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
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
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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
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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.
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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 academic 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: _____________
REFERENCE
based on the results of diagnostic (entrance) tests in grades 3-11
Purpose of the check: check the state of knowledge, skills and abilities of students on the program material covered in the 2016-2017 academic year, outline ways to eliminate gaps in students’ knowledge; to track step by step the level of students’ assimilation of basic educational material, adjusting on this basis the classroom and extracurricular activities of the teacher in the content and organization of the educational process.
Dates: 2-3 weeks of September.
Inspector: deputy Director for Water Resources Management G.V. Turov
In-school monitoring carried out in 3 stages:
Incoming control – September
– intermediate control – January
– final control – April-May
Diagnostic entrance control was carried out in mathematics in grades 5-11, Russian language in grades 5-11, English in grades 5-11, biology in grades 5-11, chemistry in grades 9-11, geography in grades 7-10, physics in grades 8-11, computer science in grades 8-11 and primary school (grades 3-4).
Russian language
| Class | Number of students | Did the work | Ratings | % of progress | % quality / SOU | Teacher |
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| Zhemchuzhnikova S.V. |
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| Valiulina R.F. |
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| Valiulina R.F. |
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| Zhemchuzhnikova S.V. |
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| Zhemchuzhnikova S.V. |
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| Valiulina R.F. |
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| Zhemchuzhnikova S.V. |
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Typical mistakes:
5th grade – unstressed vowels, endings of adjectives, punctuation marks;
6th grade – alternation of vowels in the root, unstressed vowels, punctuation marks, spelling of complex adjectives;
7th grade – unstressed vowels in the root of a word, punctuation marks in participial phrases, spelling of adverbs starting with o-e;
8th grade – unstressed vowels at the root of words, alternating vowels o-e, punctuation marks in complex sentences;
9th grade – spelling adverbs in o-a, spelling s-z in prefixes, punctuation marks in participial and participial phrases;
10th grade – in imperative verbs, use of capital letters, punctuation marks in introductory words;
11th grade - punctuation marks, spelling of prefixes pre and at, untestable unstressed vowels at the root of the word.
Compared to the 2015-2016 academic year, academic performance and quality of knowledge in grades 5-9 became lower, while in grades 10 and 11 they remained the same.
Mathematics
| Class | Number of students | Did the work | Ratings | % of progress | % quality / SOU | Teacher |
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| Suleeva T.V. |
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| Rassolova S.I. |
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| Rassolova S.I. |
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| Suleeva T.V. |
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| Rassolova S.I. |
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| Rassolova S.I. |
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| Suleeva T.V. |
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Typical mistakes:
5th grade – operations with numbers, solving an equation written in words, a geometric problem, writing a number by its decomposition into digits;
6th grade – operations with decimals, solving equations, percent problems.
7th grade – solving equations, operations with fractions, operations with positive and negative numbers;
8th grade – solving equations, operations with polynomials, computational errors, abbreviated multiplication formulas;
9th grade – simplification of expressions, solving inequalities, matching the graph of a function, solving test problems;
10th grade - solving geometric problems, solving problems of the second degree, inattentively reading the terms of assignments, computational errors;
Grade 11 – finding the derivative at a point from the graph of a function and the tangent to this graph, trigonometric equations, computational errors.
Compared to the 2015-2016 academic year, academic performance in grades 5, 7, 8, 9 became lower, and in grades 10-11 it increased. The percentage of knowledge quality increased in grades 5, 10, 11, and decreased in grades 6, 7-9.
English language
| Class | Number of students | Did the work | Ratings | % of progress | % quality / SOU | Teacher |
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| Kukushkina I.P. |
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| Kukushkina I.P. |
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| Kukushkina I.P. |
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| Kukushkina I.P. |
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| Kukushkina I.P. |
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| Kukushkina I.P. |
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| Kukushkina I.P. |
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Typical mistakes:
5th grade – form of the verb to be;
Grade 6 – use of the article, tense forms of the verb;
7th grade – types of tense forms of the verb, use of vocabulary;
8th grade – passive voice, prepositions;
9th grade – volume and content of the essay;
Grade 10 – lexical and grammatical material of the section;
Grade 11 – lexical and grammatical material section.
Compared to the 2015-2016 academic year, academic performance in grades 5-9 became lower, and in grades 10-11 it increased. The percentage of knowledge quality increased in grades 10-11, decreased in grades 5-9, and remained at the same level in grades 8.
Chemistry
| Class | Number of students | Did the work | Ratings | % of progress | % quality / SOU | Teacher |
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| "5" | "4" | "3" | "2" |
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| Savchenko M.N. |
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| Savchenko M.N. |
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| Savchenko M.N. |
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Typical mistakes:
9th grade – drawing up an electron-graphic formula of atoms, solving problems of finding the volume of a substance from a known mass containing impurities, types of reactions;
Grade 10 - solving problems on finding the volume of gas from a known mass of a substance containing impurities, qualitative reactions to organic substances, drawing up formulas for organic substances.
Grade 11 - drawing up an electronic graphic formula of atoms, changing the metallic and non-metallic properties of elements in the periodic table, solving problems of finding the mass of a substance from the known mass of the original product with impurities.
Compared to the 2015-2016 academic year, academic performance in the 10th grade decreased, while in the 9th and 11th grades it remained the same. The percentage of knowledge quality has decreased.
Biology
| Class | Number of students | Did the work | Ratings | % of progress | % quality / SOU | Teacher |
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| Savchenko M.N. |
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| Savchenko M.N. |
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| Savchenko M.N. |
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| Savchenko M.N. |
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| Savchenko M.N. |
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| Savchenko M.N. |
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| Savchenko M.N. |
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Typical mistakes:
Poor understanding of the taxonomy of living organisms: by type, by class.
Characteristics of each class of animals.
Differences between plants and animals, adaptation of birds to flight.
Regulation of the body, definitions: hygiene, physiology; structure of the nervous system, parts of the brain, digestion
The driving forces of evolution are heredity, variability, characteristics of living organisms, criteria of a species.
The meaning of Darwin's theory of the evolution of organisms.
Compared to the 2015-2016 academic year, academic performance in grade 5 increased, but in other grades it remained the same. The percentage of quality of knowledge increased in all grades from grades 5 to 11, and decreased in grade 10.
Geography
| Class | Number of students | Did the work | Ratings | % of progress | % quality / SOU | Teacher |
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| "5" | "4" | "3" | "2" |
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| Polezhaeva N.V. |
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| Polezhaeva N.V. |
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| Polezhaeva N.V. |
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| Polezhaeva N.V. |
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Typical mistakes:
Definition of atmospheric pressure, geographical concepts: volcano, lake, earthquake.
Knowledge of the locations of climate zones, knowledge of the continent of Africa.
Characteristics of individual territories of Russia, reasons for changes in natural zones and characteristics of the river according to plan.
Borders of the central region of Russia, names of economic sectors related to the prospects for the development of the Central Chernobyl Region.
Compared to the 2015-2016 school year, academic performance in grades 7-10 remained the same. The percentage of quality of knowledge increased in grades 7 - 10, while the percentage of SOC decreased in grade 9.
Physics
| Class | Number of students | Did the work | Ratings | % of progress | % quality / SOU | Teacher |
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| Volikova N.N. |
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| Volikova N.N. |
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| Volikova N.N. |
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| Volikova N.N. |
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Typical mistakes:
8th grade – concept of force, basic concepts of optics, properties of solids;
9th grade - basic concepts of thermodynamics, Ohm's law, Joule-Lenz law, mathematical errors;
equation of motion of a body, units of measurement, finding the acceleration of a body;
Grade 10 – concept of momentum, law of conservation of energy, computational errors;
Grade 11 – basic concepts of mechanics, electrical phenomena, computational errors.
Compared to the 2015-2016 academic year, academic performance in grades 8-11 has increased. The percentage of knowledge quality increased in grades 8 and 10, and decreased in grades 9 and 11.
Computer science
| Class | Number of students | Did the work | Ratings | % of progress | % quality / SOU | Teacher |
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| Volikova N.N. |
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| Volikova N.N. |
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| Volikova N.N. |
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| Volikova N.N. |
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Typical mistakes:
Grade 6 – PC input devices, operating system concepts;
Grade 7 - PC input devices, concepts of operating systems, files;
8th grade - types of PCs, concept of a program, main components of a PC;
Grades 9-11 - types of PCs, concept of a program, main components of a PC.
Compared to the 2015-2016 academic year, academic performance in grades 8-11 has increased. The percentage of quality of knowledge increased in grades 8 and 9 remained the same, and in grades 10 and 11 it increased.
3rd grade. Teacher Kozmenko T.V.
| Item | Number of students | Did the work | Ratings | % of progress | % quality / SOU |
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| Russian language | ||||||||
| Mathematics | ||||||||
Unstressed vowel.
Paired voiced and voiceless consonants.
When adding and subtracting within 100.
When comparing named quantities.
Solving equations.
Geometric problems.
Solving problems involving decreasing or increasing several times.
Compared to the 2015-2016 school year, classroom performance has decreased. The percentage of knowledge quality has increased in the Russian language, while in mathematics it has decreased.
4th grade. Teacher Mironenko T.A.
| Item | Number of students | Did the work | Ratings | % of progress | % quality / SOU |
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| Russian language | ||||||||
| Mathematics | ||||||||
Typical mistakes in Russian:
Unstressed vowel.
Omission, replacement, distortion of letters.
Spelling of prepositions and prefixes.
Paired consonants.
Hyphenation
Case endings of nouns and adjectives.
Typical mistakes in mathematics:
In operations with numbers.
When solving problems
When finding the area of a rectangle and its length.
Compared to the 2015-2016 school year, classroom performance has decreased. The percentage of quality of knowledge in mathematics and the Russian language has decreased.
1. For subject teachers:
a) analyze the results of incoming controls at MO meetings;
b) prevent instability in the quality of knowledge, use multi-level tests or assignments to increase the objectivity of monitoring students’ knowledge of learning, and prevent cheating;
c) prevent students from overestimating grades, objectively assess knowledge according to standard data and grades.
d) pay attention to the decline in performance in grades 8 and 9.
2. Outline specific measures to correct typical errors and fill gaps in students’ knowledge.
3. The second stage of intra-school monitoring (intermediate control) should be carried out in January (responsible - Deputy Director for Education and Resource Management G.V. Turova).
September 2016
Deputy Director for Water Resources Management: Turova G.V.
Sheikina Inna
Approximate information on the results of thematic control
Reference
By results of thematic control
"The effectiveness of educational work on the social and communicative development of preschool children"
Thematic control was carried out in accordance with the annual work plan of the institution, on the basis of order No. 21-UD dated January 12, 2016, in the period from January 13 to January 18, 2016.
Target: Determine the effectiveness of educational work in preschool educational institutions on the social and communicative development of children; identify the level of development of social and communication skills in children; to find out the reasons and factors that determine the quality of work on the social and communicative development of children in preschool educational institutions.
During control has been viewed: planning educational work; creating conditions for the social development of children (methodological support, the availability of a variety of games, manuals, tables, diagrams, layouts, models, etc., illustrative material, photo albums, educational games; the availability of fiction and educational literature appropriate to the age of children ; duty corners; corners for boys and girls; experimentation corners)
the knowledge, skills, and abilities of children were examined in accordance with program requirements (culture of communication, gender-role socialization, national culture, norms and traditions in the life of the group);
An assessment was made of the professional skills of the teacher, methods, techniques, forms of work used by the teacher through observations of educational activities, games, routine moments, conversations with children and teachers.
IN result check revealed following:
1. Planning educational work with children meets the requirements.
2. Groups are equipped with a variety of games and aids. Schemes and layouts are available only in the senior group (teachers Suchkova L. I., Filatova I. V.)
3. All groups have: a variety of illustrative material, photo albums, selection of fiction and educational literature in accordance with the age of children, corners for activities, experimentation, corners for boys and girls.
4. ICT and design are not used enough in working with children.
5. There are no privacy areas in all groups.
6. Teachers of all age groups use a variety of forms and methods of working with children on social and communicative development.
1. Use ICT, projects on the social and communicative development of preschool children, diagrams, and layouts when working with children.
2. Create privacy corners in all groups.
3. Continue to replenish research centers.
Publications on the topic:
Analytical report on the results of the thematic control “Interaction of teachers with families of students” Analytical report on the results of the thematic control “Interaction of teachers with families of pupils” In the MDOU ___ during the period from.
Analytical report on the results of the thematic control “Formation of children’s ideas about a healthy lifestyle” At the preschool educational institution “Kindergarten “Firefly” in Peleduy”, from November 13 to November 24, 2017, a thematic control was carried out on the topic: “Organization.
Analytical report on the results of the control “Adaptation of children 2–3 years old to the conditions of kindergarten” Based on the Head’s Order No. 68 dated October 6, 2017 and in accordance with the Annual Work Plan for the 2015-2016 academic year as a senior educator.
Analytical report on the results of the thematic control “Artistic and aesthetic education of children in older groups” Analytical report on the results of the thematic control “Artistic and aesthetic education of children in older groups” (theater.
Analytical report on the results of the thematic control “Education of patriotic feelings in preschool children” Analytical report on the results of the thematic control “Education of patriotic feelings in preschool children in integration.