a child during the day. Individual conversations: Who can you leave the kindergarten? You can talk to S. unfamiliar people And take treats from them? What do you do if you see unfamiliar man Location on? How to descend and climb the steps?
Complies with the elementary rules of interaction with plants and animals.
Formed - the child has an idea of \u200b\u200bthe rules of interaction with plants and animals; It can explain what can happen if you pour a dog or eat a plant without adult resolution, an idea is formed about what should be worn on the weather (in sunny weather wearing Panama, in the rain-wear rubber boots, etc.). The formation stage - the child has an idea of \u200b\u200bthe rules of interaction with plants and animals, but most often he needs to be reminded, suggest; can explain what can happen if you pour out a dog or eat a plant without adult resolution; Not formed - the child most often complies with the elementary safety rules, but only under the enhanced attention of an adult, cannot tell about the dangers of nature.
The stage of formation is a child has an idea of \u200b\u200bthe elementary rules. road, well knows how to distinguish vehiclesbut expressed insecure. Not formed - the child has an idea of \u200b\u200bthe types of transport, but confuses the parts of the road and the traffic lights, explain and tell can only with the help of an adult.
Education area "Socio-communicative development"
An object
Complies with the elementary rules of behavior in kindergarten. Watching a child during the day.
Formed - the child knows that you can leave the kindergarten only with parents; It is impossible to talk to unfamiliar people and not take treatments and various items, you need to inform the educator about the appearance of an unfamiliar person. Complies with the rules of safe movement in the room, carefully descends and rises along the stairs; keeps on the railing.
The stage of formation - the child knows, but does not always keep the basic rules of behavior in kindergarten, needs a reminder of an adult, with the help of an adult understands the positive and negative consequences of its actions, is experiencing a feeling of shame, guilt in violation of the rules under the influence of an adult assessment. Not formed - the child most often complies with the elementary safety rules only under the enhanced impact of an adult, positively refer to the relevant requirements, but it can show negativism, does not feel a feeling of shame, guilt in violation
Complies with the elementary rules of interaction with plants and animals. Not formed - the child most often complies with the elementary safety rules, but only under the enhanced attention of an adult, cannot tell about the dangers of nature.
He has elementary ideas about road rules.
Game activity
An object monitoring Monitoring Methods
It can take on a role, to interact with peers in the game on behalf of the hero. Observations.
Creating a gaming situation
Formed - the child takes on the role of adults, calls himself the name of the adult in accordance with the role, reflects some social relationships, role behavior Accompanied by bright positive emotions, strives for joint games with peers, is actively involved in the games of other children. The stage of formation - the child takes the role with an adult or peer, reproduces role-playing actions, but still rarely calls himself according to this role, the game is accompanied by separate role replicas, seeks to jointly with peers, but associations are short-term. Not formed - In order to, the child assumes the role of stimulation of an adult, it makes it difficult in self-name-called adult name in accordance with the role, the game initiative is usually lower in the individual game situation and rises during a joint game.
Knows how to unite several gaming actions into a single storyline; Reflect in the game action with objects and relationships of people. Observations.
Creating a gaming situation
Formed - the child independently puts game tasksmay designate them verbly,; With the predominance of household plots, episodes are observed from familiar fairy tales, cartoons; Introduces fabulous characters to the game, the plot-shaped toys is widely used, as well as substituent items, selecting them on their own, gives the substituent name, comply with the rules of the game, has several favorite game plots, consistently performs 4-5 game action.
Stage of formation - the child puts game tasks with an adult, with independent formulation of gaming tasks may find out in their verbal designation; Takes on the role of adults, calls himself the name of the adult in accordance with the role, reflects some social conditioned actions, role behavior is accompanied by bright positive emotions; household plots prevail; Using plot-shaped toys, as well as several permanent substituent items, gives an object to the substituent of the game name, complies with the rules of the game, seeks to collaborate with peer games, has several favorite game plots, consistently performs 3-4 game action.
Not formed - the child puts game tasks with an adult, it is difficult in their independent verbal designation; reflects some social conditioned actions, but often the plot-visual, and not a plot-role-playing game, household plots prevail; uses plot-shaped toys, as well as at the suggestion of an adult, several permanent substituent items; Under the leadership of an adult complies with the rules of the game, the composition of gaming actions is more monotonous, the statements are rare and the few.
Education area "Artistic and aesthetic development"
Drawing
An object monitoring
Methods monitoring the level of assimilation
Analysis of children's work (at least 3) competent
sign
(in structure)
Formed - The child holds the brush properly, felt-tip pen, pencil, brave movements, free, confident, varied (From left to right, right to left, top down and vice versa). Stage of formation - the child holds the brush correctly (pencil, felt-tip pen, but the hand is somewhat tense; the movements are quite confident, although not so 6; movement simplicity: in one direction. Not formed - the child does not always hold the brush correctly (pencil feltster): Above, below, with all your fingers, etc.; needs a reminder, in proper handling; The movement is correct, but timid, non-refined, slow, can be intermittent (the child is trying to perform before performing the action,
It can be separated from a large piece of clay small lumps, roll them with straight and circular movements of the palms. Impressing treats for doll. Material: clay plasticine, melting board The task: The child is invited to blind treats for the doll and put it on platel: Candy - Circular Movements, Barank - Rassed the Stage and connecting its ends, a plate - flattening a lump between palms, a cupcake - a flattened shape to decorate with balls or columns - a child knows how to roll the lines with straight and circular movements, connect the ends of the resulting wand, flatten the ball Smile by his palms of both hands. The formation stage - the child sculpts, resorting to the help of adult or independently, technical skills are not formed enough. Not formed - the child sculpts, copes with quests with an adult motor aid.
Looks various items consisting of 1-3 parts using a variety of techniques of modeling. Impress pyramid (beginning of the year, nevalea (the end of the year)
Formed - the child independently knows how to create objects consisting of 2-3 parts, connecting them by pressing each other. The formation stage - the child connects several parts into a single image, transmits proportions with an adult. Not formed - the child is hampered in conjunction of several parts into a single image and in the transfer of proportions.
Applique.
Creates images of objects from finished figures. Decorates blanks from paper of different shapes.
Education area "Speech Development"
An object monitoring
Methods monitoring the level of assimilation
Recrowses the content of the work with a support for drawings in the book, to the teacher's questions. Didactic exercise "Remaining a fairy tale".
Material: Illustrations for a fairy tale "Three kittens" V. SUTEEVA. The task: The tutor offers children to consider illustrations and hear the story about three kittens, then tell the story about the kittens, leaning on the pictures (with the help of the educator). Formed - a child with a small help of the educator retells a familiar product according to the pictures of the formation stage - the child only with the help of the educator retells a familiar product on pictures
Not formed - the child copes with task Only with the active help and tip of the taper, during the recovery of the fairy tale preferably enjoys situational speech and gestures.
Calls a work (in an arbitrary presentation, listening to an excerpt from it.
Education area "Cognitive development"
An object monitoring Monitoring Methods
Knows calls and correctly uses construction material details joint construction
"Build a house"
Material: Construction details - a cube, brick, plate, cylinder, triangular prism. The task: The educator offers a child to build a house for the doll, asks to find, call the materials used.
Formed - the child independently knows how to distinguish, call and use the main construction details (Cubes, bricks, plates, cylinders, triangled prisms). The stage of formation is a child knows how to build elementary construction buildings, distinguishes, but makes mistakes when called the basic forms of construction material parts, eliminates them with small assistance and reminder of the adult.
Not formed - the child only with an adult can build elementary construction buildings, select the main forms of the details of the building material, allows errors when called the basic forms of parts of the building material, cannot eliminate them when reminding the adult.
Able to have bricks, plates vertically. Changes the buildings, pulling or replacing some details others. Joint construction game "Build a house" Material: Designer of different magnitude. The formation stage is a child with a small help and motivation of an adult can have bricks, plates vertically, change the buildings, pulling or replacing some details others.
Not formed - a child only in a joint activity with a teacher can have bricks, plates vertically, change the construction, pulling or replacing some parts by others.
Drawing
An object monitoring
Methods monitoring the level of assimilation
Pictures individual items, simple on compositions and uncomplicated plots content.
Analysis of children's work (at least 3) Formed - the child depicts relatively expressive in shape, color due to the details and others; Image about competent: The form is transmitted generally, close to the geometric, although the proportions can be distorted.
The stage of formation is a child depicts relatively competent and expressive (due to the transfer of one sign: or colors, or forms, or details).
Not formed - the child depict recognizable, but there is a distortion in the form (in structure). The image is inexpressive.
Selects colors corresponding to the displayed objects.
Formed - the child independently picks up the colors corresponding to the images to the items distinguishes and calls all colors and tints: Red, blue, green, yellow, white, black, pink, blue, gray). The stage of formation is a child with a small assistance of an adult picks up the colors corresponding to the depicted objects, distinguishes and calls all colors, can be mistaken in the names of the shades. Not formed - the child only with an adult picks up the colors corresponding to the depicted objects, distinguishes and calls 3-4 colors, does not call shades.
Correctly uses pencils, felt-powder, brush and paints.
Game situations: Queen has a brush to visit us (King Feltaster, Merry Pencil Brothers)
Size: px.
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Transcript.
1 Diagnostics of the pedagogical process in the second youngest group (from 3 to 4 years) pre-school educational organization
2 Educational Region "Socio-Communicative Development" Examples of a description of the toolkit on educational areas 1. Trying to comply with the rules of conduct in public places, in communication with adults and peers, in nature. Methods: Observation of everyday life and in organized activities. Task 1: Fix during behavior scene-role game The style of behavior and communication of the child. The course of the game The teacher offers several unemployed games to children play the game Hospital. The educator reports to children that a pharmacy kiosk opened in the hospital. Therefore, the game can be enriched with a new role in the seller of the pharmacy kiosk. The tutor pulls the attribute, considers it with children, stipulates actions with it (jars or boxes from the drugs, colored paper). Children independently distribute the duties who who will work in the hospital. The teacher entrusts himself into children's hands and takes the role of a patient. The educator complains the doctor on the phone that in the morning he strongly coughs, and forgive to help him. Patient causes a taxi. Taxi driver: (sits behind the wheel) Where should I go? Patient: to the hospital. (Sits in the car and goes to the hospital). Taxi driver: everything came. (The patient gives money, comes out of the car and goes to the hospital). Patient: Hello. Tell me, Doctor takes? Registrar: Hello. Yes, accepts. Your surname, name? Where do you live? (Fills the card and gives the coupon. The patient takes a queue.) Patient: Doctor, allow you to enter? Hello. Doctor: Hello, patient. Sit down. Tell me exactly where your pain is concentrated? Patient: I have a cough. Doctor: Let's listen to you. Breathe deeply, do not breathe. And now measure the temperature (gives a thermometer). You need to drink medicine. Drugs can buy in a pharmacy. We have opened a pharmacy kiosk. Now I will write you a recipe. Buy the medicine (prescribes the recipe and serves). Patient: I will drink medication. Thank you Doctor. Goodbye. The patient takes the recipe and comes out of the cabinet. The registrar asks where the pharmacy is located. The registrar chants the patient in the pharmacy.
3 Patients: Hello. The doctor wrung out my medicine. (Shows the recipe.) The seller of the pharmaceutical kiosk: Hello (reads the recipe). Doctor prescribed you a medicine. Here it is, drink one spoon and you will recover (gives a bottle and says how much it costs; gives out a check). Patient: Thank you. Goodbye (takes a bottle, check and causes a taxi). Ending games The treatment procedure may repeat 2-3 times. In the process of the game, the tutor stimulates a consistent replacement child playing roles. Having risen from the doctor, the teacher changes its role. The educator gives children samples of communication and action. If it turns out that the child's experience is quite poor, the teacher must prompt the child. The game was deployed in such a way that the children were immediately opened and assimilated a new, more complex way to build it. The meaning of a partner actions was well understood. During the game, children learned new play actions. It should not cut the game dramatically, it is better to offer a semantic justification for its ending: a doctor has a break for lunch. Let's see what guys do. Task 2: Fixed during the behavior of diagnostic situations the style of behavior and communication of the child with peers. Situation 1. "Pencil". Two children are involved in the interaction situation. Children are invited to draw, provided that each child has its landscape sheet for drawing and paint something the same (sun, the road for the train, as the mouse runs, etc.), but a cup with pencils one for two. Situation 2. "Cars of Willing". The situation is involved 2-4 children. Children are offered together, riding cars in a limited space of the group room, to transport bricks to a certain place (building designer) for the construction of the tower. Each child has its own car, bricks, enough. Situation 3. Mosaic. Two-three children offer didactic game "Mosaic" with one game field at all. It is proposed to add any figures from the mosaic, who wants. Task 3: Fix the child's attitude towards insects, flowers, trees. 2. It understands the social assessment of the actions of peers or heroes of illustrations, literary works. Methods: Conversation, Problem Situation. Material: Tale "Teremok".
if ($ this-\u003e show_pages_images && pay_num doc ["images_node_id"]) (Continue) // $ snip \u003d Library :: get_smart_snippet ($ text, docshare_docs :: chars_limit_page_image_title); $ snips \u003d Library :: get_text_chunks ($ text, 4); ?\u003e4 Task: "Why are the animals upset? Who did the right thing? Who did dishonest? Why?" 3. Imitates facial expressions, motion, intonation of the heroes of literary work methods: a problem situation. Material: masks of heroes fairy tale "Teremok". Task: "Let's depict a tricky chantech, how she walks, pure eyes, talking." By analogy, children show other fairy tale characters. 4. Takes the role, combines several gaming actions into a single storyline. Methods: Observation in organized activity. Situation 1. First of all, it is necessary to determine whether the child can take on a play role (to understand that now in the game he is not Peter, but "driver") and designate it for a partner (so that the partner understands that he is now not the case Petya, and the "driver" bus). For example, one of the boys sitting on the bench, turns the toy steering wheel. The educator joins his game: "Petya, who are you? Chauffeur? What car do you have? Easy? Ah, bus? Can I be a passenger? I need to the station (in the circus, in the pool, etc.). Shoefer, your bus will take me to the station? Does your bus passengers go for free? Chauffeur, for some reason, did it become strange to buzz, he did not break? Soon we will arrive? Thank". Situation 2. Game "Shop". "Sasha, Katya, let's play together. Want to store? Who will be the seller? Are you Sasha? And with Katya, then we will be buyers. What will be sold in your store? I came to the store. " The adult deployed a role-playing dialogue with a child performing the main role (i.e., the "buyer" conversation with the "seller"): "I already bought everything, now the next buyer's turn. Katya, now your turn buy. " Situation 3. Creating a purely "conversational" situation with the help of toy phones. This is an adult game with children in the "telephone conversation" or a dialogue of children with each other. Choosing a relaxed place and settled down so that all participants are facing each other (behind the tables or on the carpet of a circle), the educator introduces the semantic situation and offers the roles involved in the game to children: "Let's play the phone. As if it is your homes. Each phone has. And this is my phone. This is my hospital. I am doctor. And you as if
5 fell ill. Let's, you called me, caused a doctor. Jin ... I have a phone ringing. Hello! This is a doctor at the phone. Who is calling me? ... Sick Girl? What is hurting you?" The educator deploys a role-playing dialogue with one child (finds out the nature of the disease, offers the patient to come to the hospital or, on the contrary, promises to go home to her, etc.), and then goes to interaction with the second participant: "I again call the phone. Jin ... This doctor listens. Who calls me? Another patient? " The dialogue with the second kid- "patient" is built in a similar way, but the adult somewhat changes the content of their questions, replicas, pushing out the initiative role-playing statements of the child. So, the adult deploys a "conversation by phone" with each of the children alternately. The most suitable for such a game is a set of "family" roles: Mom - Dad: - Daughter; Mom - Dad - Son; Mom - Daughter - Grandma, etc. For example, the educator takes on the role of "Mom" and calls on the phone one of the participants of the game - "Pape", referring to him with the instructions: go after work in the store, and now call home My daughter, learn how she is doing, to ask her fitting the floor, etc. In accordance with such a plot situation, "Dad" is forced to call the "daughter" (the second child participating in the game). Then the educator - "Mom" can call the "daughter" and now it is now for some purpose to call "Pape" to work. Thus, the adult causes children to role dialogs with each other. Situation 4. Another admission that promotes the development of the abilities to call your role, contact the partner in accordance with his role, deploy a simple role-playing dialogue, is the game of an educator with a small subgroup of children based on the fairy tales known to them, the characters of which perform the same type of action. These are very simple fairy tales - "Rack", "Teremok". In such games, an adult takes on the role of the first appearing in a fairy tale or the main character (mice - Narushki) and consistently involves children in the game, deploying role-playing interaction alternately with each (with a frog-cuckoo, hedgehog, etc. D.V. Teremka) . Fabulous plot games are very convenient to spend on a walk. The "Teremka" space can be marked on the ground, benches. Do not need for such games toys and role attributes, quite verbal reference roles. The actions of the characters within the meaning of the plots are usually limited to speech and motor activity. The game must be improvisation, and not "theatrical action" - should not
6 require children to accurately reproduce the text of the fairy tale (as well as expressive movements and speech), it is enough to recreate its general meaning. 5. Can stick to game rules in didactic gamesoh. Methods: observation, problem situation. Material: small squares ("cubes") of red, yellow and green colors, large circles of the corresponding colors. Form of carrying out: subgroup. Task: "Let's help the animations to decompose the cubes in the basket of the appropriate color." The tutor shows the picture on which the animals playing in the forest are depicted. At animal cubes of different colors. Mom's name is animated dinner, and they leave, leaving the cubes in the basket. Then the beasts come back and want to figure out where whose cubes are. Misha's bear workers wants to take a red cubes, chanterelle-yellow, hedgehog-green. The educator proposes to help animals. On the table, the large circles of yellow (for chanterelle), green (for the hedgehog) and the red (for a bear) of flowers, in which the children alternately are alternately kicked with small squares ("cubes") of the corresponding colors are alternately. Wins one who is never mistaken. The educator praises children. See N.F. Gubanova "Development of gaming activities. Second junior group" Moscow, 2014. 6. Plans to independently and at the request of an adult excerpts from familiar fairy tales. Methods: Problem Situation. Material: Toys The characters of fairy tales in the number of children. Task: "Let's tell the fairy tale of a kolobok" ".
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Total diagnostic tasks (monitoring)
For children 3-4 years old (second younger group)
Explanatory note
The final diagnostic tasks (monitoring) for children 3-4 years (the second junior group) is aimed at determining intermediate results of the development of children of the general education program DOU.
Children are invited to execute 7 tasks along with the educator. Duration of execution 15 - 20 minutes.
Each task, the tutor voiced 1 - 2 times.
All tasks Children must do independently, without the help of adults.
Task 1 allows you to determine the degree of attention of attention, shallow motility, graphic skills, independence.
Task 2 allows you to determine the ideas of children about animals.
Task 3 is aimed at determining the skills to compile groups from homogeneous objects, understand the question "How much?"
Task 4 allows you to determine how the child is focused in the concept of "magnitude", "color".
Task 5 allows you to determine the level of development of productive activities.
Task 6 allows you to determine the level of speech skills: to catch up, guess words and easy to play the phrase.
Task 7 allows you to determine the level of working with scene picture.
Selected diagnostic tasks meet the principles of events, an activity approach, which ensures the formation of systemic knowledge and ideas of preschoolers about the world of social relations.
All tasks are compiled, taking into account the integrative qualities of the development of a preschooler, which remains relevant with the adoption of GEF to.
The proposed diagnostic tasks are part of the monitoring system that combines low-formalized, high-definite methods that ensure the objectivity and accuracy of the data obtained.
The results obtained are entered into a summary diagnostic card of the level of integrative qualities (see Annex).
Task 1. Dorisuy Half Dorisui Necklands Tree!
Task 2. Find and circle with a pencil of all animals that live in the forest
Task 3. Dorisui in each row of figures so that they were 4.
Task 4. Coloring a wide ribbon in blue, and narrow - red.
The task. 5. Specify the paths on dotted lines, without taking the marker from paper. Answer a question who loves what?
Task 6. Guess the riddle and circle a felt-tip pen
| At night he does not sleep at all, |
|
| Ka-ka-re-ku shouts ringing |
|
| Loves red carrot, |
|
Task 7. Hedgehog, Fox and Bear love to wash under the shower. Draw a water from the soul of those animals who do not flow.
application
Summary Diagnostic Card.
the level of development of integrative qualities
in children ________ years
Year
Group number ____________________ Educators
| F.I. child | Curious active | Emotionally responsive | Able to manage their behavior and plan their actions. | Able to solve intelligent and personal tasks adequate age | Having primary ideas about the world and nature | Mastering universal educational prerequisites |
|
Levels of development
D - sufficient
DB - close to sufficient
ND - insufficient
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