Description of diagnostics in kindergarten. Psychological diagnostics in kindergarten
Diagnosis of preschool child development.
Essence, types, diagnostic criteria.
(message at the seminar)
Prepared
Recently, in the preschool education system of the Russian Federation, the practice of conducting psychological and pedagogical diagnostics, including testing, of preschool children has become increasingly widespread. The use of diagnostics in itself is a positive aspect of the educational process.
Diagnostics– activities aimed at making a diagnosis (diagnosis - recognition, Greek.).
Types of diagnostics :
· medical (the subject of diagnostics is the state of health and physical condition of the child);
· psychological (the subject of diagnosis is the mental state of the child);
· pedagogical (the subject of diagnosis is the child’s mastery of the educational program);
· managerial (the subject of diagnostics is the activities of an educational institution).
The introduction of diagnostic work into the activities of preschool institutions is due to several circumstances:
1. The implementation of a personality-oriented approach in education involves building the pedagogical process on a diagnostic basis.
2. Tariff and qualification characteristics (requirements) suggest that the teacher is obliged “to plan and carry out correctional and developmental work with students based on the study of individual characteristics and recommendations of a psychologist”, “to study the individual characteristics, interests and inclinations of children.”
Objectives of pedagogical activity : improving the quality of methodological work; improvement of the educational process; assessment of the pedagogical process.
Directions of diagnostic work:
- diagnostic work with children;
Diagnostic work with parents;
Diagnostic work with employees.
Principles of organizing diagnostic work:
1. The principle of legality - assumes that diagnostic work must be carried out legally, in compliance with regulatory documents: the Convention on the Rights of the Child; Constitution of the Russian Federation; Law of the Russian Federation “On Education”; orders and instructions letters of the Ministry of Education of the Russian Federation and the subject of the Federation; Charter of the educational institution; Agreements with parents; decisions of the educational council of the educational institution; orders of the head of the educational institution.
2. The principle of scientificity - assumes that diagnostic work in an educational institution should be based on scientific research that substantiates the choice of indicators being studied, methods, timing and organization of the survey.
3. The principle of ethics - assumes that diagnostic work must be carried out in compliance with ethical standards and rules.
4. The principle of optimality - assumes that with minimal effort a sufficient amount of diagnostic information should be obtained - as much as can be used in the work of an educational institution.
The forms of diagnostics can be different: group and individual, written assignments, oral in final classes, in conversations, testing.
Thus, diagnostic methods that are technologically undeveloped, untested, and have dubious scientific and practical value are often used. The results of such diagnostics do not reflect the real picture of the child’s development and, therefore, cannot improve the effectiveness of the educational process. The diagnostic process involves specialists who do not have the appropriate qualifications. This leads to incompetent interpretation of diagnostic data and errors in determining the child’s level of development, which can disorient teachers and parents when interacting with children.
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. The specificity of preschool age is that all mental processes are very mobile and plastic, and the development of a child’s potential abilities largely depends on what conditions for this development teachers and parents create for him. Psychological and pedagogical science unconditionally recognizes the fact that a child’s real abilities can manifest themselves quite late, and the education that he receives greatly contributes to their manifestation. In particular, the introduced concept of “zone of proximal development” captures precisely this well-known fact in a special way. Therefore, when determining the individual characteristics of a preschool child, it is preferable to first of all keep in mind his “inclinations,” which serve as the basis for the further development of abilities.
This specificity does not allow us to consider the diagnostic results (even if they are reliable) stable and determining the fate of the child. Any achievement of a preschool child at each stage of his development is intermediate and serves only as a basis for the teacher’s choice of methods and technologies for individual work. Testing data cannot be allowed to be the basis for labeling a child. Unreliable test results can have especially serious consequences. They can have a negative impact on both personal development and the further educational trajectory of the child.
In addition, training and upbringing in preschool age is holistic in nature and can be distributed in the educational process according to subject areas (mathematical concepts, speech development, visual and musical activities, etc.) only conditionally. Educational programs for preschool children, unlike school programs, usually not only include content related to learning, but also describe in sufficient detail the entire life of a child in kindergarten. That is why diagnostics in preschool age cannot fully rely on identifying knowledge, skills and abilities. For a child of this age, it is primarily important not so much how much subject knowledge of a particular educational field he has, but rather the way in which this knowledge was mastered by the child. Thus, a certain set of knowledge that a preschooler possesses does not always indicate the real results of his education, not to mention the fact that it equalizes all children in their development path. This further complicates diagnostic methods appropriate for this particular age, since determining the real level of development of a child requires not simple “exam” questions, but very subtle, special psychological tools.
The norms do not allow the child to be treated as an object of unceremonious research; confuse it with sudden checks (“test” in translation means “test”); test without parental consent, disclose diagnostic results (which constitute confidential information) to people who are not directly related to the education and upbringing of the child. In actual testing practice, these norms are often violated. A teacher, not being a diagnostic specialist, with the best of intentions may report test results (for example, that a child has a low test score) to the child’s parents without preparing them accordingly, or to the administration of a preschool educational institution. If this information reaches the child himself or other children, it can cause significant harm to his mental health.
In addition, diagnostics are always associated with the stage of interpretation, i.e., explaining the data obtained from the point of view of the child’s development. 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. Carrying out any diagnosis is always associated with the questions: for what purpose is it carried out? How will its results be used? Diagnostic data allows teachers and parents to monitor the progress of the child’s development and provide an individual approach. This is the positive role of diagnostics in the preschool education system.
However, some educational institutions use a system of testing the level of development of children to select them for a specific educational institution, each of which implements a special educational program. Testing a child’s development “at the entrance” to a certain educational program for the purpose of selecting him, wittingly or unwittingly, proceeds from the presumption that some children are “capable” of mastering it, while others are not. Thus, an application is made to test the abilities of children at a very early age, which literally contradicts the basic laws of personality and mental development. In addition, by making this kind of selection, the teacher closes the child’s opportunity for development in this direction and, perhaps, imposes on him a less promising path of education, based on his own ideas about the level of his development, and not on the real interests of the child.
The education system must provide the child with the most favorable conditions for development. That is why the subject of a comprehensive examination of the activities of a preschool educational institution in the process of its certification is the psychological and pedagogical conditions of education and training - content and methods, the nature of interaction between teachers and children and the construction of a developmental environment.
At the same time, the Ministry of General and Professional Education of the Russian Federation notes that the possibility of using psychological and pedagogical diagnostics based on monitoring the dynamics of a child’s mental and physical development in order to implement an individual approach in the educational process is beyond doubt. The results of such diagnostics should be used by the teacher in the course of planning his activities, when setting and implementing pedagogical tasks. However, given the variability of software and methodological support of the modern preschool education system, psychological or pedagogical diagnostics of a child can only act as a control over the effectiveness of a specific educational program implemented by a kindergarten. In this case, diagnostic techniques are used to monitor the dynamics of the child’s progress in mastering this program, its impact on the child’s development, as well as the effectiveness of the teacher’s results in this program.
TYPES OF DIAGNOSTICS
When working as a teacher-psychologist at an educational institution, the following types of diagnostics are consistently used:
1. Screening diagnostics
It is carried out with a group of children and is aimed at identifying children who have one or another group of characteristics, assesses the constancy of certain psychological properties in a given group of children.
2. In-depth psychological diagnostics , which is carried out after identifying children who have any developmental characteristics and need additional developmental or correctional work, i.e., special psychological assistance. Typically conducted individually or in small groups.
3. Dynamic examination , with the help of which the dynamics of development, the effectiveness of training, developmental and/or correctional measures are traced. It can be carried out several times during one correction course.
4. Final diagnostics . The purpose of this type of diagnosis is to assess the child’s condition upon completion of the course of correctional work.
PRINCIPLES OF DIAGNOSTICS
When conducting any type of diagnosis, a teacher-psychologist of a preschool educational institution must adhere to the following principles:
– complexity and versatility in the study of a child, the desire for maximum consideration in assessing the development of all his significant characteristics;
– study of children in activities and relationships, through activities and relationships;
– pedagogical orientation: study, diagnosis not as an end in itself, but as a means that determines the direction of correctional assistance to the child in overcoming his problems;
– participation in the study and assessment of the child’s development of all those involved in his destiny and interested parties (parents, educators, teachers);
To ensure that the diagnostic results are not distorted, the educational psychologist needs to take into account:
– physical development and condition of the child;
– psychophysiological characteristics of his age;
– dynamics of physical development (history);
– state of hearing, vision;
– features of the development of the motor sphere;
– disorders of general motor skills (general tension or lethargy, imprecision of movements; paralysis, paresis, the presence of their residual effects);
– coordination of movements (features of gait, gestures, difficulties when necessary to maintain balance, difficulties in regulating the pace of movements, the presence of hyperkinesis, synkinesis, obsessive movements);
– characteristics of performance (fatigue, exhaustion, absent-mindedness, satiety, switchability, perseverance, pace of work; an increase in the number of errors towards the end of the lesson or during monotonous activities; complaints of headaches).
METHODS OF PSYCHOLOGICAL RESEARCH
Research methods can be considered based on four main positions:
a) non-experimental psychological methods;
b) diagnostic methods;
c) experimental methods;
d) formative methods.
Currently, a large number of diagnostic methods have been developed, but not all of them are applicable to preschool children. The most acceptable are: observation, conversation, experiment, survey.
Non-experimental methods:
Observation is one of the most commonly used research methods. Observation can be used as an independent method, but usually it is organically included in other research methods, such as conversation, study of products of activity, various types of experiment, etc.
Observation and self-observation is the purposeful, organized perception and registration of an object and is the oldest psychological method.
Observation can be carried out directly or using observation devices and means of recording results. These include: audio, photo and video equipment, special surveillance cards, etc.
The observation results can be recorded during the observation process or delayed.
Observation is an indispensable method if it is necessary to study natural behavior without outside interference in a situation, when it is necessary to obtain a holistic picture of what is happening and reflect the behavior of individuals in its entirety. Observation can act as an independent procedure and be considered as a method included in the experimentation process. The results of observing subjects as they perform an experimental task are the most important additional information for the researcher.
Questionnaire , like observation, is one of the most common research methods in psychology. Questionnaire surveys are usually conducted using observational data, which (along with data obtained through other research methods) is used to construct questionnaires.
There are three main types of questionnaires used in psychology:
- These are questionnaires composed of direct questions and aimed at identifying the perceived qualities of the subjects.
These are scale questionnaires; When answering questions on scale questionnaires, the subject must not only choose the most correct of the ready-made answers, but analyze (evaluate in points) the correctness of the proposed answers.
Conversation – one of the methods for studying human behavior, since in other natural sciences communication between the subject and the object of research is impossible. A dialogue between two people, during which one person reveals the psychological characteristics of the other, is called the conversation method.A conversation can also be conducted with a group, when the teacher asks questions to the whole group and makes sure that the answers include the opinions of all group members, and not just the most active ones.
The conversation can be both more standardized and freer. In the first case, the conversation is conducted according to a strictly regulated program, with a strict sequence of presentation, clearly recording answers and processing the results with relative ease.
In the second case, the content of the question is not planned in advance. Communication flows more freely and wider, but this complicates the organization, conduct of the conversation and processing of the results. This form places very high demands on the teacher.
There are also intermediate forms of conversation that try to combine the positive qualities of both of these types.
When preparing for a conversation, preliminary work is very important.
1. The leader of the conversation must carefully think through all aspects of the problem he is going to talk about, select those facts that he may need. A clear statement of the purpose of the conversation helps to formulate clear questions and avoid random ones.
2. He must determine in what order he will raise topics or ask questions.
3. It is important to choose the right place and time for conversation. It is necessary that there are no people nearby whose presence could confuse, or, even worse, affect the sincerity of the interlocutor.
When conducting a conversation, especially a free one, you should adhere to the following recommendations:
1. Communication should begin with a topic that is pleasant to the interlocutor, so that he willingly begins to talk.
2. Questions that may be unpleasant for the interlocutor or cause a feeling of testing should not be concentrated in one place, they should be evenly distributed throughout the conversation.
3. The question should provoke discussion and development of thought.
4. Questions should take into account the age and individual characteristics of the interlocutor.
5. Sincere interest and respect for the opinion of the interlocutor, a friendly attitude in conversation, the desire to convince rather than force an agreement, attention, sympathy and participation are no less important than the ability to speak convincingly and reasonedly. Modest and correct behavior inspires trust.
6. The teacher must be attentive and flexible in conversation, preferring indirect questions to direct ones, which are sometimes unpleasant for the interlocutor. Reluctance to answer a question should be respected, even if it means that important information for the study is missed. If the question is very important, then during the conversation you can ask it again in a different wording.
7. From the point of view of the effectiveness of the conversation, it is better to ask several small questions than one large one.
8. In a conversation with students, indirect questions should be widely used. It is with their help that the teacher can obtain the information he is interested in about the hidden aspects of a child’s life, about unconscious motives of behavior, and ideals.
9. In no case should you express yourself in a drab, banal or incorrect manner, thus trying to get closer to the level of your interlocutor - this is shocking.
10. For greater reliability of the results of the conversation, the most important questions should be repeated in various forms and thereby control previous answers, supplement, and remove uncertainty.
11. You should not abuse the patience and time of your interlocutor. The conversation should not last more than 30-40 minutes.
The undoubted advantages of the conversation include:
Having contact with the interlocutor, the ability to take into account his responses, evaluate his behavior, attitude to the content of the conversation, and ask additional, clarifying questions. The conversation can be purely individual, flexible, and maximally adapted to the student.
An oral response takes less time than a written one.
The number of unanswered questions is noticeably reduced (compared to written methods).
Students take questions more seriously.
At the same time, it should be taken into account that in a conversation we do not receive an objective fact, but a person’s opinion. It may happen that he arbitrarily or involuntarily distorts the real state of affairs. In addition, the pupil, for example, often prefers to say what is expected of him.
Questionnaire.
The questionnaire belongs to the most proven, practiced and mastered methods. But this diagnosis has one common negative feature. It is exploited when the teacher does not take the trouble to creatively select methods for a specific pedagogical goal, and with the help of a questionnaire they try to find out from the children themselves what the measure of their upbringing is. Therefore, teachers often resort to simultaneous surveys of parents and children, and also take into account their own assessment.
The criterion for evaluating the questionnaire is the measure of detecting the child’s directed interest, his desires, aspirations, doubts and, ultimately, personal problems in life, as well as the measure of spiritual help for the child: when the questionnaire, being a diagnosis, helps children understand themselves in the world and gives rise to their positive activity, opening up for them a new aspect of life or a new value object.
Monographic method. This research method cannot be implemented in any one technique. It is a synthetic method and is specified in a combination of a wide variety of non-experimental (and sometimes experimental) techniques. The monographic method is used, as a rule, for a deep, thorough study of age and individual characteristics.
Diagnostic methods.
Diagnostic research methods include various tests, i.e., methods that allow the researcher to give a quantitative qualification to the phenomenon being studied, as well as various qualitative diagnostic techniques, with the help of which, for example, different levels of development of the psychological properties and characteristics of the subjects are revealed.
Test – a standardized task, the result of which allows you to measure the psychological characteristics of the subject. Thus, the purpose of the test study is to test and diagnose certain psychological characteristics of a person, and its result is a quantitative indicator correlated with previously established relevant norms and standards.
The difference between diagnostic methods and non-experimental methods is that they not only describe the phenomenon being studied, but also give this phenomenon a quantitative or qualitative qualification and measure it.
Methodology for carrying out diagnostic work.
The pedagogical examination is aimed at determining the level of assimilation of program material by preschool children. The survey can be carried out both for the program as a whole, and for a section or subsection. Based on the data obtained, conclusions are drawn, a work strategy is built, strengths and weaknesses are identified, technologies for achieving the desired result, forms and methods for eliminating shortcomings are developed. The pedagogical examination is aimed at identifying the level of program material, achieving high results in its assimilation, correcting the forms, methods and methods of teaching students, and the effectiveness of using pedagogical technologies.
Pedagogical examination is carried out twice a year: for the first half of the year - January, for the second in May (possibly the third at the beginning of the school year) Examination in all sections of the program, except for special ones (musical and physical) is carried out by teachers, the administration is present during the examination, helps with permission controversial issues, a re-examination is carried out (if necessary).
The results of the survey are discussed at a joint meeting, the reasons for the insufficiently high level of mastery of program material for each task, subsection, and section by each child are identified, and further actions of teachers in working with students are outlined. The compiled analytical report is read out to the pedagogical council.
Diagnostics is of great importance for the targeted and effective implementation of the educational process. It allows, through control (monitoring) and correction of the entire system of education and training and its components, to improve the process of education, training and development of children.
Stages of organizing diagnostic work.
1. Defining goals and setting tasks, developing methodological recommendations for conducting pedagogical diagnostics.
2. Development of criteria for assessing levels of mastery of program material.
3. Development of tasks for examining pupils.
4. Development of a plan for conducting a diagnostic examination.
5. Preparation of material for diagnostics.
6. Development of a table-matrix “Results of a pedagogical survey”
7. Filling out a diagram of the dynamics of individual assimilation of program material by each student (in comparison for two half-years).
8. Based on the obtained data, compilation of an analytical report on the assimilation of program material for this section.
9. The educational institution issues an order “On conducting pedagogical diagnostics,” which specifies the goals, responsibilities, and timing.
10. At the end of the diagnostic examination and summing up, an order “On the results of pedagogical diagnostics” is issued, which reflects the results, conclusions, recommendations, responsible persons, and deadlines for eliminating deficiencies.
Monitoring is a derived form of the Latin monitor, meaning the implementation of an action that is aimed at implementing functions such as observation, control and warning. Pedagogical monitoring call the form of organization, collection, processing, storage and dissemination of data on the activities of the pedagogical system. This form provides monitoring of the state of the pedagogical system and allows us to predict its development.
Monitoring results are monitored at three levels: teacher, leader and parents, they are also its objects. Its type, tasks and goals depend on who is selected as the monitoring object. The parameters and characteristics of activity processes are the most informative and efficient and are monitored primarily. Then they observe, evaluate and predict changes in the state of the object.
Monitoring is a different concept from diagnostics, since during diagnostics the activity is aimed at studying an already known phenomenon, which is sufficiently described and allows the diagnostician to compare data about it with the information received. The distinctive features of monitoring include the following:
- The tracking system lasts 1, 3, 5 years;
- This is a special purposeful system; it is systematic and conscious at every stage of the pedagogical process.
Requirements, aspects and essence of monitoring
During monitoring, all attention is directed to the characteristics of the pedagogical process, to what features it occurs. This information is more immediate and important than effective. Monitoring studies have made it possible to identify a number of tasks that determine it essence:
- the state of the educational system is continuously monitored, as far as competence allows, and prompt information about it can be obtained;
- it is possible to timely identify changes in the education system, as well as the factors that caused them;
- negative trends in the education system can be prevented;
- the development of the most important processes in the educational system can be predicted in the short term;
- completeness of implementation and assessment of the effectiveness of methodological support for education.
Considering the fact that monitoring involves continuous observation of the educational process, several organizational and methodological requirements:
- The form and set of monitoring indicators must be constant and organic over a given period of time;
- Indicators, if possible, should capture the phenomena of the educational process that have already been deeply studied and can adequately reflect the level of quality of education;
- Indicators for managing the quality of education should be of an evaluative nature;
- At least once a year, the set of indicators used must be adjusted.
It turns out that monitoring is a holistic system that implements many functions.
Aspects monitoring, according to N.P. Tropnikova are the following:
- continuity (data is collected continuously);
- diagnosticity (there are criteria or models with which the current state of an object, process or system is compared);
- scientific nature (monitored parameters and models are justified);
- feedback (the monitored object is informed of the results, so it is possible to make adjustments to the monitored process).
In the education system, dissemination of information is of particular importance for monitoring. At the same time, the importance of various tools for influencing decision-making, which include informing society and forming public opinion, is not denied, but is not called the main one for monitoring. When monitoring, the opinion of the educational institution and the education system is also taken into account; it is expressed by managers.
The stage of obtaining research data borders on their analysis, and between them there is a stage discussions with the administration of monitoring results. This “middle” stage needs to be fulfilled, since there is a requirement for the consideration of the received information in the future and its use in practice. Discussion cannot be called a scientific way of obtaining information, but it is very valuable for monitoring.
When monitoring in education, there should be some kind of information dissemination system that is complex but reliable. This is due to two groups of methods monitoring:
- collecting information, recording current data;
- taking into account the information received, making management decisions, regulating the pedagogical process.
Considering the above, we can highlight the relevance of using monitoring in an educational institution, these are:
- Determining the effectiveness and success of how the educational process proceeds;
- Teachers are trained in self-assessment and self-analysis of their activities in the educational process;
- The quality of the educational process is managed expediently;
- Prospects for the development of objects/subjects of the educational process are predicted.
Monitoring the quality of education in preschool educational institutions
The definition of pedagogical monitoring should be considered with quality of education, it is a characteristic of education - a set of properties that help meet the needs of education and meet the interests of society. Monitoring the quality of education in a preschool institution aims to form a holistic picture of the quality of the entire education system. At the same time, the quality of education is considered in the form of a generalized measure of the effectiveness of the education system in preschool educational institutions; it is manifested in the ability to provide a range of services that would meet the needs and expectations of consumers and the requirements of regulatory documents (laws).
When analyzing the information base for monitoring the quality of education, its specific features were identified, which occur at the stages of collecting and assessing information. They do not study all the available information, but only that which will help create a complete picture of the quality of education provided by the preschool institution.
In stages collection of information are:
- Identify the hidden reserves and potential capabilities of each teacher and the entire team;
- Identify the conditions under which the selected technologies and programs are implemented;
- Determine the abilities, interests, level of development of children, teachers, and staff;
- Provide assistance to teachers in mastering research activities;
- To promote the creative development of personality, to help teachers master self-diagnosis of their professional activities.
The effectiveness of education is determined by the following: algorithm:
- determine the goals and objectives of training;
- appropriate criteria for determining the result;
- choose a teaching method;
- prepare diagnostic tools;
- examine subjects;
- process the results of the study and interpret them;
- analyze, evaluate the results and discuss them.
In pedagogical science, diagnosing the effectiveness of educational institutions is considered a fairly new area, but many diagnostic techniques already exist.
Monitoring system
Monitoring the quality of education in preschool educational institutions is carried out using a system consisting of 4 blocks:
- Quality of the educational process;
- Quality of resource provision;
- Quality of management;
- Quality of work results.
These blocks, together with the many elements that make up them, are carriers of the quality of education. In its structure, integral properties are distinguished that characterize quality in the form of the integrity of its simple and composite elements. These include: consistency, adaptability, focus on personality and activity, focus on humanities and cultural studies, reliability, continuity, efficiency, optimality, functionality. Besides, structure The quality of education includes the quality of the didactic orientation of children’s activities (construction, games), the quality of forms of organization of life activities (entertainment, activities), and the quality of independent activity.
To study and evaluate the quality of education, a group of indicators is used; they are limited in quantity, but their totality makes it possible to fully study the object of monitoring. The indicator is considered as a characteristic of a certain aspect of a quality property.
Methodological work based on diagnostics
To optimize the management of preschool educational institutions, it is necessary to increase the efficiency of methodological work with teachers. When this type of work is based on diagnostics, it becomes possible to optimize the pedagogical process, since such a basis involves a detailed study of the needs of both children and parents, the capabilities of each teacher and the entire team, and this makes it possible to determine the most effective set of forms, techniques and methods of methodological work, which improve pedagogical skills, professional qualifications, and stimulate the creativity of teachers.
A low level of quality of education may have several reasons: shortcomings in the training of educators, lack of interaction with parents, an outdated education program, methods and technologies for working with children, or an unsystematic set of innovations, etc. Main direction methodological work is to identify these reasons, provide consultations and specific recommendations to educators, and develop a plan for the implementation of improving the quality of educational services of preschool educational institutions.
When studying the pedagogical activity of a teacher, it is necessary to evaluate his ability to organize and conduct various types of children’s activities (work, play, art and theater), the ability to develop speech, qualities and skills for communicating with preschoolers.
Advanced training educators are provided with information about scientific and theoretical knowledge. The educator must understand that the teacher’s diagnosis is a theoretical foundation for the implementation of practical activities. Diagnosis of the development of preschoolers should be subject to correction by the methodologist, and the teacher should have an idea of \u200b\u200bthe diagnosis of the pedagogical process. The creativity and freedom of educators should be both encouraged and corrected.
Modern educators must master methods of psychological and pedagogical diagnostics of development, studying the pedagogical culture of parents, self-diagnosis of their professional and psychological activities; skills to assess the conditions in which preschoolers live.
The Federal State Educational Standard for Education speaks about the need for pedagogical diagnostics and monitoring of the educational program. Not the achievements and results of children’s development, but monitoring the dynamics of their development.
Let's figure it out:
Diagnostics is part of monitoring, this is a one-time collection of information, it goes into monitoring. Monitoring is an action consisting of three stages: information collection, analysis and decision making. This is constant monitoring of any process. We can include monitoring of preschool conditions and psychological diagnostics in general monitoring of preschool educational institutions.
Clause 4.3 of the Federal State Educational Standard for Educational Education “Targets are not subject to direct assessment, including in the form of pedagogical diagnostics, and are not the basis for their formal comparison with the child’s real achievements.
Clause 3.2.3 Federal State Educational Standard for Educational Education “During the implementation of the Program, an assessment of the individual development of children can be carried out. This assessment is carried out by a teacher as part of pedagogical diagnostics.
We cannot say that this child meets the standard and this child does not. Development is very individual, and goals are like a beacon that every teacher should strive for in their work.
As one academician, Doctor of Psychological Sciences V.I. Slobodchikov - each target represents a generalized characteristic of children’s development; very often we simply cannot detect those abilities and developmental new formations that are taking shape at the moment, but the moment will come when they will be revealed. We must set pedagogical tasks for this development to take place. And then we will see the result. Therefore, the planned results of children’s mastery of the educational program are subject to assessment.
In our kindergarten, we invite teachers to evaluate not knowledge, but the skills that children have developed at one point or another: cognitive, speech, artistic and visual, and gaming skills.
We know about the need to take into account the individual level of development, the age capabilities of the child, and take into account educational needs when designing an educational program. We need diagnostics for further teaching activities, in order to promptly correct further violations. It turns out that without studying the dynamics of the development of each child, it is impossible to implement the Federal State Educational Standard D. Pedagogical diagnostics, what does it give us? To solve problems such as individualization of education, and to optimize work with a group of children.
Psychological diagnostics also take place. How do you build a scheme of interaction with a psychologist? Those. he watches children upon request, at the entrance to the preschool educational institution, those who are at risk.
So, we evaluate not targets, but the child’s achievement of planned results (by age), that is, skills. Achievements cannot be assessed by level (low, medium, high); they must be assessed by the child’s developed skills in various types of activities.
How does the process of developing skills occur:
It all starts with basic knowledge, that is, primary ideas, and on the basis of primary ideas, we, together with the children, begin to form skills. And at first, children can apply these skills with the help of an adult (we highlight them in red) and here we say that the skill is at the stage of formation. Then children apply the skills independently or according to a model (yellow). And our further actions should be aimed at ensuring that the child can independently apply these skills in a creative situation (green color). And, based on this, we do not have children with low, medium, or high levels of development.
The main goal of pedagogical diagnostics- obtain operational data on the current real state and trends in changes in the object being diagnosed. This is not a study of children, but a disclosure of the resources of educational activities and the effectiveness of their use in a preschool organization.
The task of pedagogical diagnostics - obtain the most complete information about the individual characteristics of children’s development, on the basis of which recommendations for improving educational activities can be developed.
According to the Federal State Educational Standard for Additional Education, the results of pedagogical diagnostics (monitoring) can be used exclusively to solve the following educational tasks:
Firstly, individualization of education (including support for the child, building his educational trajectory or professional correction of his developmental characteristics);
Secondly, optimizing work with a group of children.
The subject of pedagogical diagnostics is individual development of children, characterized by such personal characteristics that determine their individual needs and guide the teacher to individualize educational activities with children.
According to the regulations on pedagogical diagnostics of our preschool educational institution, pedagogical diagnostics are carried out in all age groups 2 times a year: at the beginning of the year and at the end.
Based on the results obtained, at the beginning of the school year, teachers design educational activities with children of each age group, and also plan individual work in educational areas with those children who require special pedagogical support. Teachers highlight those features that require adjustments to work planning, which they introduce into their work program.
At the end of the school year, a final diagnosis is organized. A comparative analysis of the results at the beginning and end of the school year is carried out, showing the effectiveness of pedagogical influences. The data is discussed and interpreted, the causes of shortcomings are identified, resources and ways to minimize them are determined.
Thus, the basis for designing the educational process for the new academic year is determined, as well as for organizing methodological work with teachers.
Procedure for pedagogical diagnostics (monitoring)
I stage. Teachers study indicators of the levels of effectiveness of pedagogical influences in educational areas and directions of their implementation; these indicators will allow the teacher to draw up child observation schemes.
II stage. Teachers working in this age group, collegially, under the guidance of a senior educator, compare their observations and determine the level of effectiveness of pedagogical influences in educational areas in relation to each child. Levels are determined based on correlation of observation data with indicators of levels: high, medium, low. Data for a group of children is systematized and reflected in tables (cards assessing the levels of effectiveness of pedagogical influences and cards of the child’s individual development).
III stage. Recommendations are being developed for improving educational activities in the direction of its individualization both with specific children and with a group of children.
What is diagnostics? And why is it carried out with my child in kindergarten? The question is relevant for young mothers. But you shouldn’t be afraid of this, you need to rejoice and cooperate with psychologists and teachers conducting diagnostics with your child. You need to “know” your own child completely and completely. This is why it is needed, this very diagnostic!
Diagnostics in kindergarten is carried out with children starting from early preschool age. It helps to identify the child’s abilities, skills, personal qualities, self-awareness, self-esteem, level of development and other “unknown sides” of your baby. During the diagnosis, the individual characteristics of each child are identified, and further actions on upbringing, direction of development and subsequent work with him are worked out.
The interaction between the teacher and the parent at this stage is important; it is necessary to draw up an action plan, the implementation of which, in total, will benefit the child. During the diagnosis, parents may have to reconsider the methods of development and upbringing of their own child - if he has personal problems or developmental deviations, then systematic and correct work must begin to eliminate these problems.
Diagnostics in kindergarten is aimed at different areas of child development:
- Psychophysiological sphere (functions studied: fine motor skills, asymmetry, features of the nervous system).
- Cognitive sphere (functions studied: memory, attention, imagination, perception).
- Intellectual sphere (thinking).
- Emotional condition.
- Personal sphere (self-esteem).
- Communication sphere (relationships in the family, in a group, etc.).
Types of diagnostics
Different types of diagnostics are applicable to a certain age of the child. The state of health and predisposition to diseases in a child can be identified as early as six months. Intellectual development is also amenable to early types of diagnosis. Next, the child’s emotional state, his communication skills and compatibility with different people are diagnosed.
Diagnostics carried out in kindergarten help to identify congenital characteristics of the child , its development, as well as unique, acquired qualities and features , which need to be paid special attention and, perhaps, begin to develop them.
Psychological diagnostics must be carried out with the child in kindergarten; it helps to understand internal resources, realize innate characteristics, appropriate adaptation and self-realization of the child in the social environment.
There is a basic diagnostic complex that psychologists study according to the following parameters:
- Imagination, motor skills.
- Logical thinking.
- Speech.
- Memory.
- Attention.
- Gender and age identification, self-awareness.
- Self-esteem.
- Status in the group.
- Motivation.
- Arbitrariness.
- A game.
- Communication skills.
After questionnaires and tests, studying indicators, results monitoring . Based on a favorable social, intellectual and emotional state, one can judge whether a child is ready for school. It may also happen that the child’s intellectual development is quite high, but emotionally he is not yet ready to go to school; this will be a lot of stress for him. In such cases, parents should not rush, but very carefully think through the sequence of all actions and events in their child’s life.
From 3-4 years old it is possible to conduct a more detailed and detailed diagnosis of the child, it is also called in-depth diagnostics . In-depth diagnostics in kindergarten allows you to study in detail the problems of mental and mental development, communication difficulties and identify the reasons for the child’s behavior in various situations. During this diagnosis, complex analyzes are performed, including scanning the child’s brain, and thereby identify all existing problems that have arisen even for physiological reasons.
Diagnostic methods
Diagnostics in kindergarten is a set of tasks, tests, questions and riddles that the child completes independently, as well as questionnaires, tests and surveys that the child’s parents complete.
Of course, there are very clear and simple tests that you can do with your child at home, on your own, but only a specialist can give holistic and objective conclusions. Diagnostics, both in general and in individual areas, has many methods for its implementation.
There are popular and well-known ones, for example Kern-Jerasek test is a technique for diagnosing a child’s level of readiness for school.
“House” technique N.I. Gutkina and “Methods for studying motor skills” by N.I. Ozeretsky aimed at diagnosing hand-eye coordination and dominant hand.
Methods “Koos Cubes”, “Cut Pictures” and “What’s Left Unfinished?” help determine the child’s integrity of perception.
The following help to study the function of imagination in children: tasks such as “Complete the butterfly”, “Complete the triangles”, as well as Torrance’s “Figure test” technique .
Developed memory diagnostic techniques Luria A.R. , “10 words” for auditory-verbal, short-term memory, “10 pictures” for visual, short-term memory. Visual memory is also tested with the “Remember the picture” task, and auditory memory is tested with riddles, quatrains and easy phrases.
There are many methods that are aimed at studying thinking (logical, constructive, visual, etc.); emotional state (child’s interpersonal relationships with others, accessibility to understanding emotions, etc.); self-esteem (mental state, personality traits and fears).