Irina Kharchenko
Certificate based on the results of operational control
In order to analyze the educational process in MDOU DSKV No. ___ in November 2016, operational control on issues: implementation of a walking regime, protecting the life and health of children, planning educational work, designing and updating information in corners for parents, content corners: art activities, physical education, music, equipment for theatrical activities, teacher preparation for GCD - according to plan operational control for the 2016-2017 academic year.
Control was carried out: head – ___, senior teacher – ___, senior nurse – ___
In all groups of preschool educational institutions, safety measures for children staying in preschool educational institutions are observed. Teachers reflect organizational and pedagogical work with preschool children in terms of educational work of the group (complexes of morning, finger gymnastics, gymnastics after sleep, artistic expression, group work, work with parents).
Every day, educators plan continuous educational activities. GCD for preschoolers is compiled in accordance with the approved grid. When compiling educational activities, educators indicate the topic, program objectives of the educational activity, and a brief description of the activity.
Based on the results of checking the implementation of the walking regime by teachers, it was established that the walking regime is not observed and is not implemented by teachers in accordance with the strict adherence to the daily routine of each age group (№3, № 7)
In preparatory groups, children have fully developed self-care skills. Hygiene procedures after a walk are carried out constantly, under supervision of the teacher.
Removable material corresponds to the season, in sufficient quantity.
However, it was noted that the organization of the motor regime requires more careful preparation of the teacher.
Conducting and organizing educational, didactic, role-playing games meets the established requirements.
In each group in the locker room there is an information stand for parents, on which the following is posted: information: GCD grid, group daily routine. The information stand displays consultations for parents on issues related to the upbringing and education of preschoolers.
The organization of the developmental environment, taking into account the Federal State Educational Standard for Preschool Education, is structured in such a way as to provide the opportunity to most effectively develop the individuality of each child, taking into account his inclinations, interests, and level of activity. Teachers strive to create an environment that would ensure the safety of life for preschool children, promote health and strengthen the body, and also stimulate children to develop cognitive, artistic and aesthetic abilities.
It is important that the subject environment has the character of an open, non-closed system, capable of adjustment and development. In other words, the environment is not only developing, but also developing. Under any circumstances, the objective world surrounding the child must be replenished and updated, adapting to new formations of a certain age.
For aesthetic development created:
Art corner with different types of paper, coloring books, pencils, felt-tip pens, plasticine, crayons, etc. However, in iso corners of groups (№4, № 8) there is no card index of games for the development of artistic creativity;
Musical corner with children's musical instruments, portraits of composers. However, in the musical corners of the groups (№5, № 6) There is no card index of games for musical development.
To organize physical activity, there is a physical education corner that meets sanitary and hygienic requirements. However, students make little use of attributes for independent activity.
For theatrical activities in groups there are theaters, masks, kokoshniks in accordance with the age and gender of the children.
1. Teachers of preparatory groups (№3, №7) strictly adhere to the walking schedule.
2. Teachers of younger groups (№5, № 6) choose a card index of games for musical development.
3. Teachers of older groups (№4, № 8) choose a card index of games for the development of artistic creativity.
Publications on the topic:
Analytical report on the results of adaptation municipal budgetary preschool educational institution "Kindergarten No. 104 of a combined type" (MBDOU No. 104) Analytical report.
Analytical information on the results of thematic control Analytical report on the results of the thematic control on the topic: “Cognitive development of children through a systemic activity approach.”
Municipal preschool educational institution “Kindergarten No. 10 “Silver Hoof” of the city of Alushta Form for filling out the operational results.
Information and analytical report on the results of operational control Control in a preschool institution is a system of observation and verification of compliance of the educational process with goals and objectives.
Information and analytical report on the results of operational control (sample) Information and analytical report on the results of operational control dated May 31, 2016. 04.05. Catering in groups (nurseries). Mode.
Maps - operational control schemes for kindergarten Map - scheme of operational control Contents of the corners of manual labor Date of observation No. Questions of analysis Group, mark on control.
CONTROL IN THE DOW
I am posting cards - diagrams for monitoring and analyzing the work of educators. Each of the schemes consists of 10 points, which is very convenient and makes it easy to make a summary table both for a specific teacher and for all groups in the kindergarten. They helped me a lot in organizing control in our kindergarten. Maybe it will be useful to someone.
SCHEME No. 1 Group readiness for the new school year
1. Safety of furniture and equipment for the life and health of children.
2. Pedagogical expediency of designing a subject-development environment.
3. Compliance with sanitary and hygienic requirements for the design of premises.
4. Correspondence of plot-role-playing games, teaching aids, children's literature, etc. to the age of the children.
5. Compliance of methodological literature and manuals with this age group.
6. Design of parent corners.
7. The materials provided for parents are specific and accessible in their presentation.
8. Information stands correspond to the age group: goals, objectives, regime, system of educational work.
9. Aesthetics in the design of premises.
10. Non-standard approach to design.
SCHEME No. 2 Availability of documentation in the group
1. Group passport: newsletter of the group and public organization, software, list of children as of 01.09, daily routines, system of educational work, certification sheets of teachers.
2. Appendix to the plan: regimen for the given period + gentle, physical activity regimen, health sheets, health program.
3. Long-term plan: plan for working with parents, organization of a developmental environment, methodological support, play activities.
4. Calendar plan: lists of children (group, by subgroups, by health groups), planning for the day (morning, evening).
5. Folders of interaction and joint activities of teachers and specialists.
6. Documentation for working with parents: a notebook of information about parents, minutes of parent meetings, reports, information for stands and moving folders.
7. Attendance notebook.
8. Notebook for instructing children on life safety (for middle, senior and preparatory groups)
9. Labor protection instructions.
10. Magazine F-127 and adaptation sheets (for nursery groups)
Schemes: Analysis of the subject-developmental environment in groups under the sections “Development of gaming activities”, “Organization of catering”
SCHEME No. 3 Analysis of the subject-developmental environment in groups under the section “Development of gaming activities”
1. Availability of corners for role-playing games in accordance with this age group. Sufficient gaming equipment for s-r games.
2. Availability of constructive games in accordance with the age of children: construction sets - plot, floor, tabletop, from various materials;
3. A sufficient number of attributes to play with buildings (toys, vehicles, figures, etc.)
4. The presence of an experimentation center with tools, toys and other attributes for conducting experiments and experiments.
5. Aesthetics and accessibility in the design of a corner of nature: landscape paintings, card indexes, rules for caring for plants, etc. in accordance with the age group.
6. The presence of a book corner with several copies of books (of the same content) - according to the program or in accordance with the goals and objectives of the teachers; illustrations and story pictures.
7. Equipping the corner for theatrical games with various types of theaters, costumes, attributes, musical toys and instruments.
8. Availability of a center for intellectual development: didactic and board-printed games with mathematical content, for sensory development, speech development, etc.
9. Richness and variety of materials for the development of artistic and productive activities of preschoolers, in accordance with the age group.
10. The room is designed taking into account the motor needs of children (space for free movement), and a corner for physical education games is equipped.
SCHEME No. 4 “Organization of catering”
1. Fulfillment of hygienic requirements: sanitary condition, placement of dining room furniture.
2. Table setting: are the table setting requirements taken into account depending on the age of the children, the aesthetics of the design, the activities of the attendants (except for nursery groups).
3. Organization of hygiene procedures depending on age.
4. The teacher’s use of various skills and techniques to cultivate a culture of behavior at the table.
5. The teacher’s ability to present a dish (unloved, new) and the teacher’s communication with children during meals.
6. The mood of the children and the situation in the group during meals.
7. Children’s ability to use cutlery.
8. Timely delivery of food to the group.
9. Following a diet in accordance with the daily routine depending on age.
10. Compliance with the volume of children's portions.
Schemes: “Planning physical education and health work during the day”, “Maintaining a daily routine and organizing group work”
SCHEME No. 5 “Planning physical education and health work during the day”
1. Planning and conducting morning exercises.
2. Planning and conducting physical education classes depending on the age of the children.
3. Use of physical education minutes during classes.
4. Planning and conducting outdoor games during a walk.
5. Planning and conducting outdoor games in a group.
6. Carrying out hardening procedures and health-improving gymnastics (in accordance with the recommendations of medical workers).
7. Correspondence of the daily routine to the season and age of the children.
8. Individual approach to working with children, taking into account their health group (availability of health sheets).
9. Condition of children's clothing and shoes. No dangerous items.
10. Compliance with hygiene requirements (clothing, shoes).
SCHEME No. 6 “Maintaining a daily routine and organizing the group’s work”
1. Teachers’ knowledge of the daily routine of their age group.
2. Eating food on time. The time allotted for breakfast, lunch and afternoon snack is not reduced (extended).
3. The number and duration of classes corresponds to the schedule of classes and hygienic requirements.
4. The teacher’s ability to determine the degree of fatigue of children and, in connection with this, change the course of classes and their time.
5. Timely departure for a walk and return from it. Maintain the duration of the walk.
6. Going to bed on time. A calm environment in the bedroom that encourages children to relax.
7. Compliance with the time allotted for sleep. Do not delay or shorten sleep.
8. The teacher’s ability to gradually raise children, taking into account their individual characteristics.
9. Maintaining time for free and independent activities of children.
10. Timely departure for an evening walk.
Schemes: “Conducting and organizing a walk”, “Analysis of educational work in early age groups”, “Planning and organizing work with parents”
SCHEME No. 7 “Conducting and organizing a walk”
1. Match the walking time to the group mode.
2. Planning a walk: topic and basic observation techniques, outdoor games, individual work with children, work assignments, organization of children’s free activities.
3. Organization of dressing and undressing of children.
4. The level of development of self-service skills in children corresponds to this age group.
5. Compliance with children’s motor patterns while walking.
6. Outdoor games and their number correspond to the age of the children.
7. Variety and sufficient amount of takeaway material.
8. Organization of observation: the topic of observation corresponds to the age of the children, the teacher uses various methods and techniques, the content aspect of observation is aimed at developing the cognitive activity of children.
9. The teacher’s use of educational and didactic games during joint and individual work with children.
10. Teacher guidance of children’s independent activities during a walk (organization of role-playing games).
SCHEME No. 8 “Analysis of educational work in early age groups”
1. The group contains all the documentation: information about the parents, information about the health status of the children, records of the children’s stay in the group, an adaptation log, observation of the neuropsychic development of children, daily routines, gymnastics complexes.
2. Maintaining a plan of educational work corresponds to the specifics of a given age.
3. Classes are planned daily; weekly with increasing complexity in accordance with the development group, taking into account repetition: program content (tasks - educational, developmental, educational), methods of activating children for class, in class; materials and equipment.
4. Planning of physical education and health work outside of classes is carried out: morning exercises, outdoor games and exercises, exercises after sleep, cultural and hygienic skills, hardening system, individual work.
5. Planning and organization of gaming activities: didactic games, fun games, theatrical games, role-playing games (techniques that influence the content of the game, changing the subject-development environment, forming relationships in the game).
6. Planning and organizing work on speech development outside of class: conversations with children during morning reception, work in the book corner, reading works of art outside of class, individual work (on the development of speech and language development, development of vocabulary, development of coherent speech).
7. Planning and organization of work activities: self-service skills, various assignments.
8. Individual work is planned and carried out to develop technical skills (in visual arts).
9. Planning and organizing a walk corresponds to the program and specifics of the children’s age (observation of living nature, observation of inanimate nature, observation of the work of adults, feasible work assignments, physical activity - active and quiet play), organization of independent activities on the site.
10. Planning and organizing leisure and entertainment outside of classes (musical, theatrical, performances).
SCHEME No. 9 “Planning and organizing work with parents”
1. The presence in the group of a long-term plan for working with parents, which includes various forms of work: parent meetings, consultations, open days, open screenings, joint holidays, etc.
2. The presence in the group of a journal of minutes of parent meetings. (stored until children are released).
3. Calendar planning of work with parents is carried out.
4. The parent’s corner in the group is aesthetically and modernly decorated.
5. The corner provides information about the work of the administration, kindergarten and group.
6. The material presented in the parent corner is specific and rational in scope.
7. In the parent’s corner, visual materials and folders are presented in accordance with the topic and this age group.
8. The group conducts a survey among parents in order to study the group population, study parental requests, etc.
9. The group has organized various exhibitions of children's works.
10. The exhibitions present the works of all the children in the group.
Schemes: “Group readiness for the New Year”, “Organization of children’s experimentation”, “Analysis of an object-based play environment for the development of children’s motor activity”
SCHEME No. 10 “Group readiness for the New Year”
1. Safety measures were observed when decorating the premises.
2. All attributes used in the design are safe for children.
3. The premises are beautifully and aesthetically decorated.
4. Use of non-traditional approaches in design.
5. Active participation of parents in the design of premises.
6. Use of children's works in the design of premises.
7. Preparedness of groups for the New Year holidays.
8. Stained glass decoration of premises.
9. Making greeting cards and posters for children.
10. The group has created an atmosphere of joyful and festive mood.
SCHEME No. 11 “Organization of children’s experimentation”
1. The group is equipped with an experimental activity corner.
2. Planning and organizing children’s activities to develop cognitive activity and develop ideas about the objective world.
3. Planning and organizing games with natural materials (sand, water, clay).
4. The use of story-based educational travel games.
5.Planning and organizing experiments and experiments with various objects and substances.
7. The results of children's experimentation are being recorded.
8. There is a systematic approach to conducting experimental activities.
9. Availability of a card index of experiences and experiments in the group.
10. The equipment of the experimentation corner meets the requirements of this age group.
SCHEME No. 12 “Analysis of an object-based play environment for the development of children’s motor activity”
1. Proper arrangement of furniture and play materials in the group in order to provide children with the opportunity to satisfy physical activity.
2. Furniture is selected according to height and marked.
3. Availability of a card index of outdoor games by age, attributes for children’s play, sports games (camp, badminton, etc.).
4. The presence of attributes for games with jumping (skipping ropes, rings, flat circles for jumping, etc.).
5. The presence of attributes for games with throwing, catching, throwing (skittles, ring throwing, balls, sandbags, darts, frisbees, etc.).
6. The presence in the group of complexes of morning exercises, awakening exercises, and a card index of physical education minutes).
7. Availability of portable materials for outdoor games during walks.
8. Availability in the group of conditions for hygienic procedures (properly equipped washbasin; keeping towels in order, their labeling; availability of cups for rinsing the mouth; availability of an individual comb for each child).
9. Availability of hardening and healing methods in the group, certified by a doctor.
10. Availability in the group of visual information for parents on organizing an optimal motor mode for children (recommendations for hardening, materials on the prevention of various diseases, etc.
Schemes: “Analysis of a physical education lesson”, “Analysis of a subject-development environment for environmental education”, “Analysis of a cognitive lesson”
SCHEME No. 13 “Analysis of physical education classes”
1. Were the hygienic requirements for the organization of the entire lesson (room, clothing, equipment) met?
2. During the lesson, all tasks (health-improving, educational, educational) were accomplished.
3. Are the tasks appropriate for the given age?
4. Does physical activity meet the standards (in water, in the main, in the final parts).
5. Are non-traditional forms used in the lesson?
6. Do children consciously perceive the material?
7. Do children understand the tasks assigned to them?
8. Do children show independence in searching for new ways of doing things?
9. Is work being done to familiarize children with different ways of performing movements?
10. Is there competition and empathy in the lesson?
SCHEME No. 14 “Analysis of the subject-development environment for environmental education”
1. The presence of a sufficient number of plants in the group.
2. Well-groomed appearance of plants.
3. Availability of tools for caring for plants: loosening, washing, watering.
4. Availability of a passport for each plant in the group.
5. Plant safety for children.
6. The location of plants from the point of view of ease of care and safety (plants do not stand on high shelves, in hanging pots, or block the light).
7. Availability of methodological literature on plant care and methods of organizing classes with children.
8. Availability of didactic, board and printed games and visual material on ecology.
9. Environmental friendliness of the group environment in terms of physical, emotional and psychological comfort.
10. Aesthetic design and suitability for this age group.
SCHEME No. 15 “Analysis of a cognitive lesson”
1. Does the program content correspond to the level of development of children?
2. Children’s ability to listen carefully and understand what is said.
3. Children's ability to accept a cognitive task.
4. Children’s desire to resolve problems that have arisen or unclear questions: they ask questions, try to figure it out themselves, or avoid solving the problem.
5. Was practical activity organized in relation to what was being studied?
6. Do the teacher’s questions encourage children to reveal cause-and-effect relationships in their answers; stimulate the development of children’s intelligence, criticality and independence of their thoughts.
8. Does the teacher direct children’s attention to finding and naming, in a certain sequence, first those signs of objects and phenomena that the child perceives directly, and then to the perception and understanding of those signs and relationships of objects that are perceived indirectly.
9. Are the individual characteristics of children taken into account?
10. Do children know how to generalize, find similarities, and distinguish the essential from the unimportant?
Schemes: “Pedagogical analysis of the lesson”, “Analysis of the subject-development environment for speech development”, “Analysis of the lesson for speech development”
SCHEME No. 16 “Pedagogical analysis of the lesson”
1. Does the teacher know how to creatively use ready-made lesson notes: make the necessary changes to the course of the lesson, adjust goals in accordance with the individual characteristics of the children.
2. Does the teacher know how to draw up a lesson summary in accordance with the goals, determine its content and structure, and select didactic games.
3. Preparation for the lesson: handouts and demonstration materials have been selected and rationally placed; preliminary work with children - conversations, observations, reading, work with parents.
4. Fulfillment of sanitary and hygienic requirements: satisfaction of children’s physical activity - dynamic pauses and physical education sessions; control over correct posture and change of poses during the lesson; compliance of the duration of the lesson with the norms.
5. Using various forms of organizing children in the classroom: work in small subgroups, in pairs, individual or collective work of children. Justification of the chosen forms.
6. Using a variety of methods and techniques in working with children: play techniques, techniques for attracting and focusing attention, activating independent thinking, techniques for introducing new things based on the children’s existing knowledge.
7. The teacher’s ability to regulate children’s behavior during the lesson and maintain interest throughout the lesson.
8. The teacher’s ability to adjust the course of the lesson taking into account the “feedback”: reduce the time of the lesson depending on the degree of fatigue of the children, change the form of organization, take part of the program material beyond the scope of the lesson, use a dynamic pause in a timely manner, etc.
9. The teacher’s use of individual work with children.
10. Active behavior of children in class, interest and attention remained.
SCHEME No. 17 “Analysis of a subject-development environment for speech development”
1. The book corner is equipped in a well-lit place: shelves for books, a table and chairs for children.
2. Availability of various materials: fiction - several books of the same title and author from different publishing houses; illustrations on the topics of classes on familiarization with the outside world and with fiction.
3. Availability of thematic exhibitions and rotation of materials.
4. Availability of children's literature in the group.
5. Availability of equipment for theatrical activities in the group: screen, flannelgraph, various types of theaters and the correspondence of their content to the age group, theatrical games.
6. Availability of a variety of didactic and board-printed games.
7. Availability of methodological literature on this topic.
8. Availability of manuals for classes: a card index of didactic games for speech development, a selection of riddles, nursery rhymes, songs, tongue twisters, etc.
9. Content appropriate for the age of the children.
10. Visual information for parents (accessibility, aesthetic design, changeability.
SCHEME No. 18 “Analysis of a lesson on speech development”
1. Is the children's vocabulary sufficient?
2. Are synonyms and epithets used?
3. Is the activity purely educational in nature?
4. Was practical activity organized in relation to the object (subject) being studied?
5. The presence of cognitive interest in children.
6. Do children comprehend new facts and events.
7. Was there a moment during the lesson when children independently acquired knowledge or constructive ways to apply it?
8. Accessibility of the teacher’s speech for children in form and content.
9. The teacher’s ability to organize individual work in the classroom, taking into account the characteristics of each child’s speech development.
10.Does the program content correspond to the level of development of children?
Schemes: “Analysis of a lesson on teaching children storytelling with the help of toys and objects”, “Analysis of a lesson on retelling”, “Analysis of a lesson on teaching storytelling using a picture”
SCHEME No. 19 “Analysis of a lesson on teaching children storytelling with the help of toys and objects”
1. Is the object of the story chosen correctly: the toy or object must have a distinct personality.
2. Do children experience emotional interest in the toy (object).
3. Is the connection between observation and speech activity established in an accessible form for children?
4. Is children’s speech activity related to play creativity?
5. Do play actions encourage children to describe detailed, emotional toys (objects).
6. Do children (when examining) with the help of the teacher’s questions identify the main features and qualities of the toy (object).
7. Do children construct the plot of a future story, using precise designation words?
8. Do children know how to complement and evaluate the performances of their peers.
9. Does the teacher help children compose a coherent, concise, emotionally expressive story.
10. Does the teacher analyze stories invented by children?
SCHEME No. 20 “Analysis of a retelling lesson”
1. Do children maintain an emotional state after reading the work?
2. Do children construct their statements independently, specifying the circumstances of the actions.
3. Children’s ability to convey the dialogue of the characters and the characteristics of the characters.
5. Do they know how to empathize with adults in fairy tales or stories?
6. Can they justify their conclusions and assessments?
7. Is the teacher’s speech filled with figurative expressions and specific, effective content?
8. Does the teacher highlight vocabulary and syntactic structure of phrases through practical use of them in questions and explanations (when the material is complex).
9. Does the teacher pay attention to the development of intonation expressiveness of speech?
10. Does the teacher use elements of dramatization?
DIAGRAM No. 21 “Analysis of a lesson on teaching storytelling from a picture”
1. Can children look at a picture and name the objects depicted in it?
2. Do children know how to establish connections between objects and phenomena depicted in the picture?
3. Can they determine the external signs and properties of objects?
4. Do the teacher’s questions encourage children to reveal cause-and-effect relationships in their answers?
5. Do children know how to construct answers logically and accurately?
6. Is the correct order of words in the sentence observed?
7. Variability of sentence construction.
8. The ability to develop a storyline in a picture, connecting parts of a statement with different types of connections.
9. Can the child continue the story based on the picture?
10. Children’s use of artistic and speech creativity.
Schemes: “Analysis of a musical lesson”, “Analysis of a lesson according to REMP”, “Analysis of a subject-development environment according to REMP”
SCHEME No. 22 “Analysis of a musical lesson” (early age groups)
1. Compliance of the program material with the age of the children and compliance with hygienic requirements.
2. Aesthetics of the hall, musical equipment, visual material, etc.
3. The level of performing skills of the music director, knowledge of the material.
4. Methodology of conducting the lesson: types of musical activities, their relationship, the relationship between new and repeated material.
5. A variety of methods and techniques for educational and developmental training in all types of musical activities. The effectiveness of their use.
6. A variety of techniques for activating children’s attention, individual work with children.
7. Level of musical performance of children (knowledge, abilities, skills).
8. Independence and creative activity of children in the classroom.
9. Active interaction between the teacher and children during the lesson.
10. Emotional comfort of each child in class.
SCHEME No. 23 “Analysis of a lesson on REMP”
1. Is the program content appropriate for a given age?
2. Is there a new presence that provides some effort and tension of thought.
3. Does the lesson have elements of entertainment.
4. Are there techniques aimed at: attracting and focusing attention, activating and independent thought, presenting something new based on the existing experience of children.
5. Does the teacher explain tasks to children in an accessible way.
6. Does he clearly pose questions to children?
7. Are questions and tasks repeated several times?
8. Are there any judgments in the children’s answers?
9. Can children make connections?
10. Children’s behavior in class during work: with pleasure and interest, with enthusiasm, help with the answers of others.
SCHEME No. 24 “Analysis of the subject-development environment according to REMP”
1. Correct selection of demonstration material on REMP (in accordance with the requirements of the program for a given age group).
2. The presence in the group of a sufficient amount of counting material (including counting sticks).
3. Selection of games aimed at the formation of sensory standards (color, shape, size).
4. Selection of games aimed at developing counting skills and number concepts.
5. Selection of games aimed at the formation of spatial and temporal concepts.
6. Presence of geometric constructors in the group: “Tangram”, “Magic Square”, “Columbus Egg”, etc. (in accordance with this age group)
7. The presence of various geometric shapes and volumetric bodies.
8. Availability of digital material.
9. Selection of entertaining games according to age (mazes, puzzles, etc.)
10. Availability of basic measuring instruments (scales, measuring cups, ruler, etc.) according to age.
Schemes: “Analysis of the subject-development environment in the section “Man in History and Culture””, “Analysis of classes in early age groups”, “Analysis of a walk”, “Development of cultural and hygienic skills in young children»
SCHEME No. 25 “Analysis of the subject-development environment in the section “Man in history and culture”"
1. Center for natural scientific ideas: materials for familiarization with their properties (loose, solid, liquid, etc.). Equipment for experiments on the presented topic (funnels, basins, containers, etc.). Instruments (microscope, magnifying glass, scales, watches, etc.). Elementary devices, layouts, models for demonstrating any phenomena or properties. Visual models of cognitive activity: algorithms (programs) of activity. Objects of the man-made world for examination and transformation.
2. Corner of nature: plants, animals in accordance with age recommendations, equipment for working in nature and in the corner.
3. There are various materials available for making crafts, toys, albums, etc.: natural, waste material, various types of materials (fabric, paper, etc.), glue, visual materials, clay, dough, plasticine, wire, threads, braid, etc.
4. Availability of educational literature, visual material for the accumulation of educational experience: real objects, objects, materials, dummies, illustrations, drawings, audio, video cassettes, collections, models, herbariums, etc.
5. The presence in the group of didactic games in accordance with age in various sections.
6. The presence in the group of materials that facilitate children’s mastery of modeling ability: conventional symbols, models of various types on topics and different directions (calendars of observations in nature, experimental protocols, algorithms for cognitive activity, experiments and experiments, etc.), visual aids.
7. The principle of gender differences is ensured in the group. Planning the premises and the availability of materials and objects that stimulate activities, during which the child becomes aware of belonging to a certain gender - plot - role-playing games.
8. The group presents materials for developing the basics of social and legal consciousness in children - in accordance with age - rules of behavior, safe behavior skills, self-esteem, respect for other people, a sense of responsibility, human rights.
9. The group presents materials for developing children’s ideas about the history of civilization: human life in ancient times, fairy tales, myths, legends.
10. The group presents materials for developing children’s basic ideas about technical progress: the development of human labor, improvement of means of transportation, changes in human living conditions, development of means of communication (writing, printing, mail, telephone, computer, etc.)
SCHEME No. 26 “Analysis of classes in early age groups”
1. Compliance with sanitary and hygienic requirements.
2. Does the teacher know how to get children ready for the lesson?
3. Is the teacher’s clarity of speech and emotional presentation of the material noted?
4. Does the teacher know how to use game material when performing game tasks?
5. The teacher uses a combination of visual aids with verbal explanation, instructions, and questions.
6. The teacher uses tasks aimed at satisfying the motor activity of children.
7. The teacher uses an individual approach to children in the classroom.
8. Independent activity is used when completing tasks.
9. Children are observed to be interested and active.
10. Children are observed to have an emotionally positive attitude.
SCHEME No. 27 “Analysis of the walk”
1. Dressing procedure for children. Development of self-service skills in children (by age group).
2. Is the children's clothing appropriate for the season?
3. Is the children’s motor activity carried out during a walk?
4. Undressing procedure. Order in the lockers, in the locker room.
5. Hygiene procedures after a walk.
6. Does the time of going out for a walk correspond to the regime of this age group?
7. Does the time of return from a walk correspond to the regime of this age group.
8. Is the general walking time observed?
9. Is the evening walk routine observed in accordance with this age group?
10. Compliance with safety rules for walking.
SCHEME No. 28 “Development of cultural and hygienic skills in young children”
1. The teacher fosters a positive attitude towards processes associated with eating, going to bed, and using the toilet.
2. Regime moments are carried out exactly according to the regime.
3. The teacher constantly reinforces the skills previously acquired by children and teaches new skills.
4. When teaching children skills and abilities, the teacher uses a variety of techniques: demonstration, direct speech, verbal instructions and explanations, reminders.
5. The processes are carried out gradually, do not allow children to wait for each other.
6. The teacher takes into account the individual abilities and condition of the child at the moment.
7. The teacher treats each child sensitively, kindly and caringly.
8. The teacher understands the child’s mood and takes into account his desires and needs.
9. The teacher uses feeding, dressing and washing to develop speech, movements, orientation in the environment and the formation of organizational behavior.
10. The group has created conditions for promoting neatness (presence of mirrors in the washroom, locker room, playroom, combs and places to store them, and other equipment).
Schemes: “Analysis of entertainment (leisure)”, “Organization of gaming activities”, “Analysis of music lessons”.
SCHEME No. 29 “Analysis of entertainment (leisure)”
1. The teacher uses high-quality musical and literary material: artistry, accessibility, volume.
2. Compliance of the content of leisure (entertainment) with the theme, season, and conditions.
3. The presence of entertainment, game situations, surprise moments.
4. Aesthetics, efficiency and variety of design (scenery, costumes and attributes, use of recordings, etc.).
5. Correspondence to the duration of leisure time depending on the age of the children.
6. Interaction between the music director and group teachers (promoting better organization of children).
7. Is the activity of children observed: an even distribution of the load, the employment of all children, taking into account their individual inclinations and interests, the distribution of roles between children.
8. There is ease and naturalness in behavior, interest, and a feeling of joy.
9. There is active artistic, speech and theatrical activity of children.
10. Creating opportunities for children to show initiative, independence, and creative activity.
SCHEME No. 30 “Organization of gaming activities”
1. Does the teacher correctly understand his role in leading the game?
2. How fully does the teacher use the game?
3. Are play activities developed taking into account the developmental level of children?
4. Are certain events or phenomena fully disclosed in the content of the game?
5. What is the nature of role and companionship between children?
6. Did the children finish playing? Exit the game.
7. Is the past game discussed with the children?
8. Do they develop an evaluative attitude not only to the fulfillment of roles, but also to the entire game as a whole?
9. Is the game well equipped with the necessary material?
10. Is the play material available for children to use?
SCHEME No. 31 “Analysis of a musical lesson”
1. Compliance of the objectives with the program of the age group and the level of development of the children.
2. Conditions have been created for conducting the lesson: availability of a plan, visual aids, attributes, toys, etc.
3. The teacher’s ability to organize children at the beginning of the lesson.
4. The use of different types of musical activities, their alternation.
5. The use of various methods of educational and developmental training, the effectiveness of use.
6. Creating opportunities for children to show initiative, independence, and creative activity.
7. The teacher takes into account mental, emotional and physical stress, as well as the age characteristics of children in this group.
8. Children’s activities in class: spontaneity, emotional mood, ease; maintaining interest throughout the lesson.
9. Organization of children in the classroom: the ability to obey certain rules of behavior, independence, conscious discipline, concentration when completing tasks.
10. Creative expression of children in singing, games, dancing, etc.
SCHEME No. 32 “Organization and conduct of morning exercises”
1. Availability of morning exercise cards in groups.
2. The teacher’s knowledge of the current complex of morning exercises.
3. Time of morning exercises: corresponds / does not correspond to the age of the children and the daily routine.
4. Selection of exercises: appropriate/inappropriate for a given age.
5. Does the teacher use musical accompaniment?
6. Does the teacher use game moments when conducting gymnastics: (especially early childhood and early preschool age).
7. Are children familiar with physical education exercises?
8. Are children emotional during physical education.
9. Does the teacher take into account the individual motor activity of children? Walking mode?
10. Are the hygienic requirements for organizing morning exercises met (room, clothing, equipment).
Information on the schemes is presented in the following table:
TITLE Map of analysis of teaching activities 2010 – 2011
FULL NAME. teacher _______________________________________________
Job title ____________
Date of;
Theme of control, analysis; type of controlled activity;
- Scheme No.
Graphs with numbers 1, 2, 3, 4, 5, 6, 7, 8, 9, 10 (these are 10 points of each scheme)
Rating, comments and suggestions
Inspector's signature
Signature of the person being checked
Size: px
Start showing from the page:
Transcript
1 Age groups: all groups Date of implementation: OPERATIONAL CONTROL Map of control of documentation in groups. p / p Questions under control 1 Timeliness and quality of writing a calendar plan of work 2 Availability of a notebook “Information about parents” and the quality of its design: - completeness and accuracy of information about parents and child 3 Attendance sheet: - literacy, clarity of record 4 Registration of a health sheet, health passports for each child 5 Documentation of circle work 6 Long-term thematic planning of various sections of work 7 Plans for correctional work 8 Notebook for children's reception I II III IV I II III IV I II III IV I II III IV I II III IV I II III IV 9 Aesthetics documentation
3 OPERATIONAL CONTROL Map for monitoring the organization of the motor regime in the preschool educational institution during the day. Age groups: all groups Date of conduct: p/n Questions under control 1 Preparation, conduct and effectiveness of morning exercises 2 Teachers’ knowledge of the methodology for conducting PHYS classes 3 Availability of PHYS methodological literature in groups 4 Planning PHYS classes 5 Children’s mastery of basic movements 6 Combination exercises of different intensity levels 7 Differentiated approach to children 8 Preparation for PHYS classes 9 Participation of teachers in PHYS classes 10 Planning and conducting outdoor games during walks 11 Preparation, conduct and effectiveness of gymnastics after sleep 12 Organization and conduct of hardening procedures 13 Device (update) physical education corners I II III IV I II III IV I II III IV I II III IV I II III IV I II III IV
4 14 Planning and conducting physical education leisure 15 Breathing gymnastics: knowledge of the methodology, regularity, techniques for teaching children 16 Working with parents on the topic “Raising a healthy child”
5 Age groups: Date: OPERATIONAL CONTROL Map of control over the organization of leisure and entertainment. Activities of children Activities of the teacher Questions under control Interest, enthusiasm Well-being, mood, lack of overload Manifestation of initiative and creativity of children Participation of all children, taking into account their individual inclinations and interests Change of activities Correspondence of entertainment (leisure) to the theme, season, conditions of the event Efficiency of design ( decorations, attributes, musical accompaniment) Correspondence of duration depending on the age of the children Interaction between the music director and the teacher, communication style I II III IV I II III IV I II III IV I II III IV
6 Age groups: all groups OPERATIONAL CONTROL Map of control of hardening organization. Questions under control p / p 1 Correctness of the methodology for carrying out hardening activities 2 Availability of inventory and equipment for hardening, sanitary condition, correct storage 3 Air hardening, regime, ventilation 4 Individual approach to children, health sheets, development cards I II III IV I II III IV I II III IV I II III IV I II III IV I II III IV
7 Age groups: all groups Date: Questions under control Compliance with the game regime Arrangement and storage of toys Compliance with the rules for using toys Selection of toys and other materials in accordance with the theme of the games Assistance by the teacher to children in the implementation of game plans Creation of positive emotions Changing the gaming environment during the game Relationships between children during the game The teacher’s ability to resolve conflict situations in the game The teacher’s guidance of children’s play Is the game material accessible for children to use? Children's reflection of knowledge about adults' professions in play? Changing the subject-game environment, taking into account practical and gaming experience Creativity in creating a game (choosing a topic) Discussion with children and evaluating the game OPERATIONAL CONTROL Map of control of the organization of gaming activities I II III IV I II III IV I II III IV I II III IV I II III IV I II III IV
8 Age groups: all groups Date of implementation: OPERATIONAL CONTROL Map of control of the organization of the daily routine Questions for control 1. Morning exercises: Time, place, duration. 2. Meal: Time, duration, appearance of children. 3. Compliance with the schedule for organizing classes, duration. 4. Motor breaks between classes I II III IV I II III IV I II III IV I II III IV I II III IV I II III IV 5. Walking: observing the time allotted for walking, the mode of organizing walks (morning, afternoon, evening ). 6. Children's sleep. 7. The correctness of the methodology for carrying out the hardening event 8. Game duration in the daily routine.
9 OPERATIONAL CONTROL Map of the analysis of the calendar plan of work for the section “Teaching children traffic rules”: 3 Educators: Ivanova N.S., Leontyeva L.V. Period: from to Forms of organization of work with children Individual conversations and conversations: About the rules of behavior on the road About behavior in transport Regular moments (the date of the event is indicated) Morning Walk Lessons II half of the day Conclusions and suggestions About the work of a traffic police inspector Observation Reading fiction on the topic Viewing filmstrips Examination of illustrations, paintings Excursions, targeted walks Didactic games, Work with parents Conducted by: senior teacher Malakhova T.A.
10 OPERATIONAL CONTROL Map of the analysis of the work schedule for the section “Teaching children traffic rules”: 4 Teachers: Alekseeva L.A.; Guseva O.N. Period: from to Forms of organization of work Regular moments (date indicated) with children Morning Walk Classes II half of the day Individual conversations and conversations: About the rules of behavior on the road About behavior in transport Conclusions and suggestions About the work of a traffic police inspector Observation Reading fiction on the topic Viewing filmstrips Examination of illustrations, paintings Excursions, targeted walks Entertainment, performances Didactic games Work with parents Conducted by: senior teacher Malakhova T.A.
11 OPERATIONAL CONTROL subsection: Questions under control 1. Systematicity of implementation Control card for the organization of circle work. Art studio Circle" Theater circle Circle "Smile" Rhythmic circle for manual labor "Magic mosaic" "Fairy tale" "Tinkerbox" scissors" I II III IV I II III IV I II III IV I II III IV I II III IV 2. Teacher training for circle work 3. The ability to arouse interest in the topic of the lesson 4. Correspondence of the purpose of the circle lesson to the level of development of children of this group 5. Manifestation of cognitive activity of children 6. Emotional mood of children during the lesson 7. Taking into account the individual qualities and abilities of each child (differentiated approach, multi-level assignments) 8. Conditions for the development of creative abilities of students
12 OPERATIONAL CONTROL Map of control over the organization of leisure and entertainment by the music director. Activities of children Activities of the teacher Questions under control Interest, enthusiasm Well-being, mood, lack of overload Manifestation of initiative and creativity of children Participation of all children, taking into account their individual inclinations, interests Quality of the repertoire used and level of performance of works Change of activity Correspondence of entertainment (leisure) to the theme, season, conditions of the event Efficiency of design (scenery, attributes, musical accompaniment) Correspondence of duration depending on the age of the children Interaction between the music director and the teacher, style of communication week of the month I II III IV I II III IV I II III IV
14 Age groups: all groups Date of implementation: OPERATIONAL CONTROL Map of control over the organization of observations in nature. structure of observation Questions under control Frontal observation Self-observation Collection of natural material Games with collected material Content of children’s statements, their accuracy, knowledge of facts, and connections between them Involved mental operations (analysis, synthesis) Active techniques Children’s activity Problem situation Surprise moment Play activity Interest Passion Activity Indifference Logicality of the teacher's questions Fixing children's observations (nature calendar, calendar of good deeds, sketches) Planning observations Content of observations (living, inanimate nature) Frequency and systematicity of observations Correspondence of observations to climatic and geographical features Connection of observations in nature with others types of activities Material base of the site, presence of observation objects in nature I II III IV I II III IV I II III IV I II III IV
15 Age groups: all groups Date of implementation: OPERATIONAL CONTROL Map of control of the organization of work on occupational safety and health. p/n Questions on control 1 Systematicity of knowledge for studying traffic rules 2 Variety of types of activities for studying traffic rules 2.1 Conversations 2.2 Thematic lessons 2.3 Targeted or conditional walks 2.4 Role-playing games 2.5 Didactic games 2.6 Outdoor games 2.7 Familiarization with fiction 2.8 Leisure, entertainment 3 Working with parents on the problem of studying traffic rules 4 Planning work on studying traffic rules 5 The skill of the teacher when carrying out work on studying traffic rules for preschoolers 6 Knowledge, abilities, and skills of children in traffic rules 1 Systematicity of classes but life safety 2 Variety of types of classes but life safety 2.1 Conversations 2.2 Thematic classes 2.3 Targeted or conditional walks 2.4 Role-playing games 2.5 Didactic games 2.6 Outdoor games 2.7 Familiarization with fiction 2.8 Leisure, entertainment 3 Planning work on life safety 4 The teacher’s skill in carrying out work to develop children’s safe behavior skills 5 Knowledge, skills and abilities of children in Life Safety 6 Working with parents on this issue I II III IV I II III IV I II III IV I II III IV SDA Life Safety
16 p/p Hygienic conditions Table setting Issues under control Sanitary condition placement of dining furniture; ventilation; implementation of the nutrition regime. taking into account the requirements of table setting and the age of children; serving aesthetics; assessment of the activities of those on duty OPERATIONAL CONTROL Card of control of catering I II III IV I II III IV I II III IV I II III IV I II III IV I II III IV Coordination in the work of adults and their management of catering preparation of children for meals; organization of hygiene procedures; children's appearance, mood and communication; the situation in the group during meals; Skills in using cutlery (spoon, fork, knife)
17 Communication between the teacher and children during meals Culture of behavior at the table (do children have bad habits, their reasons) Medical prescriptions for individual nutrition and their implementation Are changes made to the diet taking into account the needs, functional changes in the body, children’s appetite and condition their health Ability to present a dish (unloved, new) Paying attention to deliciously prepared food and its appearance Learning table manners
18 OPERATIONAL CONTROL Map of control over the organization of work with young children. Age groups: all groups Date: p/n Questions under control 1 Organizations of subject-development environment 1.1. Protecting the life and health of children 1.2. Age appropriate 1.3. Feasibility 2 Reception of children from parents 2.1. Conversations with parents about the child’s mood and state of health 2.2. Positive emotional attitude of the teacher 2.3. Emotional mood of children 2.4. Work of the filter, participation of the nurse 3 Preparation, conduct and effectiveness of morning exercises 4 Eating 4.1. Table setting 4.2. Compliance with hygienic requirements 4.3. Timely delivery of food to the group 4.4. Execution of power mode 4.5. Preparing children for meals (hand washing skills) 4.6. Teacher's guidance in developing independent writing skills 4.7. Analysis of cultural command skills at the table 5 Determining the development group of children according to red dates 6 Conducting classes 6.1. Subgroups by level of development 6.2. Stimulating children's interest in the lesson 6.3. Active forms of children's work in class 6.4. Fulfilling the tasks of education and training 6.5. Teacher skill level 6.6. Preparation for the lesson, availability of the necessary material 7 Conducting a walk 7.1. The procedure for dressing and undressing children, skills 7.2. Availability of remote material for the season 7.3. Children's activities during walks 7.4. Motor mode of children during a walk 1 2 I II III IV I II III IV I II III IV I II III IV
19 Age groups: all groups Date of implementation: OPERATIONAL CONTROL Map of control over the organization of work with parents. Questions under control Name of the teacher Weeks of the month Availability and quality of design of visual material Quality of work planning Availability and literacy of documentation Availability of a sociological portrait of the families of group pupils Ability to interact qualitatively with parents Quality of advisory and educational work with parents Variety and effectiveness of the forms, methods and means of working with families used Establishment trusting relationship with the family Knowledge of the culture of pedagogical communication with parents Ability to involve parents in equipping the pedagogical process, interior design and site design Ability to present the child’s problems so that parents accept them as concerns of the teacher Polyakova E.A. I II III IV Timofeeva O.Yu. I II III Petrova A.V. Shutkevich Z.N. Ivanova N.S. Leontyeva L.V. IV I II III IV I II III IV I II III IV I II III
20 Zueva O.A. Yurlova L.V. Kireeva O.M. Chetyrina E.S. Guseva O.N. Alekseeva L.A. IV I II III IV I II III IV I II III IV I II III IV I II III IV I II III IV
21 Age groups: all groups Date of implementation: OPERATIONAL CONTROL Map of control of the organization of the daily routine Questions for control 1. Morning exercises: Time, place, duration. 2. Meal: Time, duration, appearance of children. 3. Compliance with the schedule for organizing classes, duration. 4. Motor breaks between classes I II III IV I II III IV I II III IV I II III IV I II III IV I II III IV 5. Walking: observing the time allotted for walking, the mode of organizing walks (morning, afternoon, evening ). 6. Children's sleep. 7. The correctness of the methodology for carrying out the hardening event 8. Game duration in the daily routine.
23 Age groups: all groups Date of implementation: OPERATIONAL CONTROL Card for assessing the level of organization of speech activity during a walk. p/n Questions under control 1. Individual work on speech development 2. Individual and subgroup conversation 3. Use of speech games 4. Use of works of oral folk art to enrich children's vocabulary I II III IV I II III IV I II III IV I II III IV I II III IV I II III IV 5. Development of speech during observations in nature 6. Communication between adults and children 7. Speech of educators (emotionality, use of epithets, phraseological units) BZ - no comments S-PC - interview, repeated control
25 OPERATIONAL CONTROL Card for monitoring the development of self-care skills in children. p/n: Questions under control 1. The teacher’s guidance of the self-care process 2. The culture of washing children I II III IV I II III IV I II III IV I II III IV I II III IV I II III IV 3. The culture of children eating 4. Clothes care skill 5. Culture of relationships in the game
26 Age groups: all groups Date of implementation: OPERATIONAL CONTROL Card for monitoring the organization and conduct of sleep. p / n Questions under control 1 Sanitary and hygienic condition of the room I II III IV I II III IV I II III IV I II III IV I II III IV I II III I V 2 Ventilation of the room 3 Timely bedtime 4 Calm environment in the bedroom, conducive to children rest 5 Use of healing techniques (aroma pillows, aroma lamps) 6 Compliance with the time allotted for sleep 7 The ability of educators to gradually raise children after naps, taking into account individual characteristics
28 Age groups: all groups Date of implementation: OPERATIONAL CONTROL Map of control of the organization and efficiency of household work of children p/p Knowledge, abilities and skills of children Questions under control Scope of work Uniting children in work Acceptance of the task by children. The ability to relate it to the organization of one’s activities and at the same time to the activities of others The presence of labor skills and abilities (the ability to use tools and materials, dexterity, rationality of actions) The ability to cooperate (plan work, negotiate, act together) Demonstration of independence (searching for a rational way of doing work, accepting own decision) Manifestation of moral qualities (friendliness, mutual assistance, love for living things, caring attitude towards things) Ability to evaluate common work, one’s share of participation in it relative to the overall result I II III IV I II III IV I II III IV I II III IV I II III IV I II III IV
29 The work of a teacher Efficiency of organizing collective work by a teacher Methods of stimulating children Planning work assignments, duty Efficiency of duty and free work in a corner of nature Efficiency of collective work on the site
30 OPERATIONAL CONTROL Map of control of the organization, conduct and effectiveness of morning exercises and awakening exercises Questions under control Preparedness of the premises Availability of sports uniform Time of implementation I II III IV I II III IV I II III IV I II III IV I II III IV I II III IV Duration Morning exercises Musical accompaniment Level of mastery of the methodology by the teacher Form of morning exercises Taking into account the age characteristics of children Differentiated approach to children Monitoring posture; breathing quality of exercises performed
31 Gymnastics of awakening Methodological support for the process Level of mastery of the methodology by the teacher Efficiency of gymnastics of awakening in bed Level of mastery of massage by children Organization of hardening procedures Quality of exercises performed by children Level of communication, emotional background
32 OPERATIONAL CONTROL Map of control over the organization of leisure and entertainment by the physical education director. p/n Questions under control Interest, enthusiasm week of the month I II III IV I II III IV I II III IV Children's activities Teacher's activities Well-being, mood, absence of overload Correspondence of the load to the level of physical development of children and their physical fitness Manifestation of motor initiative and creativity of children Participation all children, taking into account their individual inclinations and interests Efficiency of using equipment and inventory Correspondence of entertainment (leisure) to the topic, season, conditions Variety of games, exercises in motor content and methods of their presentation Correspondence of duration depending on the age of the children Interaction between the physical education leader and the teacher, style communication
Catering. 1 Hygienic environment: sanitary condition; ventilation; implementation of the nutrition regime. 2 Table setting: taking into account the requirements of table setting and the age of the children; serving aesthetics;
Time Routine and daily routine of children of the 3rd year of life in an educational institution (early age group of general developmental orientation) cold (educational) period (September May) Regular moments,
Time 7.30-7.50 Reception of children on the street, communication, play Children’s daily routine during the (health-improving) warm period of the year (June August) Daily routine and routine for children of the 3rd year of life (early age group of general development
The mode of stay of children in the preschool educational institution, senior group (10 hours) (cold period of the year) Wake-up, morning toilet 6.30-7.30 In kindergarten Reception, examination, greeting, individual work with children. Communication with parents
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Municipal budgetary preschool educational institution of the Kiselevsky urban district kindergarten 8 Model of the educational process in a preschool educational institution, taking into account the Federal State Educational Standard Updating the preschool system
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Thematic control Educational area "Physical development" I. Title "Organization of work on the development of physical activity in children in preschool education." II. Purpose: To find out the organization and efficiency
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APPROVED by the Head of the Medical Educational Institution “Kindergarten of the village of Mayak” Yablokova M.A Plan of activities for the improvement of the health of children of the senior group for the 2016-2017 academic year. Goal: strengthening and preserving children's health through expansion
Material and technical support and equipment of the educational process Material and technical support Programs Organization of educational activities in the institution contribute optimally
“Accepted” by the Pedagogical Council of the kindergarten “Solnyshko” - a branch of the MBDOU kindergarten “Golden Cockerel” Protocol 2 dated 0109-2014 “I approve” Head of the MBDOU kindergarten “Golden Cockerel” Bloshenko AM
The work of a kindergarten to introduce preschoolers to a healthy lifestyle pptcloud.ru Creating ideas about a healthy lifestyle The main idea is that a healthy lifestyle is not formed with the help of individual
Regime for children in the early age group (age of children: 2-3 years) 7.00 8.00 Reception of children Communication with parents, joint games, reading fiction, errands, artistic and aesthetic activities
APPROVED by the Order of the head of the MDOU "Kindergarten of a combined type 12" in the village of Romanovka dated 08/17/2016 154 Appendix 2 to the educational program of the MDOU Daily regime in the MDOU "Kindergarten of a combined type
Shaklina V. A. Time Regular moments of the event 1. Reception of children. Individual work of a teacher with children. Independent activity of children in developmental areas. Interaction with parents. 7.30-8.20
Yulia Krysova
Map of operational control in preschool educational institutions
Sanitary condition of the group
Junior mixed age group Middle mixed age group Senior mixed age group
I II III IV I II III IV I II III IV
1. Reception
1.1. Aesthetics of the room
1.2. Availability of lockers depending on the number of children
1.3. Matching lockers to the number of children
1.4. Sanitary condition of lockers (presence of sand, other items)
1.5. Correct placement of clothing
1.6. Proper shoe storage
Availability of section "Health Corner";
Quality of information;
Design aesthetics.
1.8. Cleanliness of lighting fixtures
1.9. Compliance with life and health protection instructions children:
Securing furniture;
Presence of broken furniture;
Quality of room cleaning;
1.10 The state of the corner for instilling cultural and hygienic standards skills:
Mirror (availability, cleanliness);
Shoe care items;
Garment care items
2.1. Aesthetics of the room
2.2. Temperature conditions, ventilation (compliance with the ventilation schedule)
2.3. Availability of a ventilation schedule
2.4. Presence of dust on cabinets, on shelves:
Bedroom
2.5. Game state material:
The presence of broken games, benefits:
A) group
B) bedroom
Presence of dirty games, benefits:
A) group
B) bedroom
Availability of a basin for washing toys (pillowcase, marking)
2.6. Quality of wet room cleaning
2.7. Compliance with instructions to protect the life and health of children :
Securing furniture;
Presence of piercing and cutting objects;
Presence of broken furniture;
Carpet cleaning quality
2.8. Washing block dishes:
Detergents;
Containers for detergents;
Measuring containers;
Markings on shells;
Stoppers for sinks;
Containers for dirty and clean rags;
Pots for food waste;
Broken, cracked dishes;
Headdress;
A robe for receiving food;
Apron for serving food;
Apron for washing dishes;
Towels for drying hands;
Instructions for handling dishes;
2.9. Condition of indoor plants
2.10 Cleanliness of lighting fixtures
2.11 Cleaning equipment for groups premises:
Mops with markings;
Bucket with markings;
Correct storage;
Rag quality
2.12 Cleanliness of windows
2.13 General sanitary state:
Availability of thermometers
3. Bedroom
3.1 Aesthetics of the room
3.2. Temperature conditions, ventilation
3.3. Bed sheets:
Availability of markings;
Purity;
Matching of bed and bed markings;
Implementation of a linen change schedule;
Quality of bed making
3.4 Compliance with instructions to protect the life and health of children (in a place accessible to children):
Securing furniture;
Presence of piercing and cutting objects;
Presence of broken furniture;
Quality of room cleaning
3.5 Cleanliness of lighting fixtures
3.6. Cleanliness of windows
3.7 General sanitary condition
4. Toilet block
4.1 Compliance with life and health protection instructions children:
Securing furniture;
Presence of piercing and cutting objects;
Presence of broken plumbing;
Closing the utility cabinet (out of reach of children)
4.2 Utility cabinet:
Measuring utensils;
Soda Ash;
Laundry soap;
Chlorine tablets.
4.3. Kvachi:
Availability of labeled containers;
Availability of kvacha for the number of toilets;
Correct storage
4.4. Cleaning equipment:
Mops with markings;
Bucket with markings;
Correct storage;
Rag quality
4.5. Condition of the shells
4.6. Condition of toilets
4.7. Availability of soap for hand washing
4.8. Cleanliness of hand towels
4.9. Children's combs:
Quality;
Purity;
Correct storage.
4.10 Cleanliness of the mirror
4.11 Towels match the number of children present in the group
4.12 Availability of toilet paper
4.13 Availability of holders:
For toilet paper
4.15 Presence of gratings in the pallet
4.16 Availability of a list for lockers
4.17 Pallet condition
4.18 Window status
4.19 Availability of a robe for cleaning the toilet
4.20 Availability of towels according to the number of adults
4.21 General sanitary condition
5. Curtains:
Availability;
Aesthetics;
6. Compliance with instructions to protect the life and health of children
7. Compliance with health and safety instructions
BZ – no comments S-PK – interview, repeated control
Inspector's signature:___
Note:
Publications on the topic:
Analytical report on the results of thematic control. Analytical report on the results of the thematic control “The state of educational work on the development of monologue skills.
Analytical report on the results of operational control “Organization of a subject-development environment for playing in a preschool educational institution” Analytical report on the results of operational control “Organization of a subject-development environment in groups for the development of gaming activities.”
Control card No. 7 “Analysis of the conduct and organization of a walk” Compiled by: Senior Educator, methodologist - A. Kh. Khisamutdinova Control card No. 7 “Analysis of the conduct and organization of the walk” Date and time.
Control card “Creating conditions for organizing manual labor with children of senior preschool age” Control card\\r\\n“Creating conditions for organizing manual labor with children of senior preschool age” Date of control:.
Certificate-report on the results of control “Use of health-saving technologies” Municipal budgetary preschool educational institution “Kindergarten No. 52 of a general developmental type with priority implementation of activities.