Analytical information
based on the results of checking current documentation
teachers of MBDOU No. 9
Goals: the level of compliance of the documents drawn up by the institution’s teachers with regulatory requirements, the compliance of the planning content with the program objectives of the age group and the educational program
Composition of the commission: Head – I.V. Voronova
Deputy Head of VMR – L.V. Tovkan
Issues to be controlled:
Study and analysis of documentation of preschool teachers.
Basic forms and methods of control:
Analysis of planning of the educational process.
Test results:
MBDOU teachers carry out pedagogical activities in accordance with the Charter and the educational program of the institution. The contingent of pupils, their age and individual characteristics, and the social order of parents are taken into account.
The GCD schedule is approved by the head of the preschool educational institution.
Educators maintain documentation of the group, which reflects the main blocks of the educational process. This is work with parents, long-term planning, daily planning in the teacher’s work programs in accordance with the thematic plan of the educational program of the preschool education institution.
Long-term planning is carried out through forms of educational activity (routine, joint activity, independent activity, work with family).
When organizing the educational process, educators ensure the unity of educational, developmental and training goals and objectives, while the set goals and objectives should be solved, avoiding overloading children, using the necessary and sufficient material, getting as close as possible to a reasonable “minimum”. The educational process is structured on a comprehensive thematic principle, taking into account the integration of educational areas, which makes it possible to achieve this goal. Building the entire educational process around one central theme provides great opportunities for the development of children. Topics help organize information in an optimal way. Thanks to the thematic principle of constructing the educational process, educators introduce regional and cultural components, taking into account the specifics of MBDOU.
Teachers purposefully use an integrative approach when organizing the educational process. They implement educational areas, carry out a system of work on the development of role-playing games, fostering a culture of behavior and positive moral qualities, the fundamentals of safe behavior on city streets, in nature, in everyday life, the formation of gender, family and civic affiliation in children, familiarization with the surrounding world and nature .
Calendar planning covers all types of children's activities that affect all areas of the child's development, and covers all forms of the educational process (direct educational activities, independent activities and individual work with children, work with parents).
All teachers have developed a plan for working with parents for the school year (consultations, parent-teacher meetings, surveys, a plan of joint events). Tasks by type are specified, and methodological techniques that require special preparation are indicated.
Teachers promptly (daily) and accurately keep the attendance sheet for the children in their group.
Conclusions: The documentation drawn up by educators complies with regulatory requirements, the nomenclature of affairs of a preschool educational institution, the Educational Program of the MBDOU, which is an indicator of the quality and effectiveness of the work of teachers and will have a positive impact on the creation of an educational environment in the institution as a whole.
- Monitor the hardening system and have a list of children by health group in the documentation.
- Minutes of parent meetings are kept in the approved form.
- To create a language environment and teach bilingual children the Russian language, use ICT in full (didactic games, cartoons, animated stories).
Members of the commission:
Head of MBDOU No. 9 _____________ I.V. Voronova
Deputy head according to VMR _____________ L.V. Tovkan
Irina Khryapkina
Information on the results of thematic control to the teachers' council. Topic: “Formation of KGN”
Information on the results of thematic control to the teachers' council
No. 7 dated 02/25/14
Subject: « Formation cultural and hygienic skills in preschool children.”
Target: To increase children’s level of cultural and hygienic skills and abilities through improving conditions formation hygiene culture in the daily routine.
Structure teachers' council:
1. Analysis of work in preschool educational institutions to instill cultural and hygienic skills in preschoolers.
2. “The use of game techniques in teaching preschoolers cultural and hygienic skills and abilities” ( information from the experience of teachers in presentation form).
Reason for control: fulfillment of the task of the annual plan for the 2013–2014 academic year.
Thematic control was carried out in accordance with the annual work plan of the preschool educational institution, order of the preschool educational institution dated February 13, 2014 No. 45-l "About the organization thematic control» , with the goal of “Increasing children’s level of cultural and hygienic skills and abilities through improving conditions formation culture of hygiene in the daily routine.”
During thematic verification and operational control on instilling cultural and hygienic skills in younger groups (educators.) It was noted that teachers conduct calendar planning of routine moments according to formation children's cultural and hygienic skills, educational activities, conduct conversations "What is good and what is bad", “Why does Katya’s teeth hurt?”, reading fiction "Water - water", "Moidodyr" K. Chukovsky, "Greasy girl" A. Barto, organize role-playing games with children "Doll Katya is having lunch", “Let’s dress Katya for a walk”. results checks on the organization of nutrition, hand washing, and dressing showed that the level of children’s skills and abilities corresponds to the program requirements, children know how to use soap correctly, carefully wash their hands and face, dry themselves after washing, hang a towel in place, use a comb and a handkerchief; they have formed table manners, using napkins after meals.
Open viewing of educational activities “Let’s teach the doll Katya to wash herself” with children 3-4 years old showed that children have skills about the sequence of washing, formed the need to maintain neatness skills in everyday life. There is consultation in the parent corner “Cultural and hygienic skills for kids”. The teacher held a parent meeting in master class form“Instilling and nurturing cultural and hygienic skills in young children” at which she spoke about forms working with children to instill cultural and hygienic skills in children, recommended parents to use fiction, conducted a didactic game with parents “Let’s dress the doll for a walk” as an example of teaching children dressing sequences.
However, during thematic the test found that not all children know how to hold a spoon correctly in their hand; not all children have individual combs; There are no didactic games or play aids for the hygienic education of children in the group. Educators should give children in the 2nd junior group to use a fork; pay more attention to individual work with each child, control and correct incorrect actions of children; encourage children to act correctly, use folklore (rhymes, jokes) to create positive emotions in children in the process of performing cultural and hygienic skills, in games form ideas about the human body, about a healthy lifestyle. In the process of dressing for a walk, teach the correct sequence of dressing.
During thematic verification and operational control on instilling cultural and hygienic skills in the middle group (educators.) It was revealed that teachers plan to work on formation cultural and hygienic skills in routine processes when organizing washing and eating; work on formation self-care skills when dressing, undressing, and using a comb. Teachers planned conversations "Where Germs Hide", “Why you should wash your hands before eating”. Open viewing of GCD “Healthy teeth are good for health” By formation cultural and hygienic skills showed that children formed a positive attitude towards the rules of personal hygiene, children understand the purpose and functions of a toothbrush and toothpaste; Teachers instill a desire to eat right and take care of their health.
In this group, adults teach children to perform responsibilities duty officers: arrange cups and saucers, napkin holders, lay out spoons, forks. There are aprons for duty officers and cloth napkins, but there is no duty corner or children's equipment for cleaning tables.
That children in this group know how to wash themselves, wash their hands with soap, and use napkins when reminded; self-care skills when dressing and undressing are age appropriate. However, the skills of careful eating are poorly developed, teachers do not constantly pay attention to the children’s use of a spoon and fork, and cloth napkins are not laid on tables; not all children have personal hygiene items (handkerchief, comb). To create a positive mood in children, educators rarely use artistic expression or illustrative material. In the developmental environment of the group there are no teaching aids, didactic games that develop ideas about the functions of the body, the rules of personal hygiene. There is a sliding folder in the parent corner "Healthy family lifestyle".
Thematic check and operational control on instilling cultural and hygienic skills in the senior group showed that teachers systematically plan work to develop cultural and hygienic skills, organize didactic games “Birthday Bear is waiting for guests” for teaching table setting, "Structure of the Human Body" to consolidate knowledge about the characteristics of the body; role-playing game "Lunch in the family"; conversations "Table etiquette rules", "Schedule", "Where the vitamins live" etc. They use works of folklore to accompany the processes of washing, dressing, eating, reading K. Chukovsky "Fedorino grief", V. Bardadym “How they dressed Galya”, 3. Alexandrova “Delicious porridge”, etc.
Educator. an open NOD was held "Rules of personal hygiene" during which children showed their existing knowledge about caring for their bodies, the purpose and use of hygiene items. Educators form Children have a conscious attitude towards their health and the health of others.
The group has a duty area and the necessary equipment. Children conscientiously perform the duties of duty officers dining room: lay out cloth napkins, arrange bread bins, cups and saucers, plates, distribute spoons, forks. Assistant teacher controls the duty process, pays attention if children confuse the right and left sides.
During thematic audit identified that in children of the older group developed eating skills, all children use cutlery, napkins, and thank you for the food. During children's meals, the teacher monitors the children's posture, behavior, and proper use of cutlery. However, educators do not always tell children the names of dishes and what products the dish is made from.
Children are taught to wash themselves and wash their hands with soap as needed, they independently eliminate messes in their appearance, almost everyone dresses and undresses quickly, keeps their closet in order, and knows how to make their bed. Not all children cover their mouth and nose with a handkerchief when coughing and sneezing, since not everyone has a handkerchief.
To develop a culture of hygiene in the group, there are teaching aids “Rules of conduct for well-mannered children”, "Body parts", "Rules of personal hygiene". Didactic material and toys are placed so that children can use them freely.
There is a sliding folder in the corner for parents "Healthy family lifestyle", consultation “How to teach a preschooler to dress”.
During thematic verification and operational control on instilling cultural and hygienic skills in a compensatory group preparatory to school (educators.) it was revealed that teachers constantly plan work in this area, systematically remind children of the need to observe hygiene rules, get preschoolers to accurately and clearly carry out actions and their correct sequence; conduct conversations using illustrative material "Rules of personal hygiene", "Human body diagram", "About proper nutrition".
The teacher conducted an open educational activity "Hygiene of the human body", which reinforced knowledge of personal hygiene rules, formed Children have the habit of practicing these skills independently on a daily basis; when solving riddles, children showed that they know the purpose of personal hygiene items.
In Group the duty officers' corner has been decorated, attributes (napkin holders, aprons for attendants, cloth napkins, but no brush and dustpan for cleaning the table.
Thematic check showed that during meals, teachers pay attention to the neatness of children, correct posture, the ability to thank adults after eating, organize the work of the attendants, but do not constantly monitor the correctness of table setting (they do not lay out napkins, do not provide knives for use by the number of children, do not place cups with saucers). Not all children know how to use forks correctly; they use napkins for reminders. Children's washing skills meet program requirements, formed the habit of taking care of their appearance, children quickly and independently dress and undress, use an individual comb and handkerchief without prompting, and help troubleshoot clothing problems for their peers. When organizing routine processes, teachers are recommended not only to conduct edifying conversations and list the rules, but also in a playful and friendly manner. form bring these rules to the consciousness of the child, invite him to draw his own conclusions about what to do; stimulate the desire to do the right thing, based on the positive example of a peer. Conduct dramatization games based on works that mention the importance of etiquette. At this age, children should be given the opportunity to engage in creative activities, for example, decorate tables with vases of flowers, or beautifully place paper napkins in napkin holders.
based on the results of thematic control
Subject:“The use of various forms, means and methods of musical development of preschool children”
Target: analysis of the activities of the music director ________________, the effectiveness of using forms, means and methods of music education for children.
Dates: from __ to __ _______ 20__.
Composition of the commission: Head of the preschool educational institution – ________________
Deputy Head of educational and methodological department – ________________
Issues to be controlled:
- Contents of musical education of preschool children in preschool educational institutions.
- The effectiveness of the music director’s use of forms and methods in music education and upbringing.
Basic forms and methods of control:
- Analysis of the music director's long-term planning.
- Attending music classes in various age groups.
Test results:
1. The music director of the MDOU ______________ carries out pedagogical activities in accordance with the Charter and the educational program of the institution. The work is carried out in accordance with the program of preschool education and partial programs:
— musical education: “Program of education and training” in kindergarten, edited by M. A. Vasilyeva, V. V. Gerbova, T. S. Komarova, “Ladushka” by I. Kaplunova, I. Novoskoltseva (all age groups), “ Harmony" by Tarasova K.V., "Musical masterpieces" by Radynova O.P.
- musical and rhythmic education: “Top, clap, kids!” A.I.Burenina, T.N. Sauko (early and junior preschool age),
— on rhythmic plasticity for preschool children “Rhythmic mosaic” by A.I. Burenina, “Sa-fi-dance” by Firilyova Zh.E., Saykina E.G., “Musical rhythm” by Suvorova T.
— aesthetic education: program “Inspiration” by Makarova N.A., Koltakova E.B.
The music director has drawn up long-term planning for all age groups in accordance with the requirements of the comprehensive program; there is long-term planning for all age groups in partial programs that meets the requirements of these programs and the curriculum of the institution. Long-term planning defines the goals and objectives of music education and upbringing of children, taking into account the age development of preschool children. Particular attention in teaching children is given to the formation of singing, rhythmic and creative abilities.
2. The main form of organizing the musical activities of the teacher ______________ are frontal and individual music lessons. These forms of work help to increase children’s interest in musical classes, create emotional comfort, which contributes to increased activity of children and ensures the solution of assigned tasks.
The following types of musical activities used by the teacher in practical activities contribute to the optimal solution of educational tasks in the musical development of children:
— Traditional, which include exercises for the development of musical and rhythmic skills, expressive movement skills; listening to music; exercises for the development of musical ear and voice, learning a song, task for song creativity; learning dance and musical play, creative tasks.
- Dominant activities. The use of such activities helps to correct children's lag in certain types of musical activities.
— Thematic classes, the topics of which are devoted to phenomena of social life, nature, the work of composers, literary heroes, etc.;
— Complex classes in which problems are solved using various types of arts and artistic activities.
Forms of work of the teacher in individual music lessons: dance movements, development of musical ear and voice.
The main methodological principles of the work of the music director of the preschool educational institution: the creation of a relaxed atmosphere, the integrity of the approach in solving pedagogical problems, the correlation of musical material with the natural, folk, secular and partly historical calendar.
Each musical lesson has a clear structure: musical-rhythmic movement; developing a sense of rhythm, playing music; finger gymnastics; listening to music; chanting, singing; dances, games, round dances.
The main method of musical and rhythmic education of children is “engaging display” (A. Burenina’s technology), communicative games, dancing, health-saving technologies (rhythmoplasty, articulatory warm-up, etc.)
The music director creates conditions for the development of children's musical abilities: develops children's ear for music (pitch, rhythm, timbre), using musical didactic games and modeling techniques. Develops children's singing abilities, musical and rhythmic movements. The teacher also introduces children to world and national musical culture: introduces them to works of classical and folk music, folk songs, and various, including classical and folk musical instruments.
The music director creates conditions for the development of children's creative activity in musical activities, encourages children to improvise in singing, dancing, and playing musical instruments, encourages children to convey through musical means the characteristic features of various characters, their emotional experiences and moods.
The work also uses speech, theatrical games, musical fairy tales and elementary music-making. This contributes to the development of polyrhythmic and intonation hearing and creativity.
The teacher organizes joint musical activities for children and adults: holds joint holidays for children, parents and employees.
When interacting with children, an individual approach is organized, taking into account their interests, capabilities and developmental characteristics. The activities of the music director were coordinated with the institution’s teachers and parents.
Conclusions: MDOU has created conditions for the musical education and development of children that promote aesthetic development and emotional well-being:
- system of musical education;
- system of circle work (rhythm).
- system of work according to the partial program “Inspiration”
Conditions have been created for a child’s positive perception of the world around him and self-expression in children’s free activities and creativity: music, dance, speech. The music director of the MDOU ________________ uses basic and additional programs aimed at the musical development of children. Results of diagnostics of musical development of preschool children: high - 17%, average -82%, low - 5%.
Suggestions and recommendations: the music director to continue working on the use of modern, innovative technologies in the musical education and training of preschool children; provide children with more opportunities to choose means for improvisation and self-expression (musical instruments, roles, plots; types of activities - singing, dancing, rhythmic movements, etc.).
Members of the commission:
Head of MDOU – _____________ / ______________ /
Deputy head of
educational and methodological part – _____________ / ______________ /
Familiarized:
musical director: _____________ / ______________ /
Download for free Analytical information on the results of thematic control in the music director's portfolio in text format:
Analytical information on the results of thematic control updated: January 26, 2013 by: Petrova Natalya
Let's try to understand why a certificate of internal school control is drawn up.
Such a management function is necessary for a comprehensive analysis of the learning process.
An internal school control plan with certificates is drawn up for the academic year. It requires from the management of an educational institution, as well as persons who act as full-fledged experts, methodological, theoretical competence and special training, as well as the ability to take responsibility in the decision-making process based on the results of events.
Factors influencing the effectiveness of the inspection
Intra-school control will achieve results when the deputy director for water management is:
- information about the state of affairs in the educational institution is provided in a timely manner;
- the established control program has been fully implemented;
- based on the results, systematic assistance was provided to the teacher without taking into account his personal qualities;
- competent specialists were invited;
- The experience and achievements of teachers based on the results of the HSC are summarized.
Research methods
A certificate of internal school control of academic work is compiled using various methods that allow a comprehensive consideration of the issue that is under control:
- Attendance at teacher classes.
- Using special programs to analyze the activities of students and the mentor.
- Questioning of parents, colleagues, schoolchildren.
- Carrying out control cuts.
- Interview with the teacher.
- Various administrative checks.
Information on internal school control of academic work is announced at a meeting with the director or head teacher, to which the teacher is invited.
Structure
What should it include? The certificate for internal school control of academic work contains:
- purpose and main objectives;
- contact details of the teacher, as well as the timing of the inspection;
- details of the performer, composition of the commission;
- a description of the work done, listing the true state of affairs on the issue being analyzed;
- results, results of the work, reasons for the deficiencies found;
- proposals, conclusions, recommendations for modernizing the activities of a teacher or teaching staff.
Sample
What do analytical reports look like? We offer a version of such a document, compiled based on the results of control in the 5th grade.
From 02/03/2018 to 02/13/2018, the level of skills, abilities, and knowledge of fifth-grade students was assessed, and the organization of the educational and educational process and the state of the classroom staff were studied. To achieve this, the following work was carried out:
- attending classes in various subjects;
- control administrative work was carried out in mathematics and the Russian language;
- students' workbooks were checked;
- the teaching of individual academic disciplines was analyzed.
We offer samples of certificates for internal school control.
Russian language
Certificates based on the results of in-school control include information about those pedagogical technologies that the teacher chooses for professional activities: differentiation of the educational process, project and research activities.
While completing training tasks, schoolchildren not only consolidated the theoretical skills they had acquired, but also practiced the material using examples of an increased level of complexity. The time of the training session was used rationally, the optimal pace was chosen taking into account the age and individual characteristics of the class team. What else did internal control at school reveal? Certificates drawn up after attending several lessons showed that the teacher fully complies with the valeological requirements for the educational lesson, devotes time to motor physical education and finger gymnastics.
Communication takes place on a confidential level, the norms of pedagogical tact and professional ethics are observed. The result of the lesson was a qualitative argumentation of the grades earned by the students.
In addition to the educational process, educational work is also analyzed. Intra-school control: certificates, meetings, development of measures to eliminate identified violations - all these are individual elements of the complex work of the deputy director for educational work at the educational institution.
Literature lesson
We offer a brief guide to analyzing reading lessons. The content fully corresponds to the curriculum for the subject. The teacher told the student the purpose of the lesson and, together with the students, drew up a sequence of actions. Next, during the lesson, breathing exercises were carried out, the children repeated certain exercises after the teacher. Next, together with the teacher, the children compiled a table in which they compared the main characters of Yu. Yakovlev’s work “Thorn.” This activity presupposed knowledge of the story test and the ability to conduct a comparative analysis. The children answered the teacher’s questions and used the text of the work in question as confirmation. As the analysis proceeded, students read some passages of this work by role, conveying the main character traits of the characters. Then the students wrote a short retelling of the questions proposed by the teacher.
Conclusion
In order to assess the effectiveness of a teacher’s work and use advanced pedagogical experience to train young specialists, various types of in-school control are carried out in state educational institutions.
The action plan is developed by the school's methodological council and approved by the director of the educational institution. Then the head teacher introduces the timing, types, and duration of inspections to the teachers participating in such control. After completing the test, a certificate is drawn up, the results of which the teacher can use for advanced training (during certification).
Subject: “Control of the organization of work according to traffic rules”
Target: activating and increasing the effectiveness of the educational process for the prevention of children's road traffic injuries.
Date of: 07.11. 2017 - middle group
11/08/2017 - I senior group
09.11.2017 - II preparatory group
Composition of the commission:
1. Creating conditions for working with children to prevent child road traffic injuries.
2. A variety of types of traffic rules classes.
3.Planning work on traffic rules in groups.
4.Working with parents.
Test results:
Based on the results of the inspection, the following was established. Teachers understand that teaching children the rules of safe behavior on the roads while the child is in kindergarten can reduce the serious consequences and the possibility of him getting into an accident.
The pedagogical process of a kindergarten implementing the basic general education program of preschool education is built in accordance with the annual plan of the institution. To improve the pedagogical skills of educators, a plan for traffic rules and long-term work plans for all age groups have been developed, goals and objectives for each age are determined, printed and didactic materials and manuals for preschoolers are selected and systematized; methodological literature for educators, recommendations for parents. Methodological hours and workshops are held where issues of improving the pedagogical process are discussed.
Teachers are familiar with the entire range of issues and problems that form the basis of safe movement. Work on traffic rules is carried out within all sections and directions of the general education program of preschool education through: cognitive, physical, artistic and aesthetic, speech development, and play.
The relationship is traced in the work of specialists: music director G.V. Churkina, f\c instructor E.K. Shipovalova. and educators. In these groups, children demonstrated their skills and abilities through play, solved traffic rules problems, explained the traffic situation, found mistakes, and showed dexterity, ingenuity, imagination, and attention in relay races and games. Project activities are being carried out: in the senior group “Golden Key” by teacher Shura Yu.V. a project on the topic “Be an exemplary pedestrian” was implemented by teachers of the preparatory group N.M. Sukharkova. and Lapitskaya A.M. “The ABCs of Road Safety”, teacher of the middle group Gerasimovskaya T.S. “Know and follow the rules on the roads.” Thanks to project activities, older preschoolers learned and reinforced the rules of behavior on the road, about what can be dangerous on the streets of the village and the city. The work on the project was carried out as an integration of various types of activities; it made it possible to create a natural situation of communication and practical interaction between children and adults. Joint activities with parents: exhibitions were organized on the topic: “Know and follow simple rules”, consultations were held and poster material was updated “A child seat in a car saves lives”, “Memo for parents on safe behavior on the road”, “Parents buy flickers for children” .
The necessary material, teaching aids, illustrations, riddles, poems, stories, a card index of outdoor and didactic games on traffic rules have been collected.
from 28.08. to 07.09. In 2017, teachers took an active part in the III stage of the “Decade of Road Safety”. The groups presented prepared traffic models with a large number of transport models, road signs, and traffic lights. The teachers provided reports on the work done, this material was presented at the MBU “CDOD” and posted on the institution’s website.
Information corners are updated by teachers in the groups “Road ABC” and “Safety Corners”. Teachers paid attention to the issues of ensuring the safe behavior of children on the roads, including conversations with parent drivers about the need to use seat belts and child restraints when transporting children in a car, as well as prohibiting children from riding bicycles on the roadway until they reach the age of 14 . The following campaigns were held with the parents of the pupils: “Car seat for children”, “Guardian Angel on the road”, they were given balloons and reminders. During operational control, the content of road safety corners corresponded to the age characteristics of children.
Conclusions:
1. In the middle, high school and preparatory school groups, conditions have been created for children to develop ideas about safe behavior on the street. 2. The groups have visual material, didactic games and manuals for learning traffic rules.
3. Conversations on safety and independent role-playing games on road traffic are organized.
4. Work with parents is carried out systematically.
1. Diversify the types of specially organized, joint and independent activities.
2. Update badges depicting different types of transport for a role-playing game on traffic in groups.
3. Use road markings on the territory of the kindergarten
during games and entertainment.
Term permanent: educators of all age groups.
Preview:
Analytical information
Subject: “Control and analysis of physical education classes”
Date of: 11/13/2017 - middle group
11/14/2017 - I senior group
11/15/2017 - I preparatory group
11/16/2017 - II preparatory group
Composition of the commission:
Head of MBDOU – Kharchikova E.Zh.
Deputy Head of VMR – Storozhenko E.Ya.
Senior teacher – Gamolka S.Yu.
Issues to be controlled:
Organization and compliance with the requirements of physical education classes in preschool educational institutions.
Test results:
In all classes, problems were solved in a comprehensive manner: health-improving, developmental, training and educational. Various physical training equipment was used, including non-traditional ones. This helps develop interest in activities and improve the health of preschool children. During physical education classes, an individually differentiated approach to children is provided. FC instructor Shipovalova E.K. sought to awaken children's interest in physical education classes by involving sedentary children in activities and regulating the motor activity of active children. During the classes attended, it was revealed that the load in physical education classes corresponds to the age norm of the pupils, the classes are accompanied by musical accompaniment, demonstration of exercises, the tasks are selected taking into account the capabilities of the pupils, are varied, interesting and presented in a playful way. The hall is regularly ventilated. The stages are clearly visible: warm-up, periods of high and low activity. Ekaterina Kondratyevna reminds children during the lesson about safety. During the classes, the technique of performing exercises (jumping, holding a ball, crawling on a bench) is practiced. During the warm-up, exercises are offered for the muscles of the arms, legs, and back. The pupils’ breathing is monitored regularly, exercises to restore breathing are carried out at a pace, the children have time to even out their breathing. the relaxation stage can be traced (exercise on the carpet: lie down, calm down, stretch, listen to the hearts).The children enjoy physical exercises and participate in outdoor games. The children's movements became more motivated and orderly, and the children learned to understand the connection between the nature of the movements and their purpose - to perform certain tasks. Children are distinguished by their high performance; they have become stronger, more resilient, dexterous, and flexible. The kindergarten hosts health days, sports activities, and leisure activities.
Conclusion : The lesson is structured in accordance with the objectives for the given period, basic physiological principles and the level of preparedness of the children. The instructor used a variety of methodological techniques and ways of organizing children to perform exercises in order to increase their motor activity (frontal, continuous, group). Clarity and brevity of the instructor's speech.
Reviewed by: Shipovalova E.K.
Senior teacher Gamolka Svetlana Yurievna
Preview:
Analytical report on the results of operational control
Subject: “Analysis of the subject-developmental environment in groups”
Date: November 16, 2017
Groups: (middle group, I senior group, II senior group, I preparatory group, II preparatory group)
Composition of the commission:
Head of MBDOU – Kharchikova E.Zh.
Deputy Head of VMR – Storozhenko E.Ya.
Senior teacher – Gamolka S.Yu.
Issues to be controlled:
Compliance of the subject-development environment in groups with the Federal State Educational Standard.
Test results:
An analysis of the subject-development environment showed that the entire space of the playrooms is actively used by teachers for the all-round harmonious development of children.
In each age group, a favorable subject-development environment has been created, which performs the following functions: organizing, educating and developing.
The entire group space is divided into zones: learning and play. In each zone there are play, research, and educational centers that are accessible to children.
The developing environment in all groups is modern, interesting, and aesthetic.
The subject environment is designed in accordance with the basic general education program of preschool education. When creating a developmental environment, each teacher takes into account the individual developmental characteristics of each of his students, the child’s needs, both in joint and individual activities, knows the group as a whole, focusing on the “zone of proximal development.”
In constructing a developmental space for all age groups, the principle of integration of activities of different content was taken into account. Group rooms are conventionally divided into centers.
For games based on interests and gender differences, teachers have created corners for boys and girls.
Conclusion :
One of the necessary conditions for the development of a child’s creative, harmonious personality is the creation of a developing space in a preschool educational institution. The professional competence, creativity, creative approach, and pedagogical improvisation of our kindergarten teachers allow us to choose the forms, methods, and techniques of teaching ourselves in each specific situation of interaction with the child. Taking into account the uniqueness of each child’s personality, supporting his individual interests and needs gives teachers the opportunity to implement an individual approach to teaching and education. The subject development environment of the preschool educational institution complies with the Federal State Educational Standard for Educational Education.
Purchase in groups Sets of play equipment for organizing a developing subject-spatial environment.
The complex represents a new generation of play environment for preschoolers. This Complex allows you to create conditions for integrating the content of five complementary educational areas in accordance with the Federal State Educational Standard for Preschool Education (FSES DO): social-communicative, cognitive, speech, artistic, aesthetic and physical development of preschool children.
Head of MBDOU
"Ilan kindergarten No. 50" _____________ E.Zh.Kharchikova
Preview:
Analytical report on the results of operational control
Subject: "Organization of children's nutrition in preschool educational institutions"
Target: : Increasing the effectiveness of the educational process for the formation of value ideas about a healthy lifestyle, through the development of cultural and hygienic eating habits in children.
Date of: from 01/10/2018 to 01/12/2018
Composition of the commission:
Head of MBDOU – Kharchikova E.Zh.
Deputy Head of VMR – Storozhenko E.Ya.
Senior teacher – Gamolka S.Yu.
Issues to be controlled:
- Supervision of catering in groups;
- Conversations with children, teachers, parents;
- Work with parents: consultations, design of visual propaganda, availability of instructions for parents, etc.
Test results:
The organization of meals for children in kindergarten is carried out in accordance with the strict adherence to the daily routine of each age group.
Teachers understand that the work of organizing meals for children in groups is carried out under the guidance of the teacher and consists of:
In creating a safe environment when preparing and eating food;
In the formation of cultural and hygienic skills during meals by children
and they know that properly structured nutrition forms healthy habits in children and lays the foundations of a nutritional culture.
Therefore, in all age groups, teachers have created conditions for organizing meals and serving in the canteen, starting from the middle group. The groups have corners for duty officers, a duty schedule, and attributes (aprons for duty officers, napkin holders, bread bins).
Teachers of all age groups instill in children a desire to participate in work activities. In the second younger group (teacher Yesyakova V.G.) they encourage children to independently carry out assignments, they begin to develop in children the skills necessary for serving in the dining room: children help set the table for dinner (arrange bread bins, lay out spoons). It was noted that children take the cups away on their own after finishing the meal and provide all possible assistance to adults.
In the secondary (teacher T.S. Gerasimovskaya) continues to develop in children the ability to independently perform the duties of canteen attendants: children carefully lay out and arrange bread bins, cups, plates, and distribute spoons). The children’s desire to be on duty, to put on the duty uniform, and show diligence was noted. Also, at the end of the meal, all children independently take away the dishes and shake off the crumbs from the napkins.
In senior and preparatory groups, children conscientiously perform the duties of dining room attendants; they know how to set tables and tidy them up after meals. It was noted that children clean leftover food from plates and carefully sort dishes into piles, thereby participating in joint activities with adults, providing assistance to the junior teacher.
Teachers of all groups provide guidance when children eat: they monitor children’s posture, children’s behavior at the table, the correct use of cutlery, pay attention to deliciously prepared food, and provide an individual approach. However, it is noted that the young teacher Tsurmicheva S.E.
Children of all age groups develop eating habits: children know that they take food little by little, chew it well, cannot talk while eating, eat carefully, and do not crumble. All children use cutlery, napkins, thank them for food, and make requests to adults.
The organization of nutrition for children in a preschool educational institution must be combined with the proper nutrition of the child in the family. For this purpose, each age group has a “Menu”, information for parents about the dishes that the child received during the day at the preschool educational institution, posted daily. Teachers of all groups approach the issue of children's nutrition seriously. The information at the stands is regularly updated, individual conversations are held with families about children’s taste preferences and individual characteristics (children with diseases: food allergies, diathesis), and consultations are also held on the issue of developing cultural and hygienic skills in children.
Thus, it can be noted that work on interaction with the families of pupils on issues of table etiquette is carried out in a timely manner, taking into account the requests of parents.
Conclusion:
Educators constantly monitor compliance with food intake rules, work with parents on organizing children's nutrition at home, through conversations and consultations.
1. Educators of all age groups continue to work on developing eating habits and developing cultural and hygienic skills in children, according to the age characteristics of their group.
2. Educators of all age groups should strengthen their efforts to develop table manners and continue to improve food culture: using cutlery correctly.
3. Continue to work on interaction with the families of pupils on this issue.
Senior teacher Gamolka S.Yu.
Preview:
Analytical informationbased on the results of operational control
Date of inspection: 12/12/2017
Subject: “Control of musical entertainment (leisure, entertainment)”
Purpose of control: determine the effectiveness of educational work on the artistic and aesthetic education of children through music, find out the reasons and factors that determine the quality of pedagogical work on the musical education of children in preschool educational institutions.
Composition of the commission:
Head of MBDOU – Kharchikova E.Zh.
Deputy Head of VMR – Storozhenko E.Ya.
Senior teacher – Gamolka S.Yu.
Issues to be controlled:
1.Children's activities.
2. Activities of the music director.
3.Creating conditions for entertainment.
Test results:
12/12/17, operational control of observation in senior groups was carried out over the activities of the music director during musical entertainment (leisure). During the visit, it was noted that this is not only a fun time for children, but also an opportunity to create favorable conditions for their development. Entertainment (leisure) corresponds to the theme, season and conditions and age of the children.The teacher uses visual aids, attributes, toys, and technical aids. Galina Vladimirovna skillfully used the methodology of holding the event: organizing children at the beginning of the entertainment, using different types of musical activities, techniques for activating children’s attention, creating opportunities for them to show initiative and independence. Using game techniques, the music director helps maintain children's interest.Specially selected musical the repertoire made it possible to ensure a rational combination and change of typesmusical activity, prevent fatigue and keep the child active event . All entertainment was based onform of cooperation, children became active participants musically - educational process.
Conclusion:
The event was carried out according to plan. All teachers took an active part during the conduct and preparation of the event. The music director showed the effectiveness of educational work on the artistic and aesthetic education of children through the means of music.
Involve children and parents in preparing attributes and aids for holidays, entertainment, and matinees.
Head of MBDOU Kharchikova E.Zh.
Deputy Head of VMR Storozhenko E.Ya.
Senior teacher Gamolka S.Yu.
Preview:
Analytical report on the results of operational control
Subject: “Analysis of the work of an educational psychologist”
Target: To study the state of educational work of a teacher psychologist. Get a general idea of the work, possession of methodological knowledge, practical skills and skills in managing a children's team, identify the level of pedagogical skill and work style of a given teacher.
Date of: from 06.11.2017 to 10.11.2017
Composition of the commission:
Head of MBDOU – Kharchikova E.Zh.
Deputy Head of VMR – Storozhenko E.Ya.
Senior teacher – Gamolka S.Yu.
Issues to be controlled:
1. Regulatory documents used in the work of an educational psychologist.
2. Maintaining documentation.
Z. Equipment of the pedagogical process.
4. Educational work with children.
5. Work with teachers.
6. Working with parents.
7. Consulting and educational work.
8. Participation in the methodological work of the kindergarten.
Test results:
The results of the audit showed that in her work Tatyana Vladimirovna Sokolova is guided by regulatory documents for the organization and implementation of educational activities according to the basic general education program of preschool education, uses modern psychological and pedagogical technologies, and knows the latest achievements of psychological and pedagogical science and practice. Documentation is maintained accurately and in accordance with requirements.
In the psychologist's office, optimal conditions have been created for more productive correctional and developmental influence. The classroom is equipped with didactic, handout and visual materials for subgroup and individual work with children. For the examination, the teacher uses practical tools to conduct a psychological and pedagogical examination. There are methodological literature, literature for working with children, parents and teachers, educational literature for teachers and parents. Material has been accumulated for the development of children’s cognitive processes and emotional-volitional sphere. A variety of massagers, small parts, buttons, ropes, lacing games for fine motor skills. Handouts: games, cut-out pictures, puzzles, task cards, as well as demonstration material for correctional and developmental classes. The office serves as a place of emotional release for both children and adults. The methodological equipment of the office is constantly updated.
Psychological diagnostics - this direction is determined by the orientation of the psychological service towards in-depth psychological and pedagogical study of children throughout their entire stay in kindergarten, identifying the individual developmental characteristics of each child, determining the causes of violations in the upbringing and education of children. In this direction, Tatyana Vladimirovna uses proven diagnostic materials in her work.
Another area of work for a teacher-psychologist is working with children of primary preschool age. The teacher uses observations and preventive examination of children upon admission to kindergarten, in order to prevent and identify possible deviations at the early stages and their correction. Conducts observations in classes and in free activities of children of all age groups in order to prevent psychological overload and identify possible deviations in the early stages.
Tatyana Vladimirovna uses the following methods to solve the assigned problems: game, visual, practical. The techniques chosen are appropriate to the age of the children. The structure of the lesson is consistent. The volume of the teacher’s speech corresponds to the age and physiological characteristics of the children. The teacher's speech is accessible and logical. Psychological distance between the teacher-psychologist and the children “Nearby”. The children felt at ease during the lesson. Uses all channels of perception: auditory, visual, kinesthetic. The lesson meets the requirements of sanitary-hygienic and material-technical conditions, various equipment, visual, demonstration, and handout materials are used.
An educational psychologist works closely with preschool teachers. A very important aspect of the work is to increase the level of psychological culture of those people who work with children. Teachers turn to Tatyana Vladimirovna due to difficulties in children’s assimilation of the curriculum, emotional, personality disorders, conflictual relationships with other children and adults.
Takes an active part in the methodological work of the kindergarten, uses various forms of psychological education. Another area of work of a teacher-psychologist is the psychological-medical-pedagogical council (PMPk). The task of a psychologist is to help teachers approach the assessment of a child’s intellectual development, the main qualities of his personality, from different angles, to show the complexity and ambiguity of his behavior, relationships with peers and adults. To reveal the problems of self-esteem, motivation, characteristics of cognitive interests, emotional mood, and most importantly - to provide an approach to the child with an optimistic hypothesis regarding the prospects for his further development and to outline a realistic program of work with him. Help to understand and build a program of action aimed at developing certain qualities and eliminating identified problems and shortcomings.
Working with parents is one of the important areas of activity of psychologists in preschool educational institutions. The teacher works with parents in accordance with the annual plan, which reflects the goals and objectives for the 2017-2018 school year. In most cases, parents contact us regarding their child’s adaptation to kindergarten and readiness for school.
Conclusion : the activities of teacher-psychologist Tatyana Vladimirovna Sokolova meet the requirements. The teacher has methodological and practical skills in organizing the activities of children's groups. The teacher has created conditions conducive to protecting the life and health of children. Recommendations:
1. Continue working with children on the development of cognitive processes.
2. Work to equip the classroom with didactic games and toys.
3. Create a card index of methodological literature and didactic games.
Deadline: until the end of the academic year.
Introduced by educational psychologist: Sokolova T.V.
Deputy Head of VMR Storozhenko E.Ya.
Senior teacher Gamolka S.Yu.
Preview:
Analytical information
based on the results of operational control
protecting the life and health of children
for September 2017-2018 academic year.
Subject: "Protecting the life and health of children"
Date: 09/05/2017
Composition of the commission:
Head of MBDOU – Kharchikova E.Zh.
Deputy Head of VMR – Storozhenko E.Ya.
Senior teacher – Gamolka S.Yu.
Issues to be controlled:
Creating conditions in the group and on the territory of the kindergarten to protect the life and health of children.
Test results:
Based on the results of the control, the following was revealed:
In all groups of preschool educational institutions, safety measures for children staying in preschool educational institutions were observed, hygienic requirements for sanitary conditions and for the placement of dining room furniture were met. The requirements for table setting depending on the age of the children, the aesthetics of the design, and the activities of the attendants are taken into account. Preschool teachers use various skills and techniques to cultivate a culture of behavior at the table. The diet is carried out in accordance with the daily routine depending on age
Preschool teachers plan and conduct: morning exercises, physical education classes, physical education sessions during classes, outdoor games during walks and in groups. Group teachers carry out hardening procedures and health-improving gymnastics in accordance with the plan and recommendations of medical workers, comply with hygienic requirements for clothing and footwear, and use an individual approach when working with children. The daily routine corresponds to the season and age of the children.
To ensure the safety of children, the building of the institution is equipped with a fire alarm system and an alarm button with output to the private security console in Ilansky, which allows you to promptly and promptly call police officers in the event of an emergency. For this purpose, the relevant organizations have concluded agreements for 2017. The equipment is inspected monthly to ensure its performance. Ensuring safety conditions in an institution is carried out by local regulatory documents: orders, instructions, regulations. Primary fire extinguishing means are available (powder fire extinguisher), evacuation plans in accordance with the requirements of fire safety regulations, responsible persons for safety are appointed in each group, service, auxiliary room, and offices.
Conclusions and offers:
1. The senior teacher will provide: methodological and advisory assistance to young specialists and teachers on issues of protecting the life and health of children.
3. Teachers of preparatory groups should consolidate and develop skills in using cutlery. Pay special attention to table manners.
4. Teachers of the middle group “Butterflies” should form in children an idea of the importance of the work of those on duty, of the order of priority in carrying out the assigned work.
8. Teachers of all age groups should pay attention to the labeling of furniture.
9. Continue to ensure safety conditions in the institution.
Senior teacher Gamolka S.Yu.
Issues to be controlled:
1. Planning a walk.
2. Development of self-service skills in children.
3. Availability of remote material according to the season.
4. Organization of the motor mode of children during a walk.
5. Organization of gaming activities.
6. Organization of observation of nature and weather conditions.
7. Organization of work activities for children during a walk.
Test results:
In accordance with the annual work plan of the MBDOU in the period from 01.12 to 08.12. In 2017, operational control was carried out on the organization and conduct of the walk.
During the inspection, it was revealed that the walking regime is observed and implemented by teachers in accordance with the daily routine of each age group and weather conditions. All teachers are conscientious about planning outings. The plans indicate all types of children's activities during the walk. All groups have files of walks and observations in nature.Children of all groups have developed self-service skills appropriate to their age. In all groups there is a sufficient amount of external material according to the seasons. Teachers organize work activities. In the warm season, cleaning up garbage on the verandas; in winter, helping the teacher clear snow and build snow towns.
Snow buildings have appeared at the group sites, and work is underway to install ice slides.Group teachers organize feeding of wintering birds.The motor mode during the walk is generally observed. Based on weather conditions, teachers organize active and sedentary games. However, it was noted that in the second younger group, the organization of the motor regime requires more careful preparation of the teacher. Conducting didactic games and role-playing games requires special attention from all teachers. It was not possible to see the role-playing games and individual work with children organized by teachers.Little attention is paid to developing children's ideas about the usefulness and appropriateness of physical activity, and attracting the attention of parents to this issue.
Disadvantages in organizing walks:
- there is no system in the sequence of organizing a walk, the structure of the walk is not always followed;
- the duration of physical activity in the fresh air does not comply with SanPin standards.
Conclusion: partial compliance by teachers with children's physical activity regime in the fresh air.
1. To ensure optimal physical activity of children in the fresh air in accordance with SanPin standards, teachers of all groups should organize walks in the afternoon.
2. Teachers of all age groups conduct didactic games in accordance with thematic planning.
3. Teachers should more carefully organize children’s work activities during walks.
4. All teachers should pay more attention to developing children’s ideas about the usefulness and appropriateness of physical activity, and attract the attention of parents to this issue.
5. Teachers of the second younger group should diversify the motor mode during walks, conduct active and sedentary games based on the age characteristics of the children.
6. Teachers of all age groups should guide children’s independent activities during walks, organize role-playing games using attributes and take-out material.
Timing: constantly, depending on weather conditions.
Basic forms and methods of control:
Analysis of the music director's long-term planning.
Test results:
Musical director Galina Vladimirovna Churkina has drawn up long-term planning for all age groups in accordance with the requirements of the comprehensive program; there is long-term planning for all age groups in partial programs that meet the requirements of these programs and the curriculum of the institution. In the long term, music director Galina Vladimirovna Churkina sets educational and developmental tasks for all types of musical activities (listening, singing, music and movement, games, children's musical creativity), determines the repertoire taking into account the main forms of musical activity, the content of planned events, time year, children's interests, their abilities and capabilities; content of work with teachers and parents. It is planned to work together with teachers and parents. Long-term planning defines the goals and objectives of music education and upbringing of children, taking into account the age development of preschool children. Particular attention in teaching children is given to the formation of singing, rhythmic and creative abilities. Also in the planning of the music director, speech, theatrical games, and musical fairy tales are used. This contributes to the development of intonation hearing and creativity.
Conclusion: educational work with children on music education corresponds to the program.
Suggestions and recommendations:the music director to continue working on the use of modern, innovative technologies in the musical education and training of preschool children; provide children with more opportunities to choose means for improvisation and self-expression (musical instruments, roles, plots; types of activities - singing, dancing, rhythmic movements, etc.).
Members of the commission:
Head of MBDOU: _____________
deputy Head of VMR: _____________
senior teacher: _____________
Familiarized:
musical director: _____________