Let's look at how to diagnose children in kindergarten and whether it should be done or not, according to the federal state educational standard for preschool education, approved. Order of the Ministry of Education and Science of Russia dated October 17, 2013 No. 1155 (hereinafter referred to as the Federal State Educational Standard). Excerpt from the Federal State Educational Standard, paragraph 4.3:

Thus, we can say that diagnosing children in kindergarten according to the Federal State Educational Standard is optional and even prohibited.
Excerpt from the Federal State Educational Standard, paragraph 3.2.2:

But, according to paragraph 3.2.3 of the Federal State Educational Standard given above, when implementing an educational program for preschool education in a kindergarten, the individual development of preschool children can be assessed as part of pedagogical diagnostics. Diagnosis of children's individual development is also reflected by the authors of drafts of exemplary basic educational programs for preschool education.

• “From birth to school”, ed. N. E. Veraksy, T. S. Komarova, M. A. Vasilyeva
• “Kindergarten is a house of joy” author – N. M. Krylova
• "Childhood" ed. T. I. Babaeva, A. G. Gogoberidze, O. V. Solntseva
• “On the Wings of Childhood”, ed. N. V. Miklyaeva
• "Origins" ed. L. A. Paramonova
• “Mosaic” authors – V. Yu. Belkovich, N. V. Grebenkina, I. A. Kildysheva
• "Paths" ed. V. T. Kudryavtseva

This assessment may be associated with students’ mastery of the basic educational program of preschool education. Since the main task of the program is to ensure the development of the personality, motivation and abilities of children in various types of activities and to capture predetermined areas of development and education. This means that the assessment of children’s individual development will consist of an analysis of the content of educational sections they have mastered: speech, artistic and aesthetic, cognitive, physical development, social and communicative.

The teacher can assess the individual education of children in kindergarten during internal diagnostics of the formation of indicators of the development of his personality. The results of such diagnostics can only be used to individualize education. That is, adapt to each child. Help those children who have certain difficulties in the educational process.

Diagnostics is carried out in the form of systematic observations by the teacher of children in kindergarten during their daily life and, of course, in the process of educational activities with them.

Diagnostics in the form of observation are carried out throughout the school year and in all age groups. The discovered developmental characteristics of each child are recorded by the teacher. Based on these records, certain conclusions are drawn in the middle and at the end of the school year.

Taking into account the relevant indicators of the pupil is expressed in verbal form:

• formed;
• not formed;
• is in its infancy.

As characteristics for assessing the formation of a preschooler’s personality, one can highlight external features in his behavior and activities. And also pay attention to how he interacts with peers and adults. These characteristics show its development in each age group and, therefore, throughout the entire preschool period.

For example, in the appendix to the Federal State Educational Standard (see below) some characteristics of the possible achievements of a preschooler in the educational process corresponding to a certain age are given.

Excerpt from the Federal State Educational Standard, paragraph 4.6:

By examining the group as a whole, the teacher can identify children who need to devote more time and adjust or change the learning process. Diagnostic data must reflect the dynamics of the formation of indicators that develop in preschoolers throughout the entire educational process. Tracking the dynamics of preschooler development based on indicators. Thus, you can determine what character it bears: regressive, progressive or unchanging. It is also possible to make a general psychological and pedagogical assessment of the correctness of educational and educational actions of adults at different levels of the educational process. You can also determine those areas in which the preschooler needs help.

The identified indicators indicate the main periods of development of preschool children. Those qualities that are formed and developed in preschool age. They determine the successful transition of children to the next age level. Thus, diagnostic data are features of the dynamics of the formation of indicators of a child’s personality development in preschool education. They will help the teacher in the primary grades of the school to organize more effective interaction with children during the period of their adaptation in the first days of school.

If we do not carry out this diagnosis, aimed at individualizing education, then the dynamics of the development of each child between the ages of 3 and 7 will not be tracked. There will be no opportunity to form and expand children’s portfolios to take into account their achievements, characteristics and abilities. And this may cause a loss of continuity between preschool and primary education.

Pedagogical diagnostics of a kindergarten teacher is primarily aimed at studying a preschool child to understand his individuality and assess his development as a subject of cognition, communication and activity; to understand the motives of his actions, see the hidden reserves of personal development, and predict his behavior in the future. Understanding the child helps the teacher to make the conditions of upbringing and learning as close as possible to the realization of children's needs, interests, abilities, and contributes to the support and development of the child's individuality.

Without pedagogical diagnostics, it is difficult to imagine the conscious and purposeful professional activity of a teacher. Diagnostic activity is the initial stage of pedagogical design, allowing one to determine current educational tasks, individualize the educational process, and completes the chain of solving these problems, since it is aimed at identifying the effectiveness of the educational process.

The teacher’s knowledge and understanding of a preschool child as the main goal of pedagogical diagnostics in a preschool educational institution determines his use predominantly poorly formalized diagnostic methods, leading among which are the observation of the child’s manifestations in activities and communication with other subjects of the pedagogical process, as well as free conversations with children. Additional methods include analysis of children's activity products, simple tests, and special diagnostic situations.

Pedagogical diagnostics of a child’s achievements is aimed at studying:

Child's activity skills

Interests, preferences, inclinations of the child

Personal characteristics of the child

Behavioral manifestations of the child

Features of a child’s interaction with peers - features of a child’s interaction with adults Principles of pedagogical diagnostics.

Pedagogical diagnostics is carried out taking into account a number of principles determined by the specifics of the educational process of kindergarten.

Principle of objectivity means the desire for maximum objectivity in diagnostic procedures and results, avoidance of subjective value judgments and biased attitudes towards the person being diagnosed in the preparation of diagnostic data.

Implementation of the principle requires compliance with a number of rules:

 Compliance of diagnostic methods with the age and personal characteristics of those being diagnosed;

 Recording all manifestations of the child’s personality;

 Comparison of the obtained data with the data of other teachers and parents;

 Double-checking and clarification of the obtained factual material during diagnostics;

 Constant self-monitoring of the teacher over his own experiences, emotions, likes and dislikes, which often subjectivize the recording of facts; development of pedagogical reflection.

The principle of a holistic study of the pedagogical process assumes:

In order to assess the general level of development of a child, it is necessary to have information about various aspects of his development: social, emotional, intellectual, physical, artistic and creative. It is important to remember that child development is a holistic process, and that the direction of development in each of the areas cannot be considered in isolation. Various areas of personality development are interconnected and mutually influence each other.

Principle of procedurality involves the study of a phenomenon in change, development. The rules detailing the principle of procedurality are that

 do not limit yourself to individual “slices of states”, assessments without identifying patterns of development;

 take into account the gender, age and sociocultural characteristics of the child’s individual and personal development;

 ensure continuity of study of the diagnosed subject in the natural conditions of the pedagogical process.

Principle of competence means the teacher makes decisions only on those issues for which he has special training; prohibition during the diagnostic process and based on the results of any actions that could cause harm to the subject.

This principle is revealed

 in the rules of cooperation (consent, voluntary participation in diagnostics);

 the methods used are safe for the subject;

 availability of diagnostic procedures and methods for the teacher;

 in the balanced and correct use of diagnostic information (reasonable confidentiality of diagnostic results).

Personalization principle requires the teacher in diagnostic activities to detect not only individual manifestations of general patterns, but also individual paths of development, and deviations from the norm not to be assessed as negative without analyzing the dynamic trends of development. How to carry out the diagnostic process?

Before diagnostics can be carried out, it is necessary to design them.

The first stage is design. We determine the goals of the diagnosis (for example, to assess the manifestations of activity and curiosity by children in the older group, to identify the individual characteristics that appear in this case). In designing diagnostic activities, many teachers, as a rule, solve the question How carry it out by skipping questions What and, in particular, For what diagnose. Meanwhile, these are the main questions. The selection of methods, the analysis of results, and the making of management decisions depend on the answer to them.

In the diagnostic activity of a teacher, the results of assessing the development of a particular child are constantly compared with his own previous achievements, or with the behavior of other children at the present time or in the past, or with a description of the behavior of some person unknown to us. These are the aspects of comparison that are called in pedagogical diagnostics individual, social or objective correlative the norm. For example, we define criteria for assessing manifestations of activity and curiosity in children. Thus, the criterion of curiosity is the child’s sensitivity to new things, and indicators of the manifestation of this criterion can be the identification of new objects in the environment, cognitive questions about new objects, attentive listening to the teacher’s stories, etc.

We define diagnostic methods. In pedagogical diagnostics, the main methods are participant observation and non-standardized conversations with children. In addition, diagnostic situations are used that actually “provoke” the child’s activity, which the teacher would like to observe.

The second stage is practical. Carrying out diagnostics. To do this, it is necessary to determine those responsible, indicate the time and duration of the diagnosis, as well as methods for recording the results (recording in a notebook, on diagnostic cards, on a tape recorder, video camera, etc.).

The third stage is analytical. Analysis of the obtained facts, obtaining quantitative data. The analysis allows us to establish Why the result of this or that child differs or does not differ from his previous result, from the results of other children, or significantly deviates from the norm (a remarkable achievement or a big problem). Based on the analysis, the reasons for this manifestation of the diagnosed quality are determined.

The teacher needs to realize that the deviation of the results obtained from the intended standards does not require rapid change and intervention in the child’s development process, but involves an analysis of the quality of the processes and conditions that ensure these results. Can every child (or at least the majority of children) achieve the high level described in the program (across the entire content of the program), set as an ideal development option? Development is always individual and uneven; for a teacher, it is important, first of all, to notice and support the good qualities clearly manifested in the child, and only then to see developmental problems and help solve them.

The fourth stage is data interpretation.

The teacher’s interpretation of the received facts is the main way to understand the child and predict the prospects for his development. Any quantitative indicators have the possibility of different interpretations, sometimes diametrically opposed ones. For example, how to evaluate the following data: half of the children in the group show a high degree of curiosity, a third are selectively inquisitive (i.e., not always and not everything arouses children’s interest) and the rest of the children are not inquisitive? Is this good or not? This question can be answered only by comparing the data obtained with those that were previously recorded.

The fifth stage is goal-oriented: it involves identifying current educational objectives for each child and for the group as a whole. Diagnostic results are used primarily to identify the child’s strengths and determine the prospects for his development. The information obtained as a result of the diagnosis and the conclusions drawn on its basis help the teacher to suggest possible actions of the child in different situations and to understand what achievements of the child should be supported and developed further in every possible way, and what exactly this child needs help with.

The art of a teacher lies precisely in opening up the prospects for his development to each child, showing him those areas where he can express himself, achieve great success, draw strength from this source, so that in general the harmony of the individual becomes complete, rich, and unique.

Monitoring the educational process in kindergarten. Monitoring the educational process can be defined as a system for organizing the collection, storage, processing and dissemination of information about the activities of the pedagogical system, for continuous monitoring of its condition and forecasting development.

Monitoring, unlike diagnostics, has a wider range of capabilities due to its regularity, strict focus on solving management problems, and high technology.

Monitoring allows us to detect the effectiveness of educational activities being implemented and is always focused on the goals of this activity. The monitoring system implies, in addition to the expected results, the detection of unexpected effects and forecasting of problems in the future. Monitoring involves:

Constant collection of information about objects of control, i.e.

performing a tracking function;

Studying an object using the same criteria in order to identify the dynamics of changes;

Compactness, minimalism of measuring procedures and their inclusion in the pedagogical process.

Monitoring in kindergarten is aimed at tracking the quality of preschool education, namely:

1. The quality of the results of the activities of a preschool educational institution.

Determining the effectiveness of a preschool educational institution is, first of all, related to the degree to which target objectives are achieved: protecting the lives and strengthening the health of children, the development of early and preschool children, interaction and support of families in the process of raising preschool children. Based on this, monitoring subjects are aimed at studying:

the degree to which the child has mastered the educational program, his educational achievements in order to individualize education,

development of abilities and inclinations, interests of pupils;

the degree of readiness of the child for schooling;

satisfaction of various consumer groups (parents, teachers, educators) with the activities of the kindergarten.

2. The quality of the pedagogical process implemented in a preschool educational institution.

The activities of the kindergarten and the achievement of the above-mentioned results are ensured by the implementation of the educational program. When designing a monitoring map of the educational process, it should be ensured that it is aimed at monitoring quality:

Educational activities carried out in the process of organizing various types of children's activities (play, communication, work, cognitive-research, visual, constructive, musical, reading fiction) and during routine moments;

Organization of independent activities of children;

Interaction with children's families on the implementation of the basic educational program of preschool education for preschool children.

3. Quality of operating conditions of a preschool educational institution.

The implementation of the educational process is possible if appropriate resources are provided and the necessary conditions are created.

Therefore, the monitoring system should include an analysis of the conditions that ensure the quality of the educational process in kindergarten:

 features of professional competence of teachers;  developing subject-spatial environment of the kindergarten.

Determining the focus of monitoring involves the next step developing measurement tools: criteria and methods for conducting diagnostic procedures as part of monitoring. In monitoring, one extremely important requirement is imposed on the criteria - the criterion must allow measurement. Measurement is the determination of the degree of expression of the characteristic being studied, comparison with a scale, norm or other measurement. Some criteria have very weak dynamics, and it makes sense to measure them once every few years. Others change faster. As monitoring methods, methods similar to methods of pedagogical diagnostics are used: formalized and less formalized methods.

Formalized methods: tests, questionnaires, projective techniques and psychophysiological methods. They are characterized by a certain regulation, objectification of the examination or test procedure (exact adherence to instructions, strictly defined methods of presenting stimulus material, non-interference of the researcher in the activities of the subject, etc.), standardization (establishing uniformity in the processing and presentation of the results of diagnostic experiments), reliability and validity. These techniques make it possible to collect diagnostic information in a relatively short time and in a form that makes it possible to quantitatively and qualitatively compare the results obtained.

Less formalized methods: observation, conversation, analysis of children's activity products. These methods provide very valuable information about the child, especially when the subject of study are phenomena that are difficult to objectify (for example, value orientations, the child’s attitude to various phenomena) or are extremely changeable in content (the dynamics of interests, states, moods, etc. ). It should be borne in mind that poorly formalized methods are very labor-intensive. Only the presence of a high level of culture during observation and conversations with children helps to avoid the influence of random and side factors on diagnostic results.

Monitoring stages are also similar to the stages of diagnostic activity described above.

1. Definition of the object and purpose of monitoring, formulation

standard, definition of criteria and indicators, diagnostic methods

2. Practical collection of information about the monitored object

3. Processing and analysis of received information, as well as existing information from existing sources

4. Interpretation and comprehensive assessment of the object based on

information received, forecast for the development of the facility

5. Making a management decision to change activities

Results of pedagogical monitoring can be described as:

- descriptive, limited to identifying individual (sometimes insignificant) connections and processes of the object of study;

- essential, defining features and nature of the flow of significant internal connections and processes of the object;

- reproductive, characterizing the development of an object in the past based on previously obtained data;

- productive, predicting the development of the object as a whole or

its individual sides, properties, qualities;

- integral, exploring the most important internal and external connections, properties, relationships of the object of study.

ORGANIZATIONAL SECTION

Diagnosis in preschool age. Diagnosis of child development. Diagnostics carried out in kindergarten. What is its necessity, feature and significance?

Diagnostics of children in kindergarten is needed. Diagnostics in kindergarten helps to determine the level of development of the child (intellectual, mental, physical, etc.), the innateness or acquisition of certain personality qualities, the analysis of which will allow us to plan the necessary correction, formation or development, and provide the necessary conditions for the full and correct formation of personality . Diagnostics and correction are interconnected. With regard to problems or deviations discovered during the diagnostic process in children, the goal of their correction is always pursued. Analysis of results diagnostics of children in kindergarten helps to choose the right forms and methods of education, choose the type of kindergarten, school, club, and further development programs. Diagnostics in kindergarten allows you to discover the strengths and weaknesses of the child’s psyche and, what is most important for parents, helps build the right relationship with the child, favorable, friendly, and not traumatic to the individual.

Psychological diagnostics of a child is considered to be a study of personality, which allows one to obtain information about his abilities, characteristics of personal development, interests and inclinations.

At the present stage of development of the science of psychology, there are many methods for a complete and comprehensive study of the child.

Diagnostic methods and techniques in kindergarten

It is no secret that harmonious development is ensured by creating the necessary appropriate conditions.

The choice of these conditions is influenced by the presence of certain acquired or innate qualities. It is clear that innate characteristics, no matter how much we would like, are practically not changed either by education or punishment, while acquired ones are amenable to correction and change without harm to the child’s psyche. In order to prevent trauma to the psyche due to ignorance of these features and “out of the best parental intentions” (and the erroneous actions of parents can only appear in adolescence), a diagnosis is needed. Knowledge of the innate characteristics of a child’s psyche will allow you to competently approach the choice and create conditions for his upbringing, development and formation (from choosing a nanny to choosing educational programs).

Diagnostics in pedagogy is used to create group, mini-group and individual teaching methods, which ensures the effectiveness of the learning process and increases the activity of students. Psychological diagnostics in kindergarten helps to understand internal resources, appropriate adaptation, self-realization in society, and the realization of innate abilities.

Examples of diagnostics in kindergarten:

• diagnostics of early development,
• career guidance diagnostics,
• school readiness diagnostics,
• diagnosis of predisposition to dysgraphia,
• diagnostics of psychological state,
• predisposition to diseases,
• compatibility diagnostics and many others.

At the stage of early and preschool development of a child, it is desirable to diagnose the development of intellectual and creative potential. Conducted diagnostics in kindergarten will help to identify the features of its development inherent in nature and those that need to be corrected or developed.

From the age of three you can diagnose career guidance. It will make it possible to identify the child’s predisposition to certain types of activities, plan the choice of a future profession, and choose the appropriate type of educational institution and form of education.

From the age of three it is possible to carry out the so-called in-depth diagnostics of children in kindergarten. Its name indicates that it helps to identify the deep motives of all his actions and understand philosophy. Professional diagnostics in kindergarten allows you to deal with serious problems that arise in a child when communicating, building relationships, learning, with mental retardation and encephalopathy. Considering that many problems are due to physiological reasons, in-depth diagnosis is carried out based on a blood test and brain scan.

From the age of six months it is possible to diagnose predisposition to diseases. Diagnosis of diseases allows us to identify diseases inherent from birth, correct them and thereby prevent the development of chronic diseases.

Compatibility diagnostics are applicable at any age. It allows you to make the right choice for your child, a nanny, a tutor or even a first teacher.

Of particular interest to parents is diagnosing their child’s readiness for school. This readiness is usually analyzed in three aspects - intellectual, social and emotional. For example, American psychologists focus more attention on the intellectual aspect of a child’s readiness for school. Most often, they analyze auditory and visual discrimination (listening comprehension), general awareness, vocabulary, level of sensory and motor development, quantitative concepts, etc. A different approach has school readiness diagnostics Gisella Institute. The staff of this institute places emphasis in diagnosis not on the intellectual aspect of development, but on assessing the level of physical, sensorimotor development of the child, and his ability to answer questions posed.

Diagnostic tests

There are many tests that allow you to diagnose the level of general intellectual development of children, mastery of the simplest mathematical concepts, counting, actions, reading skills, understanding the meaning of oral information, etc. For many years now, the Kern-Jirásek school readiness test, which includes three tasks, has been popular in our country:

Draw a male figure.

Draw the suggested written letters.

Draw groups of points.

This test diagnoses not only the child’s intellectual level of readiness for school, but also the degree of development of visual coordination and fine motor skills of the hand. The experience of using the test over many years has confirmed its effectiveness in predicting a child’s success in school. However, it should be noted that children who perform poorly on the test are also capable of good performance at school, in connection with which attention is focused (by the same author of the test) on the fact that the proposed methodology is not sufficient to establish school immaturity, but allows only fairly accurate diagnose the presence of school maturity.

Pedagogical diagnostics of children in accordance with the Federal State Educational Standard for Education

(report prepared using an article from the magazine “Senior Teacher” No. 5 dated April 29, 2015)

Currently, the formation of an organizational structure for the management of preschool educational institutions, as well as improving the quality of education, is an important task facing every leader. The quality of education can be considered as the degree of compliance of the totality of properties and results of education of preschool children with the predicted goals of preschool educational institutions based on the requirements and standards, needs and expectations of the subjects of the educational process (children, teachers, parents).

In order to effectively assess the quality of educational services in the field of preschool education, assessment methods such as monitoring and diagnostics are widely used.

Traditional methods of collecting information about an object (observation, conversation, questioning, analysis) are typical for monitoring and diagnostics.

It should be noted that diagnostics and monitoring complement each other. For example, monitoring may include diagnostics as a method of collecting information. Only the combination, interconnection and complementarity of these methods will make it possible to obtain comprehensive information about the quality of the educational activities of preschool educational institutions, as well as reflect the dynamics of the development of the educational process.

Constantly systematized information about the results of the pedagogical process allows you to:

create an information bank;

summarize;

outline a perspective;

determine the direction in the activities of teachers.

Purpose of monitoring: identifying the degree of consistency of results
activities of the preschool educational institution Federal State Educational Standard for preschool education.

It is necessary to constantly study and evaluate the development of each preschool student based on information from all specialists: teacher, psychologist, music director, speech therapist, physical education instructor, etc. This information is entered into the child’s individual development card, analyzed by teachers, and development is assessed on its basis , problems are identified and timely corrective actions are developed.

To monitoring methods The quality of education in preschool educational institutions includes:

studying the products of children's activities;

game test tasks;

conducting control and assessment classes;

interviews with teachers, parents and children;

survey;

analysis of documentation and timing of daily routine, etc.

Methods for monitoring the study of the educational process include:

– in natural conditions : observation, conversation, questioning, analysis
documents, products of activity, work experience of teachers;
– in specially modified conditions: experiment and experimental verification of research findings;

– qualitative analysis and quantitative processing of results;
– individual and group expert assessment.

Basic ideas of pedagogical monitoring:

identifying the developmental characteristics of children for subsequent consideration when
planning and conducting the educational process;

identification of negative trends in development to determine the need for further in-depth study;

identifying changes in children's development to determine the effectiveness of teaching activities.

Types of monitoring

Information monitoring – involves the accumulation and dissemination of information.

Basic monitoring – identifies problems, allows you to collect information for subsequent research.

Management monitoring – monitors and evaluates the effectiveness of management decisions made.

Comprehensive monitoring – focused on comprehensive in-depth research.

Monitoring objects can be

Quality of the educational process

Quality of resource provision

Quality of management

The quality of the results of the educational system of preschool educational institutions

According to clause 4.3 of the federal state educational standard for preschool education, approved. by order of the Ministry of Education and Science of Russia dated October 17, 2013 No. 1155 (hereinafter referred to as the Federal State Educational Standard for Education, Standard), target guidelines (social-normative age characteristics of a child’s possible achievements at the stage of completing preschool education) are not subject to direct assessment, including in the form of pedagogical diagnostics (monitoring), and also do not serve as a basis for their formal comparison with the real achievements of children. Thus, monitoring regarding the development of children is not currently expected and is even prohibited by modern regulatory requirements.

However, according to clause 3.2.3 of the Standard, when implementing an educational program for preschool education in a preschool educational institution, an assessment of the individual development of preschool children can be carried out as part of pedagogical diagnostics (monitoring). Conducting pedagogical diagnostics (monitoring) of children’s individual development is also provided for by the authors of drafts of exemplary basic educational programs for preschool education, in particular in the programs: “From birth to school” (edited by N.E. Veraksa, T.S. Komarova, M.A. Vasilyeva), “Origins” (edited by L.A. Paramonova), “Childhood” (edited by T.I. Babaeva, A.G. Gogoberidze, O.V. Solntseva), etc.

Such an assessment may be related to the students’ mastery of the basic educational program of preschool education due to the fact that the content of the program should ensure the development of the personality, motivation and abilities of children in various types of activities and cover certain areas of development and education (educational areas). Thus, assessing the individual development of children may consist of analyzing their mastery of the content of educational areas: social-communicative, cognitive, speech, artistic-aesthetic, physical development.

An assessment of the individual development of children can be carried out by a teacher during internal monitoring of the formation of indicators of the child’s personality development, the results of which are used only to optimize educational work with a group of preschoolers and to solve problems of individualization of education through building an educational trajectory for children experiencing difficulties in the educational process or having special educational needs. needs.

Monitoring is carried out in the form of regular observations by the teacher of children in everyday life and in the process of direct educational activities with them. Monitoring in the form of observation is carried out throughout the school year in all age groups. The identified development indicators of each child are recorded by the teacher. It is proposed to draw certain “reference points” in the middle (December) and the end of the school year (May).

Recording of development indicators is expressed in verbal (indirect) form: * not formed;

* is in its infancy;

*formed.

As indicators for assessing the development of a child’s personality, external (observable) manifestations in his behavior, activities, interactions with peers and adults are identified, which reflect his development at each age stage and, therefore, throughout the entire preschool age.

The overall picture of the group will allow us to identify children who need special attention from the teacher and for whom it is necessary to adjust and change the methods of interaction.

According to the Federal Law of December 29, 2012 No. 273-FZ “On Education in the Russian Federation,” parents (legal representatives) of pupils have the right to get acquainted with the content of education, the methods of teaching and upbringing used, educational technologies, as well as assessments of the performance of their children, and receive information about all types of planned examinations (psychological, psychological and pedagogical) of students, give consent to conduct such examinations or participate in such examinations, refuse to conduct them or participate in them, receive information about the results of examinations of students.

Monitoring data should reflect the dynamics of indicators that develop in preschoolers throughout the entire educational process. By tracing the dynamics of a child’s development by indicators, identifying whether it has a constant, progressive or regressive nature, it is possible to give a general psychological and pedagogical assessment of the success of the educational and educational influences of adults at different stages of the educational process, as well as to identify areas of development in which the child needs help .

The selected indicators reflect the main aspects of the development of preschool children, those characteristics that take shape and develop in preschool childhood and determine the successful transition of the child to the next age stage. Therefore, monitoring data - features of the dynamics of the formation of indicators of the development of a child’s personality in preschool education - will also help the teacher of primary general education to build more effective interaction with the child during the period of his adaptation to new conditions of development when entering school.

In our opinion, in the absence of such monitoring aimed at individualizing education, the dynamics of the development of each pupil from 3 to 7 years old will not be tracked, a portfolio of children will not be formed and replenished taking into account their achievements, characteristics and abilities, which can lead to a loss of continuity between preschool and primary education.

Recently, the practice of conducting psychological and pedagogical diagnostics has become widespread in the preschool education system of the Russian Federation. tey preschool age. The use of diagnostics in itself is a positive aspect of the educational process.

Diagnostics of the development of preschool children, being included in preschool education, is designed to help teachers and parents of the child to properly build pedagogical communication with him.

However, today's the state of this practice is characterized by a number of negative trends (Kiryanova R.A.):

1. When teachers use to diagnose childrentechnologically undeveloped, untested, having doubtful academic and practical valuediagnostic methods .

2. Pedagogues find it difficult to select didactic material necessary for examining children, the formulation of tasks offered to children to complete.

3. During the diagnostic process specialists are involved, not themeating relevant qualifications.

4. Teachers find it difficult to explain criteria for assessing the quality under study.

5. Rresults diagnostics are not used teachers and specialists in planning and organizing the life activities of preschool children.

The trends in these negative practices of examining and testing children are caused by a number of objective reasons, including:

insufficient provision preschool educational institutions qualifiedspecialists (social pedagogue, educational psychologist, speech therapist, speech pathologist);

lack of information, systematic knowledge in area psychodiagnostics.

It is known that the most informative diagnostic techniques allow the greatest freedom in the interpretation of their results. In the hands of a qualified psychologist, these techniques are a tool for obtaining deep and accurate information about the level of development and inclinations of the child. At the same time, it is these methods that pose the greatest danger if they fall into the hands of an unqualified researcher (Information letter of the Ministry of Defense of the Russian Federation “On the practice of diagnosing child development in the preschool system” dated 01.01.00 No. 10/23-16).

Social and communicative competence of the child

The entry of a child into the modern world is impossible without his mastering the initial ideas of a social nature and his inclusion in the system of social relations, that is, without socialization (from the Latin socialis - general, public), as well as without his communication and active interaction with the outside world, i.e. outside of communication (from the Latin communico - I make it common, I connect, I communicate).

Specification social and communicative development in the approximate educational program for preschool education “From birth to school” it is presented in several blocks:

Socialization, development of communication, moral education;

Child in family and community, Patr. upbringing;

Self-service, independence, labor education;

Formation of security fundamentals.

Social and communicative development in preschool educational institutions is aimed at developing social and communicative competence in children. In total, there are three main competencies that a child needs to master within a given institution: technological, informational and social-communicative.

Organization of work on the social and communicative development of preschool children also presupposes compliance with the following conditions for effective communication:

Desire to interact with others;

Ability to organize communication - listen to the interlocutor, empathize emotionally, resolve conflict situations;

Knowledge of the norms and rules that must be followed when communicating with the environment

reaping.

Forms of educational activities

on social and communicative development of preschool children

Forms of organizing children's activities

group

subgroup

individual

subgroup

Educational activities

in the daily routine

Independent activities of children

- integrated classes;

Game situations, games with rules (didactic (verbal, board-printed), moving, folk, chance), creative games (plot-based, role-playing, theatrical, constructive);

Conversations, speech situations, composing stories and fairy tales, creative

retellings, guessing riddles, situational conversations, situations of moral choice, speech training, joint projects with adults, etc..

individual and joint creative (role-playing, theatrical, director's) games; all types of independent activities that involve communication with peers; performing independent labor operations in nature, household

work; independent activity in solitude corners, zoned plot corners, mummering corner, theater corner, motor town;

Children independently reciting short poems, telling fairy tales and stories, looking at books and magazines; making crafts, designing, coloring; educational printed board games, autodidactic games (puzzles, insert frames, paired pictures); simple experiments and experiments; independent activities in the sensory corner, book corner, environmental corner, sand and water corner, children's laboratory

The process of implementing the tasks of social and communicative development of preschool children is aimed at gaining experience in various types of children's activities and each type of activity makes its own special contribution to this process:

Playful activities make the child feel like an equal member of society. During the game, the child gains confidence in his own abilities, in the ability to get real results;

Research activities enable the child to independently find a solution, confirmation or refutation of his own ideas;

Visual activity allows a child, with the help of elementary labor in the process of creating children's creative products based on imagination and fantasy, to get acquainted with the world of adults, get to know it and take part in it;

Cognitive activity enriches the child’s experience, stimulates the development of cognitive interests, gives rise to and strengthens social feelings;

Communicative activity (communication) unites an adult and a child, satisfies the child’s various needs for emotional closeness with an adult, for his support and evaluation;

Constructive activity makes it possible to form complex mental actions, creative imagination, and mechanisms for managing one’s own behavior;

Project activities activate the child’s independent activity and ensure the unification and integration of different types of activities.

In turn, social-communicative competence includes two aspects: Social– the relationship between one’s own aspirations and the aspirations of others; productive interaction with group members united by a common task. Communicative– the ability to obtain the necessary information in the process of dialogue; willingness to present and defend one’s own point of view while directly respecting the position of other people; the ability to use this resource in the communication process to solve certain problems.

The program gives the organization the right INDEPENDENT choosing tools for pedagogical and psychological diagnostics of children’s development, including its dynamics.

Therefore, using materials from various literature, analyzing new developments in periodicals, Internet resources and their own practical experience, each preschool educational institution must create its own monitoring system in the preschool educational institution.

Assessing the individual development of children may consist of analyzing the mastery of the content of the socio-communicative educational field using methods:

A large block of methods is based on the linguodidactic approach to communicative competence and a large role is given to speech development and dialogical communication of the child with peers and adults. At the same time, work can be built in various types of activities.

D.N. Dubina, Yu.A. Sudaplatova (2013) take a folk tale as the basis for their work. They believe that one of the ways to expand linguistic behavior and develop the communicative skills of a preschooler’s personality is dialogical communication based on works of oral folk art.

N.K. Ledovskikh (2003), N.A. Bogdanova (2010) sees visual activity as a communicative reason for communication between a teacher and children. The authors believe that communication about visual activities is an emotionally rich communication that brings children and adults together. Visual activity requires communicative interaction at all stages: at the stage of discussing the topic, choosing the means and technique of depiction, in the process of direct visual activity and at the stage of understanding its results.

There are a lot of projects (G.A. Saitova, 2012; N.N. Kulish, 2011; S.S. Maltseva, 2012; S.A. Murzina, 2011) related to the game as a means of developing communicative competence. At the same time, the authors solve several problems: they form monologue and dialogic speech, teach cooperation. And this is very justified, because the game is a joint activity of children. Common interests, goals, tasks, and joint actions in the game contribute to the development of positive relationships between peers. It is the game that allows one to identify the child’s inclinations and turn them into abilities, develops skills and abilities, and stimulates the development of the preschooler as a whole.

As methodological material, teachers use manuals that are quite well known among kindergarten teachers: L. Dubinina “Communicative competence of preschoolers: a collection of games and exercises”; K. Fopel “How to teach children to cooperate.” (2008)

There are also more private programs for developing communicative competence in children of senior preschool age. Among them:

T.A. Blagoveshchenskaya (2003) – Development of the foundations of communicative competence when learning English in the preparatory group;

I.A. Lykova (2008) - Development of communicative competence through dialogue with art: meaningful communication in the language of images, signs and symbols of culture;

M.I. Lisina “Methodology for identifying the level of development of communicative activity for children 3-7 years old”

Yu.A. Afonkina, G.A. Uruntaeva “Test for studying the communication skills of children 4-7 years old”

A.M. Shchetinina “Diagnostics of children’s abilities for partner dialogue”

E.O. Smirnova, E.A. Kalyagina Test “Pictures”

Methodology by T.A. Repina “Studying the characteristics of the social and moral development of group children, the nature of the relationships between children in a group of peers”;

V.N. Chirkova (2005) – Health-saving communication environment.

Methodology for studying the understanding of moral standards:

R.M. Kalinina “Story Pictures”;

R.M. Kalinina “Finish the story” Method “Could this happen to you?” to study the well-being of relationships between older preschoolers and the group teacher;

“My Family” method for studying preschoolers’ ideas about their family, the nature of their relationships with loved ones;

A.B. Wenger’s method for studying the formation of the “I” image;

Methodology by E.I. Nikolaeva, M.L. Behavior for the study of ethnotolerance in older preschoolers;

Methodology for studying the characteristics of ideas about one’s native country;

Methodology of E.O. Smirnova “Method of verbal choices” for studying relationships between children and peers.

As an example, the appendix presents some indicators of the child’s personality development in the educational field of socio-communicative development according to the Veraxa program (Appendix No. 1).

(Group work)

I would like to hear the advantages and disadvantages of each of the presented diagnostics.

Quantitative levels of social and communicative development of preschool children

Depending on the degree of development of skills that determine social and communicative development according to the Federal State Educational Standard, we can distinguish:Formed , accordingly, it occurs at a high degree of development of the parameters discussed above. Moreover, one of the favorable factors in this case is the absence of problems in the child’s communication with adults and peers. The dominant role is played by the nature of relationships in the family of a preschooler.

Is in its infancy, is characterized by insufficient development of skills in some of the identified indicators, which, in turn, gives rise to difficulties in the sphere of the child’s communication with others. However, a child can compensate for this developmental deficiency on his own, with a little help from an adult. In general, the process of socialization is relatively harmonious.

Not formed, those. according to some of the identified parameters, it can give rise to significant contradictions in the sphere of communication between the child and his family and others. In this case, the preschooler is not able to cope with the problem on his own; assistance from adults, including psychologists and social educators, is required.

In any case, the socialization of preschool children requires constant support and periodic monitoring from both the child’s parents and the educational institution.

Conclusion: a selection of diagnostic complexes of methods (focuses on T.D. Martsinkovskaya) allow us to examine the child’s personality from different angles and form a holistic picture of his psyche,” in diagnostics “... the most important thing is to establish the relationship between the characteristics of the child’s psyche (cognitive abilities, personal qualities, nature of communication)" and contribute to:

more successful work of preschool educational institutions, whose functioning and development depends on the exchange of information and on the ability of people to jointly solve problems;

rapid adaptation of the preschool education system to changes in the external environment and improving the quality of educational services;

increasing management efficiency based on the ability of the head of a preschool educational institution to work not with individuals, but with a group of subordinates;

professional growth of each member of the preschool educational institution team.

Maria Tazina
Pedagogical and psychological diagnostics of children in preschool educational institutions

Introduction

Chapter 1. Features of psychological diagnostics of children in preschool educational organizations

1.2 System of psychological diagnostics in preschool organizations

1.3 Methods of psychodiagnostics of preschool children

Chapter 2. Pedagogical diagnostics of children in preschool educational organizations

2.1 General concept of pedagogical diagnostics

2.2 Functions and principles of pedagogical diagnostics

2.3 Stages of pedagogical diagnostics

Conclusion

Introduction

One of the priority tasks of preschool development is the protection and strengthening of the psychological health of pupils. It is considered as a condition for the implementation of the basic general education program of preschool education. Therefore, creating conditions for the realization of child development opportunities in preschool age and assistance in the formation of those psychological formations that will form the basis for development in subsequent periods is a priority in the professional activities of specialists in preschool organizations.

Along with these areas there is psychological and pedagogical diagnostics of children. Early diagnosis of the development of the cognitive sphere and all mental processes of the child is extremely important and necessary. Today it has been proven that the earlier targeted work with a child is started, aimed at correcting or developing his capabilities and abilities, the more effective its results can be; it often becomes possible to prevent secondary developmental deviations, if they are detected. The child’s nervous system has such an important property as plasticity, that is, it reacts flexibly to external influences. This quality determines the need for early diagnosis of the child.

Chapter 1. Features of psychological diagnostics of children in preschool educational organizations

1.1 General concept of psychological diagnostics

The most important area of ​​psychological science and psychological practice is psychodiagnostics. It is associated with the development and application of various methods for recognizing the individual characteristics of a person or group of people.

Psychodiagnostics is understood as a field of psychological science that develops theory, principles, as well as tools for assessing and measuring individual psychological characteristics of a person and variables of the social environment in which a person’s life activities take place.

Psychodiagnostics is practically used in a variety of areas of psychologist activity. And when he acts as an author or participant in applied psychological and pedagogical experiments, and when he is engaged in psychological counseling or psychological correction. And, nevertheless, most often psychodiagnostics is a separate independent field of activity of a practical psychologist. Then its goal is to make a psychological diagnosis, that is, to assess the psychological state that a person has.

There are three stages in a psychodiagnostic examination:

1. Data collection.

2. Processing and interpretation of the results obtained.

3. Making a decision – psychological diagnosis and prognosis.

Psychodiagnostics faces the following tasks:

Identifying whether a person has one or another psychological behavior or psychological property;

Determining the degree of development of a given property, expressing it in quantitative and qualitative indicators;

Characteristics of diagnosable behavioral and psychological characteristics of a person when necessary;

Comparing the degree of expression of the studied properties in different people.

All of the above tasks are solved in practical psychodiagnostics either comprehensively or each separately, depending on the goals of the research being conducted.

1.2 System of psychological diagnostics in preschool organizations

In preschool organizations, psychological diagnostics is an integral part of the general diagnostic system for preschool children, which also includes pedagogical and medical diagnostics (Table 1).

Table 1 – System of diagnostic work with children

Goal: Study and identify the developmental characteristics of each child and groups of children for subsequent individual and group correctional and developmental work

Indicators: State of health and physical development; means: medical examination;

Responsible: doctor, nurse.

Indicators: Mastering the educational program; means: pedagogical diagnostics; Responsible: senior teacher, educators.

Indicators: Features of mental development; means: psychological diagnostics; responsible: practical psychologist.

The goals and objectives of psychodiagnostics depend on the specifics of the preschool educational organization and, at the same time, their focus should be focused on identifying the conditions that impede the full development and formation of the personality of a preschooler. Psychodiagnostics should always be the basis for building an effective educational process in preschool educational institutions.

T. M. Martsinovskaya believes that the subject of psychodiagnostics in preschool educational institutions is the individual age characteristics of children, as well as the reasons leading to deviations and disorders in their mental development.

There are three main diagnostic schemes in the model of psychological support: diagnostic minimum, primary differentiation of norm and pathology of mental development, in-depth psychodiagnostic examination of the individual.

A psychodiagnostic examination is provided at three stages of preschool education. These include the stage of entering a preschool institution, the stage of staying in it and the stage of finishing preschool education. All of them are important components in terms of the potential development and learning opportunities present in them.

Thus, the diagnostic system in a preschool organization may include six examinations:

1. examination of children upon admission to a preschool institution during the period of their adaptation;

2. examination of young children (2-3 years);

3. examination of the younger age group (3-4 years);

4. examination of preschoolers of the middle age group (4-5 years);

5. examination of children of the older age group (5-6 years);

6. examination of children of the preparatory group during the period of completion of training in a preschool institution (6-7 years).

The scheme of psychodiagnostic work may look like this. In September-October, i.e., the beginning of the school year, a psychologist conducts a rapid diagnosis of the level of mental development of children of all age groups. After this, he conducts an in-depth examination of children who are suspected of having developmental problems. These children, as a rule, belong to the “risk group”. Based on the results of in-depth diagnostics, correctional and developmental work is compiled.

Psychodiagnostic work is carried out with children who have severe mental development disorders with the aim of primary differentiation of normal and pathological mental development. Such children are referred for psychological, medical and pedagogical consultation.

In April, a repeat psychodiagnostic examination of children in the preparatory group is carried out according to all criteria of psychological readiness, which is initially in-depth. If a preschooler is found to have a low level of readiness for school, they should receive additional psychological and pedagogical assistance.

The basis of a psychological examination of preschool children is the need to obtain information about such individual psychological characteristics of the child as the characteristics of the emotional-volitional sphere; features of communication and behavior; features of cognitive activity (Table 2).

Table 2 – Psychodiagnostic examination

Early age

Cognitive sphere: Sensory standards, general motor skills, constructive praxis.

Emotional-volitional sphere: Emotional background of mood, activity.

Behavior and communication: Play, contact, response to encouragement and reprimand.

Junior group

Cognitive sphere: Imagination, thinking, speech, motor skills.

Emotional-volitional sphere: Dominant emotional state, gender and age identification, level of aspirations.

Middle group

Cognitive sphere: Imagination, thinking, speech, memory, motor skills.

Emotional-volitional sphere: Self-awareness, dominant emotional state.

Behavior and communication: Play, communication skills in communicating with adults.

Senior group

Cognitive sphere: Imagination, thinking, speech, memory, attention, motor skills.

Emotional-volitional sphere: Self-esteem, status in the group, dominant emotional state.

Behavior and communication: Play, communication skills in communicating with peers.

Preparatory group

Cognitive sphere: Memory, attention, speech, logical thinking, imagination, motor skills.

Emotional-volitional sphere: Motivation, self-esteem, volition, dominant emotional state.

Behavior and communication: Playing, communicating with peers and adults.

Based on the results of the psychological diagnostic data obtained, the psychologist prepares generalized analytical information for groups, filling out summary tables.

1.3 Methods of psychodiagnostics of preschool children

In the process of psychological diagnostics, various methods are used to obtain information about the status of the child and his compliance with age standards at the stage of the diagnostic examination. Methodological techniques that are used to conduct a diagnostic examination of a child should be brief and convenient to quickly obtain information from one or another area of ​​the child’s personality. Before starting a diagnostic examination, it is recommended to conduct a diagnostic interview, which can cover any topic. It is important that the psychologist has a good command of the methodology for conducting it.

Diagnostic interview It should not be boring or time-consuming for the child. It is necessary to take into account the age of children and diagnostic tasks, and on the basis of which to apply its different modifications. For this purpose, you can use toys, pencils, and paper. This is due to the fact that children cannot describe their feelings; they express them more easily in drawings. You can begin the actual psychodiagnostic examination after the initial acquaintance.

Observation method is one of the main methods in working with children. D. B. Elkonin, a famous Soviet child psychologist, used observation of his grandson to describe the process of formation of the child’s objective actions.

Observation must be carried out correctly: it must be purposeful and built according to a specific plan. Before starting observation, it is important to establish its purpose, answer questions about why it is being carried out, and what results it should produce. After which an observation program is drawn up and a plan is developed.

To obtain the results necessary for generalization, observation must be carried out regularly. This is explained by the fact that children grow very quickly and their psychology and behavior changes just as quickly. The intervals depend on the age of the child: the earlier the age, the shorter the time interval between the next observation should be. In this case, we mean the implementation of scientific observation, which is accompanied by the maintenance of systematic records, analysis and generalization of observation results.

Due to the fact that preschoolers are highly distractible and have insufficiently stable attention, it is possible to use hidden surveillance, which is designed so that the child does not see the adult watching him.

This method has both a number of undeniable advantages and disadvantages. Thanks to observation, you can obtain interesting facts by studying a child in the natural conditions of his life; it is also indispensable for initial orientation in the problem and obtaining preliminary facts. The disadvantages include the labor intensity of this method. It requires the researcher to have high psychological education and a lot of time, which does not guarantee obtaining facts. In addition, observation results often do not make it possible to understand the reasons for certain forms of child behavior.

Experimental method is often one of the most reliable ways to obtain reliable information about the psychology and behavior of a child. Including a child in an experimental play situation makes it possible to obtain the child’s immediate reactions to the influencing stimuli and, on the basis of these reactions, to judge what the child is hiding from observation or is unable to verbalize during questioning.

The best results from an experiment in working with children can be obtained when it is organized and carried out in the form of a game and activities familiar to the child - drawing, guessing riddles, designing, etc. The important point is that children should not suspect that games are being played specifically for their study. This can lead to a loss of interest in the child in what he is asked to do and will not allow him to reveal his intellectual abilities and qualities of interest to the researcher.

The specificity of an experiment in child psychology is that the experimental conditions should not violate the child’s usual forms of activity and should be close to his natural living conditions.

In addition to the main methods of studying children - observation and experiment - auxiliary methods are also used. These are analysis of children's activity results (drawings, crafts, fairy tales they composed, etc.) and conversation method .

The most widely used is the analysis of children's drawings. The emotional state of the child, the peculiarities of perception of surrounding people and objects, the nature of relationships with others are reflected precisely in children's drawings. At the same time, the interpretation cannot be definite and unambiguous and always presupposes the subjectivity of the researcher, therefore the analysis of children's drawings requires high qualifications and extensive experience in working with this material. In this regard, this method can only be used as an auxiliary method in serious research.

Conversation method (question method) can be used from the age of four, when children already have a fairly good command of speech. Since preschool children do not yet have the opportunity to express their thoughts and experiences in words, they usually give short and formal answers.

Choosing the right questions to talk to children is a great art. The child does not always correctly understand the questions that are addressed to him. For this reason, when conducting psychological research using interviews with children, it is advisable to initially make sure that the child correctly understands the questions addressed to him and only after that begin to interpret and discuss the answers he gives. Conversation can also be used as an auxiliary method.

Thus, psychodiagnostics of preschool children has its own specifics, since they have a number of psychological and behavioral characteristics that need to be known in order to obtain reliable results in the process of their psychodiagnostic examination. It is important to take into account the relatively low level of self-awareness and consciousness, and also to remember that preschoolers have underdeveloped processes such as attention, thinking, memory and imagination.

Chapter 2. Pedagogical diagnostics of children in preschool educational organizations

2.1 General concept of pedagogical diagnostics

Pedagogical diagnostics has three interrelated meanings:

1) This is an independent type of analytical activity of a teacher.

2) Applied field of pedagogy, studying the patterns of pedagogical diagnosis.

3) The process of the teacher studying the current state of the object and its relationship with the norm.

Pedagogical diagnostics is not so much a study of children and their personal characteristics, but rather the capabilities and resources of the education system, the pedagogical process organized in a preschool institution and in the student’s family.

In addition, pedagogical diagnostics in a preschool organization is also aimed at studying teachers and parents, identifying their difficulties in organizing the pedagogical process and their level of competence. The obtained diagnostic data are used for the active development of all participants in the pedagogical process, for the correct selection of methods and means of education, as well as for the purpose of providing timely assistance when problems or difficulties are detected in working with children.

2.2 Functions and principles of pedagogical diagnostics

One of the main functions of pedagogical diagnostics for a practicing teacher is feedback function or information. The diagnostic activity of the teacher is aimed not only at identifying and assessing the child’s condition, but also at identifying conditions that positively or negatively affect his development. While observing the child in various situations (in his free time, on a walk, playing with peers, etc.), the teacher makes notes of his reactions to conflict and to praise, to an offer to engage in some activity.

With the help of this, he manages to find out what interests the child has, his skills, inclinations, difficulties, preferences and objects that are significant to him, as well as understand the reasons for behavioral manifestations. Understanding these points allows the educator to reduce the formality of educational interaction, determine the uniqueness of educational goals, and guide him to search and apply the best option for a pedagogical solution.

Prognostic function allows you to predict the course of the pedagogical process and determine the prospects for the child’s development. In order to make a forecast, the teacher compares information about what the preschooler was like before and how he manifests himself now. As a result, the identified dynamics of changes (negative or positive) contributes to the ability to predict changes in the child and prevent undesirable development trends.

Control and correction function identifies specific difficulties in the educational process and determines the causes that give rise to them. This function manifests itself primarily in the process of conducting pedagogical examination and presupposes the existence of a standard.

Evaluation function establishes the degree of change in the pedagogical object under study and the dependence of these changes on the conditions of the educational process. Using this function, you can conduct a qualitative and quantitative assessment of the achievements of preschoolers, the performance of each teacher individually and the entire teaching staff as a whole.

Conducting pedagogical diagnostics should be carried out taking into account a number of principles that are determined by the specifics of the pedagogical process of a preschool organization. The content, goals, forms and methods of diagnostic procedures, as well as the methodology for analyzing the data obtained, are determined precisely by the principles of pedagogical diagnostics.

1.Principle of objectivity allows us to minimize the subjectivity of assessments, which can be observed due to the fact that, as a rule, “participant” observation is carried out, in which the diagnostician is inside the subject under study, and not removed from it.

2. The principle of a holistic study of the pedagogical process presupposes:

Consideration of the child as an integral system consisting of certain interconnected components;

Comparison of data obtained in various conditions and situations of the child’s life, by different people who are in different relationships with him;

Identification of interdependence and interdependence of internal factors of a person’s individual and personal development with external environmental conditions.

3. Principle of procedurality consists in studying the phenomenon in its genesis and progression.

4. Principle of competence is that the diagnostician makes decisions only in those issues in which he has special training; any actions that could cause harm to the subject during the diagnostic process and results are also prohibited.

5. Personalization principle consist in the requirement to detect not only individual manifestations of general patterns, but also individual development paths, and deviations from the norm should not be assessed as negative without analyzing the dynamic trends of development.

2.3 Stages of pedagogical diagnostics

Before starting diagnostics, it is necessary to design it. In this regard, the first stage is design stage. It involves performing certain actions.

1. Outline the diagnostic goals (for example, to assess the degree to which children in the middle group demonstrate curiosity and activity, and also to determine the individual characteristics that appear in this case).

2. Determine the norm (standard, ideal, sample), with which the received information will be compared in the future.

3. Identify indicators and criteria for assessing manifestations of curiosity and activity in preschoolers. Thus, the criterion of curiosity may be the child’s sensitivity to new things, and indicators of the manifestation of this criterion are the identification of new objects in the environment, attentive listening to the teacher’s stories, cognitive questions about new objects, etc.

4. Determine diagnostic methods. The diagnostic method is focused on studying pedagogical reality.

The main methods in pedagogical diagnostics are participant observation and non-standardized conversations with children. Diagnostic situations are also used that “provoke” the child’s activity, which the teacher would like to observe2.

The second stage is practical, on which diagnostics are carried out.

The third stage is analytical. At this stage, the obtained data is analyzed, after which quantitative data appears.

Fourth stage- interpretation of data. Interpretation of the data obtained requires deep knowledge of the object of study, high professionalism and experience, the ability to analyze and summarize extensive empirical information, often of a mosaic nature, and give an objective interpretation of the identified facts.

Fifth stage- goal-oriented - involves identifying current educational objectives for each child and for the group as a whole.

The teacher regularly projects the data obtained as a result of comparisons and analysis onto the child’s behavior in other situations or in the future in the field of pedagogical diagnostics.

Thus, the art of a teacher is to open up the prospects for his development to each child, to show him those areas where he can express himself. The main point of the teacher’s prognostic activity is to find the most optimal way for the development of a two-pronged process: the socialization of the child, the identification and development of his individuality.

Conclusion

Correctly organized and carried out diagnostics of children in a preschool educational organization, aimed at identifying individual psychological characteristics of development and learning, allows not only to timely identify violations and take measures to correct them. No less important is psychological and pedagogical diagnostics aimed at identifying the child’s capabilities, determining his achievements in comparison with previous periods of development and creating all the necessary conditions for the further realization of his abilities.

The use of research methods such as observation, experiment, analysis of the results of a child’s childhood activity and conversation with him requires a high level of professionalism from a teacher-psychologist.