Oksana Korshunova
Control in a preschool educational institution
One of the most important and complex sections of methodological work is the organization of control in a preschool educational institution. The schemes of control of the educational process presented below will help the senior educator to quickly navigate in the selection of an acceptable form for filling out the documented control material for each section of the program. And ready-made schemes will help save time. Educators should familiarize themselves with these materials in order to have an idea of \u200b\u200bwhat is important to pay attention to when preparing for a ped test. process by the administration of the preschool educational institution or other regulatory authority.
I use all types of control in my work:
Types and purposes of control
Thematic - draw the attention of the team to certain tasks:
-Final- sum up the results of the work of the pedagogical team for a certain period of time;
-Personal- to study the system of work for PPO, identifying the status of work to eliminate shortcomings on the topic;
Frontal - a comprehensive, in-depth check of the activities of educators and preschool educational institutions as a whole:
-Preliminary- an initial idea of the state of the activities of the preschool educational institution;
-Current- get a general idea of the work of the teacher; -Final- a comprehensive assessment of the activities of the preschool educational institution; Identification of the readiness of children to study at school.
self control - study and generalization of experience, provision of methodological support and assistance:
Work on trust.
Partial control with correction of activity.
Operational - identification of the state of work of the teaching staff, educators at a certain stage:
-Warning- prevention of shortcomings, selection of rational methods of work.
-Express diagnostics– information collection of data (questionnaires, testing, sections).
-Selective- the state of work on sections of the program, individual tasks.
Comparative - comparison of the results of the work of educators in various areas:
The work of educators in 2 parallel groups;
The work of educators of one group;
- Mutual control– analysis and evaluation of ped. process of the educator of the parallel group or other group.
Control plan of the educational process
for the 2013-2014 academic year.
September
operational control
1. Readiness of classrooms and groups for the academic year.
Check the state of the subject-developing environment and determine its compliance with the requirements of the FGT, the Educational Program, and sanitary requirements.
Examine the documentation of kindergarten employees and determine the readiness of employees for the new academic year.
Determine the compliance of the environment with the requirements of labor protection and safety, protection of life and health of children.
Questions to control:
1. Organization of a gaming development environment.
2. The presence of zones of educational activity.
3. The presence of visual agitation for parents.
4. Organization of a subject-developing environment in classrooms, halls.
5. Compliance with the requirements for labor protection and safety, fire safety. Implementation of instructions for the protection of life and health of children.
October
Operational control:
Cultural and hygienic skills of children during washing in younger
(comparative control of parallel groups)
Implementation of the sanitary and epidemiological regime;
preparation and holding parent meetings;
Comparative control:
Fulfillment of the FGT requirements for the equipment of group rooms for speech therapy groups.
Thematic control:
The status of the work of the team on the formation of a single health-saving space
family, kindergarten, society. Monitoring the state of correctional and developmental work in the preschool educational institution.
Preventive control
for the work of young specialists:
Preparation and conduct of joint activities
Questions to control:
1. Correspondence of the content to the age characteristics of children.
2. Use of attributes.
3. Aesthetics of attributes.
4. The role of the educator.
5. Involving inactive children in the game.
6. The effectiveness of the conduct.
November
Operational control:
Individual approach to children.
Cultural and hygienic skills of children during meals (comparative control of parallel groups)
Compliance with labor protection, safety, fire conditions;
Implementation of the sanitary and epidemiological regime;
Scheduling group work.
Preventive control:
at work as a nurse:
Inspection and reception of children
Monitoring compliance with standards and product quality.
Disease control. Conducting an incidence analysis.
Gathering children for a walk.
Comparative control:
the work of educators of two parallel groups during the walk.
Carrying out outdoor games and physical exercises in the air in preparatory groups.
Thematic control:
The state of work on the formation of personal security skills through life safety training. Development of new forms of preschool education., circle work in kindergarten.
December
Operational control:
Preparing and holding Christmas and Epiphany holidays with children.
Compliance with the norms of labor protection, safety measures, fire-prevention conditions in the catering unit.
Implementation of sanitation.
Prospective and scheduling of work in groups.
Preventive control:
For the work of assistant educators:
Assistance in preparing and conducting classes
Gathering children for a walk.
Thematic control:
The state of work on the development of cognitive and speech development of children through experimental research activities.
Comparative control:
Carrying out outdoor games and physical exercises in the air.
January
Operational control:
Cultural and hygienic skills of children during
meal times (middle, senior groups)
Implementation of the sanitary and epidemiological regime;
Design of parental corners, stands, slide folders, etc.
Calendar planning.
Forward planning.
Analysis of the reasons for the absence of children.
Cultural and hygienic skills of children during washing in junior and middle groups)
Thematic and scheduling.
Preventive control:
Implementation of the educational program.
Behind the work of the catering department. Control of the laying of dishes and the issuance of finished products. Keeping a marriage journal. Checking for a sample menu. Compliance with deadlines.
At the work of members of the PMPK kindergarten for the selection and preparation of documentation for teaching children in speech therapy groups.
Thematic control:
The state of work on the cooperation of kindergarten, family and school, other organizations in order to form integrative qualities in children.
February
Operational control:
For observance of the regime of the day.
Taking walks
Implementation of the sanitary and epidemiological regime;
Calendar planning of work on patriotic education.
Comparative control:
Landscaping, material for walking in winter.
Thematic control:
The state of work on the development of children's creative abilities through visual activity. Circle work.
March
Operational control:
For the selection of material and the design of the corners of patriotic education.
Taking walks
For the conformity of furniture to the growth and individual characteristics of children;
Preparing and holding an open day.
Scheduling group work.
Preventive control
Behind the work of the catering department. Control of the laying of dishes and the issuance of finished products. Keeping a marriage journal. Checking for a sample menu. Compliance with the deadlines for the sale of products.
Comparative control:
site design,
Portable material for walking.
Thematic control:
The state of work on the moral and patriotic education of preschoolers.
April
Operational control:
For the implementation of morning and corrective gymnastics.
Compliance with sanitary requirements when conducting direct educational activities.
Implementation of the sanitary and epidemiological regime;
Preparing and holding parent meetings;
Comparative control:
The work of educators of two parallel groups during the walk.
Carrying out outdoor games and physical exercises in the air in younger groups.
Thematic control:
Preventive control
For the work of assistant educators:
Assistance in the preparation and conduct of classes;
Gathering and accompanying children for a walk.
Operational control:
individual approach to children;
Compliance with labor protection, safety, fire conditions;
Implementation of the sanitary and epidemiological regime;
preparation and holding regime moments.
Conducting an analysis of the effectiveness of the development of program knowledge.
Comparative control:
Cultural and hygienic skills of children during meals (comparative control of parallel groups).
Thematic control:
The results of the implementation of programs by age groups and kindergarten.
Preventive control:
For the work of assistant educators:
Assistance in the preparation and conduct of GCD
Gathering children for a walk.
Topic: "Control of the organization of work on traffic rules"
Target: activating and improving the efficiency of the educational process for the prevention of children's road traffic injuries.
The date: 07.11. 2017 - middle group
11/08/2017 - I senior group
11/09/2017 - II preparatory group
Composition of the commission:
1. Creation of conditions for work with children on the prevention of child road traffic injuries.
2. Variety of types of classes according to traffic rules.
3. Planning work on traffic rules in groups.
4. Work with parents.
Check results:
As a result of the check, the following was established. Educators understand that teaching children the rules of safe behavior on the roads while the child is in kindergarten can reduce the serious consequences and the possibility of getting into an accident.
The pedagogical process of a kindergarten that implements the main general educational program of preschool education is built in accordance with the annual plan of the institution. To improve the pedagogical skills of educators, a plan for traffic rules has been developed, long-term work plans for all age groups, goals and objectives for each age are determined, printed and didactic materials and manuals for preschoolers are selected and systematized; methodical literature for educators, recommendations for parents. Methodological hours, workshops are held, where issues of improving the pedagogical process are discussed.
Teachers own the whole complex of issues and problems that form the basis of safe movement. Work on traffic rules is carried out within the framework of all sections and directions of the general educational program of preschool education through: cognitive, physical, artistic and aesthetic, speech development, game.
There is a relationship in the work of specialists: music director Churkina G.V., music instructor Shipovalova E.K. and educators. In these groups, children through the game showed their skills and abilities in practice, solved problems on traffic rules, explained the traffic situation, found mistakes, in relay races and games they showed dexterity, ingenuity, imagination, attention. Project activities are being carried out: in the senior group "Golden Key" educator Shura Yu.V. a project was implemented on the topic “Be an exemplary pedestrian”, educators of the preparatory group Sukharkova N.M. and Lapitskaya A.M. "The ABC of road safety", the educator of the middle group Gerasimovskaya T.S. "Know and obey the rules on the roads." Thanks to project activities, older preschoolers learned and consolidated in children the rules of behavior on the road, about what can be dangerous on the streets of the village and the city. The work on the project was carried out as an integration of various activities, it allowed creating a natural situation of communication and practical interaction between children and adults. Joint activities with parents organized exhibitions on the topic: “Know and follow simple rules”, consultations were held and poster material was updated “A child seat in a car saves lives”, “A reminder for parents on safe behavior on the road”, “Parents buy flickers for children” .
The necessary material, teaching aids, illustrations, riddles, poems, stories, a card file of mobile and didactic games according to traffic rules have been collected.
from 28.08. until 07.09. In 2017, teachers took an active part in the III stage of the "Decade of Road Safety". The groups presented the made traffic models with a large number of transport models, road signs, traffic lights. The teachers provided reports on the work done, this material is presented to the MBU "CDOD" and posted on the website of the institution.
Information corners are updated by teachers in the "Road alphabet", "Safety corners" groups. Teachers paid attention to the issues of ensuring the safe behavior of children on the roads, including conversations with parents-drivers about the need to use seat belts and child restraints when transporting children in a car, as well as prohibiting children from riding bicycles on the roadway until they reach 14 years of age . Actions were held with the parents of the pupils: “Car seat for children”, “Guardian angel on the road”, handed over balloons and memos. In the course of operational control, the content of traffic safety corners corresponded to the age characteristics of children.
Conclusions:
1. In the middle, senior and school-preparatory groups, conditions have been created for the formation of children's ideas about safe behavior on the street. 2. The groups have visual material, didactic games and manuals for studying the rules of the road.
3. Talks on safety are organized, independent plot-role-playing games on traffic.
4. Work with parents is systematically carried out.
1. Diversify the types of specially organized, joint and independent activities.
2. Update badges with different modes of transport for the group traffic role-playing game.
3. Use road markings on the territory of the kindergarten
during games and entertainment.
Term constantly: educators of all age groups.
Preview:
Analytical reference
Topic: "Control and analysis of physical education"
The date: 11/13/2017 - middle group
11/14/2017 - I senior group
11/15/2017 - I preparatory group
11/16/2017 - II preparatory group
Composition of the commission:
Head of MBDOU - Kharchikova E.Zh.
Deputy Head of VMR - Storozhenko E.Ya.
Senior educator - Gamolka S.Yu.
Issues to be controlled:
Organization and compliance with the requirements of physical education classes in preschool educational institutions.
Check results:
In all classes, the tasks were solved in a complex way: health-improving, developing, teaching and educational. Various physical culture equipment was used, including non-traditional ones. This contributes to the development of interest in classes, strengthening the health of preschool children. In physical education classes, an individually differentiated approach to children is carried out. FC instructor E.K. Shipovalova sought to awaken children's interest in physical education classes, involving inactive children in activities and regulating the motor activity of mobile children. In the course of the classes attended, it turned out that the load on physical education classes corresponds to the age norm of the pupils, the classes are accompanied by musical accompaniment, a demonstration of exercises, the tasks are selected taking into account the abilities of the pupils, varied, interesting and served in a playful way. The hall is regularly ventilated. The stages are clearly traced: warm-up, periods of high and low activity. Ekaterina Kondratyevna reminds children during the lesson about safety. In the classroom, the technique of performing exercises is worked out (jumping, possession of the ball, crawling on the bench). During the warm-up, exercises for the muscles of the arms, legs, and back are offered. Control over the breathing of the pupils is carried out regularly, exercises to restore breathing are carried out at a pace, the children have time to even out their breathing. the stage of relaxation is traced (exercise on the carpet: lay down, calmed down, stretched, listened to the hearts).Children are happy to do physical exercises, participate in outdoor games. The movements of children have become more motivated, ordered, children have learned to understand the relationship between the nature of the movements and their purpose - the performance of certain tasks. Children are distinguished by high performance, they have become stronger, more resilient, dexterous, flexible. Days of health, sports entertainment, and leisure activities are held in the kindergarten.
Conclusion : The lesson is built in accordance with the tasks for this period, the basic physiological principles and the level of preparedness of children. The instructor used a variety of methodological techniques and ways of organizing children to perform exercises in order to increase their motor activity (frontal, flow, group). Clarity, brevity of the instructor's speech.
Acquainted by: Shipovalova E.K.
Senior teacher Gamolka Svetlana Yurievna
Preview:
Analytical report on the results of operational control
Topic: "Analysis of the subject-developing environment in groups"
Date: 11/16/2017
Groups: (middle group, I senior group, II senior group, I preparatory group, II preparatory group)
Composition of the commission:
Head of MBDOU - Kharchikova E.Zh.
Deputy Head of VMR - Storozhenko E.Ya.
Senior educator - Gamolka S.Yu.
Issues to be controlled:
Compliance of the subject-developing environment in groups with the Federal State Educational Standard.
Check results:
An analysis of the subject-developing environment showed that the entire space of the playrooms is actively used by teachers for the comprehensive harmonious development of children.
In each age group, a favorable subject-developing environment has been created, which performs the following functions: organizing, educating and developing.
All group space is divided into zones: training and playing. In each zone there are play, research, educational centers that are available to children.
The developing environment in all groups is modern, interesting, aesthetic.
The subject environment is designed in accordance with the main general educational program of preschool education. When creating a developing environment, each teacher takes into account the individual characteristics of the development of each of his pupils, the needs of the child, both in joint activities and in individual activities, knows the group as a whole, focusing on the “zone of proximal development”.
In building a developing space for all age groups, the principle of integrating different types of activities in terms of content was taken into account. Group rooms are conditionally divided into centers.
For games of interest and gender differences, teachers have created corners for boys and girls.
Conclusion :
One of the necessary conditions for the development of a creative, harmonious personality of a child is the creation of a developing space in a preschool educational institution. Professional competence, creativity, creative approach, pedagogical improvisation of the teachers of our kindergarten allows us to choose the forms, methods, methods of teaching in each specific situation of interaction with the child. Taking into account the originality and uniqueness of the personality of each child, supporting his individual interests and needs, gives teachers the opportunity to implement an individual approach to teaching and upbringing. The subject-developing environment of the preschool educational institution complies with the Federal State Educational Standard.
Purchase in groups Complexes of gaming equipment for organizing a developing object-spatial environment.
The complex represents a new generation of play environment for preschoolers. This Complex allows you to create conditions for the integration of the content of five complementary educational areas in accordance with the Federal State Educational Standard for Preschool Education (FSES DO): socio-communicative, cognitive, speech, artistic, aesthetic and physical development of preschoolers.
Head of MBDOU
"Ilan kindergarten No. 50" _____________ E.Zh.Kharchikova
Preview:
Analytical report on the results of operational control
Topic: "Organization of nutrition for children in preschool educational institutions"
Target: : Improving the effectiveness of the educational process in the formation of value ideas about a healthy lifestyle, through the education of cultural and hygienic eating habits in children.
The date: from 10.01.2018 to 12.01.2018
Composition of the commission:
Head of MBDOU - Kharchikova E.Zh.
Deputy Head of VMR - Storozhenko E.Ya.
Senior educator - Gamolka S.Yu.
Issues to be controlled:
- Supervision of catering in groups;
- Conversations with children, teachers, parents;
- Working with parents: consultations, design of visual agitation, availability of memos for parents, etc.
Check results:
The organization of nutrition for children in kindergarten is carried out in accordance with the strict implementation of the daily regimen of each age group.
Teachers understand that the work on organizing the nutrition of children in groups is carried out under the guidance of an educator and consists of:
In creating a safe environment in the preparation and during the meal;
In the formation of cultural and hygienic skills during meals by children
and know that a well-constructed diet forms healthy habits in children, lays the foundations of a food culture.
Therefore, in all age groups, educators have created conditions for catering, and the implementation of duty in the canteen, starting with the middle group. In groups there are corners for duty officers, a duty schedule, attributes (aprons for duty officers, napkin holders, bread bins).
Educators of all age groups instill in children the desire to participate in work activities. In the second junior group (teacher Yesyakova V.G.), they encourage children to independently complete assignments, they begin to form in children the skills necessary for duty in the dining room: children help set the table for dinner (arrange bread bins, lay out spoons). It is noted that children independently carry away the cups at the end of the meal, provide all possible assistance to adults.
In the middle school (teacher Gerasimovskaya T.S.) she continues to form in children the ability to independently perform the duties of dining room attendants: children carefully lay out, arrange bread bins, cups, plates, distribute spoons). The desire of the children to be on duty, to put on the uniform of the duty officers, show diligence. Also, at the end of the meal, all children take away the dishes on their own, shake off the crumbs from the napkins.
In senior and preparatory groups, children conscientiously fulfill the duties of dining room attendants, they know how to lay tables and put them in order after eating. It is noted that children clean the leftover food from the plates and carefully sort the dishes into piles, thereby participating in joint activities with adults, helping the younger teacher.
Educators of all groups provide guidance during meals for children: they monitor the posture of children, the behavior of children at the table, the correct use of cutlery, pay attention to deliciously cooked food, and carry out an individual approach. However, it was noted that the young teacher Tsurmicheva S.E. does not always tell the children the names of the dishes, does not talk about what products were used by the cook to prepare the dishes (preliminary work), and also does not remind the Name and Patronymic of the preschool cooks.
In children of all age groups, eating habits are formed: children know that they take food a little at a time, chew well, you can’t talk while eating, eat carefully, don’t crumble. All children use cutlery, napkins, thank for food, make requests to adults.
The organization of nutrition for children in a preschool educational institution should be combined with the proper nutrition of the child in the family. To this end, in each age group there is a "Menu", information for parents about the dishes that the child received during the day in preschool, posting daily. Educators of all groups take the issue of children's nutrition seriously. The information on the stands is regularly updated, individual conversations are held with families about the taste preferences of children and individual characteristics (children with diseases: food allergies, diathesis), and consultations are held on the development of cultural and hygienic skills in children.
Thus, it can be noted that work on interaction with the families of pupils on issues of table etiquette is carried out in a timely manner, taking into account the requests of parents.
Conclusion:
Educators constantly monitor the implementation of the rules for eating, work with parents to organize baby food at home, through conversations, consultations.
1. Educators of all age groups continue to work on the formation of eating habits, the development of cultural and hygienic skills in children, according to the age characteristics of their group.
2. Educators of all age groups should strengthen their work on the formation of table behavior skills, continue to improve the culture of food: use cutlery correctly.
3. Continue to work on interaction with the families of pupils on this issue.
Senior teacher Gamolka S.Yu.
Preview:
Analytical referenceaccording to the results of operational control
Check date: 12/12/2017
Topic: "Control of musical entertainment (leisure, entertainment)"
Purpose of control: to determine the effectiveness of educational and educational work on the artistic and aesthetic education of children by means of music, to find out the reasons and factors that determine the quality of pedagogical work on the musical education of children in preschool educational institutions.
Composition of the commission:
Head of MBDOU - Kharchikova E.Zh.
Deputy Head of VMR - Storozhenko E.Ya.
Senior educator - Gamolka S.Yu.
Issues to be controlled:
1. Activities of children.
2. Activities of the music director.
3. Creation of conditions for entertainment.
Check results:
On 12/12/17, operational control of observation in senior groups was carried out, over the activities of the music director during musical entertainment (leisure). During the visit, it was noted that this is not only a fun time for children, but also an opportunity to create favorable conditions for their development. Entertainment (leisure) corresponds to the theme, season and conditions of the event and the age of the children.The teacher uses visual aids, attributes, toys, TCO. Galina Vladimirovna skillfully used the methodology of the event: organizing children at the beginning of entertainment, using various types of musical activities, methods of activating the attention of children, creating an opportunity for them to show initiative, independence. Using game techniques, the music director helps to maintain the interest of children.Specially selected musical repertoire allowed for a rational combination and change of typesmusical activity, prevent fatigue and keep the child active event . All entertainment was built inform of cooperation, children become active participants musically - educational process.
Conclusion:
The event went according to plan. All the teachers took an active part in the preparation and conduct of the event. The musical director showed the effectiveness of educational and educational work on the artistic and aesthetic education of children by means of music.
Involve children and parents in the preparation of attributes and manuals for holidays, entertainment, matinees.
Head of MBDOU Kharchikova E.Zh.
Deputy Head of VMR Storozhenko E.Ya.
Senior teacher Gamolka S.Yu.
Preview:
Analytical report on the results of operational control
Topic: "Analysis of the work of a teacher-psychologist"
Target: To study the state of educational and educational work of a psychologist teacher. Get a general idea of the work, possession of methodological knowledge, practical skills and leadership skills for the children's team, identify the level of pedagogical skills and the style of work of this teacher.
The date: from 06.11.2017 to 10.11.2017
Composition of the commission:
Head of MBDOU - Kharchikova E.Zh.
Deputy Head of VMR - Storozhenko E.Ya.
Senior educator - Gamolka S.Yu.
Issues to be controlled:
1. Regulatory documents used in the work of a teacher-psychologist.
2. Record keeping.
Z. Equipping the pedagogical process.
4. Educational work with children.
5. Work with teachers.
6. Working with parents.
7. Consulting and educational work.
8. Participation in the methodological work of the kindergarten.
Check results:
The results of the audit showed that in her work Tatyana Vladimirovna Sokolova is guided by regulatory documents for the organization and implementation of educational activities in the main general educational program of preschool education, uses modern psychological and pedagogical technologies, knows the latest achievements of psychological and pedagogical science and practice. Documentation is kept neatly, in accordance with the requirements.
In the psychologist's office, optimal conditions have been created for a more productive corrective and developmental impact. The classroom is equipped with didactic, handout and visual material for subgroup and individual work with children. For the examination, the teacher uses practical tools for conducting a psychological and pedagogical examination. Methodological literature, literature for working with children, parents and teachers, educational literature for teachers and parents are available. Material has been accumulated for the development of children's cognitive processes and the emotional-volitional sphere. A variety of massagers, small parts, buttons, ropes, lacing games for fine motor skills of hands. Handout: games, cut pictures, puzzles, task cards, as well as demonstration material for correctional and developmental classes. The office serves as a place of emotional unloading for both children and adults. The methodological equipment of the office is constantly updated.
Psychological diagnostics - this direction is determined by the orientation of the psychological service towards an in-depth psychological and pedagogical study of children throughout their stay in kindergarten, identifying the individual characteristics of the development of each child, determining the causes of violations in the upbringing and education of children. In this direction, Tatyana Vladimirovna uses proven diagnostic materials in her work.
Another area of work of a teacher-psychologist is work with children of primary preschool age. The teacher uses observation and preventive examination of children upon admission to kindergarten, in order to prevent and identify possible deviations in the early stages and correct them. Conducts observations in the classroom, in free activities for children of all age groups in order to prevent psychological overload and identify possible deviations in the early stages.
Tatyana Vladimirovna uses the following methods to solve the tasks: gaming, visual, practical. The selections are made according to the age of the children. The structure of the lesson is consistent. The volume of the teacher's speech corresponds to the age and physiological characteristics of the children. The speech of the teacher is accessible, logical. Psychological distance between the teacher-psychologist and the children "Next". The children felt at ease in the classroom. Uses all channels of perception: auditory, visual, kinesthetic. The lesson meets the requirements of sanitary and hygienic and material and technical conditions, various equipment, visual, demonstration, handouts were used.
The teacher-psychologist works in close contact with the teachers of the preschool educational institution. A very important aspect of the work is to increase the level of psychological culture of those people who work with children. Teachers turn to Tatyana Vladimirovna because of difficulties in learning the curriculum for children, emotional, personality disorders, conflict relations with other children and adults.
He takes an active part in the methodological work of the kindergarten, uses various forms of psychological education. Another area of work of a teacher-psychologist is the psychological-medical-pedagogical council (PMPC). The task of the psychologist is to help teachers approach the assessment of the child's intellectual development, the main qualities of his personality from different angles, to show the complexity and ambiguity of the manifestation of his behavior, relationships with peers and adults. To reveal the problems of self-esteem, motivation, features of cognitive interests, emotional mood, and most importantly - to provide an approach to the child with an optimistic hypothesis regarding the prospects for his further development and outline a real program of work with him. To help understand and build a program of action aimed at developing certain qualities and eliminating identified problems and shortcomings.
Working with parents is one of the important activities of psychologists in preschool educational institutions. The teacher works with parents in accordance with the annual plan, which reflects the goals and objectives for the 2017-2018 academic year. In most cases, parents apply for questions about the child's adaptation to kindergarten and readiness for schooling.
Conclusion : the activity of the teacher-psychologist Sokolova Tatyana Vladimirovna meets the requirements. The teacher has methodological skills and practical skills in organizing the activities of the children's team. The teacher has created conditions conducive to the protection of the life and health of children. Recommendations:
1. Continue working with children to develop cognitive processes.
2. Work to equip the classroom with didactic games and toys.
3. Create a card file of methodological literature and didactic games.
Deadline: Until the end of the academic year.
Acquainted with a teacher-psychologist: Sokolova T.V.
Deputy Head of VMR Storozhenko E.Ya.
Senior teacher Gamolka S.Yu.
Preview:
Analytical reference
according to the results of operational control
protection of life and health of children
for September 2017-2018 academic year.
Topic: "Protection of life and health of children"
Date : 09/05/2017
Composition of the commission:
Head of MBDOU - Kharchikova E.Zh.
Deputy Head of VMR - Storozhenko E.Ya.
Senior educator - Gamolka S.Yu.
Issues to be controlled:
Creation of conditions in the group and on the territory of the kindergarten to protect the life and health of children.
Check results:
According to the results of the control, the following was revealed:
In all groups of the preschool educational institution, the safety measures for the stay of children in the preschool educational institution were observed, the hygienic requirements for the sanitary condition, for the placement of dining furniture were met. Table setting requirements are taken into account depending on the age of the children, the aesthetics of the design, and the activities of the attendants. Preschool teachers use various skills and techniques to cultivate a culture of behavior at the table. The diet is carried out in accordance with the regime of the day, depending on age
The teachers of the preschool educational institution plan and conduct: morning exercises, physical education classes, physical education minutes during classes, outdoor games during a walk and in a group. Group educators conduct hardening procedures and health-improving gymnastics in accordance with the plan and recommendations of medical workers, hygienic requirements for clothing and footwear are observed, and an individual approach is used in working with children. The daily routine corresponds to the season and the age of the children.
To ensure the safety of children, the building of the institution is equipped with a fire and security alarm system and an alarm button with output to the private security control panel in Ilansky, which allows you to promptly and promptly call the police in case of an emergency. For this, the relevant organizations signed contracts for 2017. The equipment is inspected on a monthly basis. Ensuring security conditions in the institution is carried out by local regulatory documents: orders, instructions, regulations. There are primary fire extinguishing equipment (powder fire extinguisher), evacuation plans in accordance with the requirements of the fire safety policy, responsible persons for safety have been appointed in each group, office, auxiliary room, offices.
Conclusions and offers:
1. To provide the senior educator with: methodological and advisory assistance to young professionals and teachers on issues of protecting the life and health of children.
3. Teachers of preparatory groups to consolidate and form the skills of using cutlery. Pay special attention to the culture of behavior at the table.
4. Teachers of the middle group "Butterflies" to form in children an idea of the importance of the work of the duty officers, of the order in the execution of the assigned task.
8. Teachers of all age groups should pay attention to furniture labeling.
9. Continue to provide conditions for safety in the institution.
Senior teacher Gamolka S.Yu.
Issues to be controlled:
1. Planning a walk.
2. Formation of self-service skills in children.
3. The presence of remote material for the season.
4. Organization of the motor mode of children for a walk.
5. Organization of gaming activities.
6. Organization of observation of nature and weather conditions.
7. Organization of labor activity of children for a walk.
Check results:
In accordance with the annual work plan of the MBDOU in the period from 01.12 to 08.12. In 2017, operational control was carried out on the organization and conduct of the walk.
During the audit, it was revealed that the walk mode is observed and implemented by teachers in accordance with the daily routine of each age group and weather conditions. All educators are conscientious about planning walks. The plans include all types of children's activities during the walk. All groups have file cabinets of walks and observations in nature.Children of all groups developed self-service skills according to their age. In all groups there is a sufficient amount of remote material for the seasons. Teachers organize work activities. In the warm season, garbage collection on the verandas, in winter, help the teacher in cleaning the snow and building snow towns.
Buildings made of snow appeared on the sites of the groups, and work is underway to equip ice slides.Group teachers organize feeding of wintering birds.The motor mode during the walk is mostly observed. Based on weather conditions, teachers organize mobile and sedentary games. Nevertheless, it was noted that in the second junior group, the organization of the motor regime requires more thorough preparation of the teacher. It requires special attention of all teachers to conduct didactic games and role-playing games. It was not possible to see role-playing games organized by teachers and individual work with children.Little attention is paid to the formation of children's ideas about the usefulness and expediency of physical activity, attracting the attention of parents to this issue.
Disadvantages in organizing walks:
- there is no system in the sequence of organization of the walk, the structure of the walk is not always observed;
- the duration of physical activity in the fresh air does not meet the SanPin standards.
Conclusion: partial observance by educators of the mode of physical activity of children in the fresh air.
1. Educators of all groups, in order to ensure optimal physical activity of children in the fresh air in accordance with SanPin standards, organize walks in the afternoon.
2. Educators of all age groups conduct didactic games in accordance with thematic planning.
3. Teachers should more carefully organize the labor activity of children for a walk.
4. All teachers should pay more attention to the formation of children's ideas about the usefulness and expediency of physical activity, draw the attention of parents to this issue.
5. Educators of the second junior group should diversify the motor mode for a walk, conduct outdoor and sedentary games based on the age characteristics of children.
6. Educators of all age groups to manage the independent activities of children on a walk, organize role-playing games using attributes and portable material.
Dates: constantly, according to weather conditions.
The main forms and methods of control:
Analysis of long-term planning of the music director.
Check results:
Music director Churkina Galina Vladimirovna has drawn up long-term planning for all age groups in accordance with the requirements of the integrated program, there is long-term planning for all age groups for partial programs that meets the requirements of these programs and the curriculum of the institution. In the long term, the music director Churkina Galina Vladimirovna sets educational and developmental tasks for all types of musical activities (listening, singing, music and movement, games, children's musical creativity), determines the repertoire taking into account the main forms of musical activity, the content of planned events, time year, interests of children, their abilities and opportunities; content of work with educators and parents. Planned collaboration with teachers and parents. Long-term planning defines the goals and objectives of music education and upbringing of children, taking into account the age development of preschool children. Particular attention in teaching children is given to the formation of singing, rhythmic and creative abilities. Also, in the planning of the musical director, speech, theatrical games, musical fairy tales are used. This contributes to the development of intonational hearing, creativity.
Conclusion: educational and educational work with children on musical education, corresponds to the program.
Suggestions and recommendations:the music director to continue work on the use of modern, innovative technologies in the musical upbringing and education of preschool children; provide more opportunities for children to choose the means for improvisation and self-expression (musical instruments, roles, plots; activities - singing, dancing, rhythmic movements, etc.).
Commission members:
Head of MBDOU: _____________
deputy Head of VMP: _____________
senior educator: _____________
Familiarized:
music director: _____________
CONTROL OF THE SENIOR EDUCATOR IN DOE
One of the functions of the senior educator of a preschool educational institution is to monitor and analyze educational and educational work with children. With control, the management cycle begins to determine the status of work and outline tasks for the future. The tasks are implemented through a system of activities, and then it is necessary to analyze the level of work again, but at a qualitatively new level of activity of a preschool institution. Thematic verification is one of the forms of control.
chief subject thematic control is to determine the availability of a system of classes and other educational activities aimed at implementing the program, educating and developing the child.
content thematic control is the study of the state of educational work with children on this issue.
When determining the subject of control, it is necessary, first of all, to take into account the main areas of work of a preschool institution in the current academic year and formulate in accordance with this goals thematic checks. For example, if teachers set themselves the task of reducing the incidence of children by introducing health-saving technologies, the purpose of thematic control should be to identify the effectiveness of this work and determine the degree of mastery of the technology of preserving the health of children by teachers.
The subject of control can be determined by the results of operational control. If, as a result of this, certain shortcomings were identified (for example, children have poor cultural and hygienic skills in the process of eating), the purpose of a thematic review may be to implement a program on this issue. During the verification process, the system of pedagogical influences will be analyzed, aimed at the formation of self-service skills, the level of pedagogical skill of the educator, etc., which pomo can identify the reasons for the lack of sustainable skills in children and outline a system for assisting teachers to further improve their work.
A thematic test can also be devoted to studying the implementation of the materials of a seminar held in a preschool institution, the introduction by teachers of advanced pedagogical experience or new pedagogical technologies, etc.
The goal of a thematic check should be quite specific and reflect the essence of the problem: for example, studying the state of work on visual activity and specifically one of its sections, the goal of a thematic check can be quite simple - the execution of a drawing program. It can be somewhat narrowed down: the execution of a decorative painting program.
When the teaching staff is able to achieve the implementation of the program at a sufficiently high level, purpose of verification also reflects the deeper aspects of the problem:
· development of children's creative abilities in the process of drawing in the classroom and in everyday life;
· introduction of new pedagogical technologies in teaching drawing to older preschoolers, etc.
Having defined the goal and proceeding to the thematic check, it is necessary to draw up plan its implementation, which includes:
studying the knowledge, skills and abilities of children (ZUN), which will allow to determine the degree of mastery of the program
· determination of the knowledge, skills and abilities of teachers on this issue, which will help to identify the level of pedagogical skills of educators and, possibly, to determine the reasons for their failures in the formation of the ZUN of children, the education of certain qualities in them, in their development ,
· the state of planning, the analysis of which will determine the presence or absence of a system of work on the problem, which may also be the reason for poor mastery of the program by children;
· analysis of the conditions for the implementation of work on the topic, the presence or absence of which may contribute to or hinder the implementation of the program, the formation of stable knowledge or skills, the analysis of the interaction of teachers with parents, without which t other pedagogical impact will be incomplete .
Based on the goal, selected content, those. what children should know or be able to do and what the head teacher should analyze during the test, for example: forms of organization of motor activity, methods of their implementation, motor activity in organized and independent activities, the attitude of children and parents to this activity, etc. (or counting within 20, counting according to the pattern and the named number, determining equality in groups of different objects).
Content determines forms of organization of children's activities, through which you can see the content that realizes the goal. For example, motor activity during the day should be looked at in physical education and other activities, during morning exercises, as well as in everyday life throughout the day. For a thematic check on drawing, you should also see classes, individual work with children, organizing independent activities, working on a walk to expand ideas about the environment for subsequent drawing, etc.
1. Observation of the pedagogical process.
When observing the pedagogical process, it is necessary to determine the goal, which should contribute to the implementation of the main content of the thematic test plan, and may also be associated with the presence of complex tasks that are poorly solved in the preschool educational institution.
When preparing for observation, it is important to clearly define what needs to be looked at, what the senior educator should analyze, and develop an economical form of fixing the observation. The proposed unified flowcharts for the analysis of the lesson, the educational process in the afternoon, walks will help beginner senior educators to correctly carry out this work .
After observation, it is analyzed with the educator, the purpose of which is to show the teacher how expediently his work is built. It is better to start by clarifying incomprehensible points, and then invite the teacher to analyze his work from the standpoint of the goals and objectives set by him, as well as analyze the compliance of children's ZUN with the requirements of the program, and only after that offer his analysis.
2. Final lessons
The purpose of their conduct – assessment of the level of program implementation at the beginning, middle and end of the year to supplement the results of monitoring the pedagogical process. Final classes are held during thematic reviews, as well as in cases where the manager is concerned about the state of work on any section, when checking the implementation of proposals for thematic control, the final result of work on a specific section of the program, the time of which is clearly defined (for example, at the end of the year in the preparatory group, it is advisable to check the ability of children to compose and solve arithmetic problems).
The content of the final lesson is developed by the senior teacher, and the content includes only the fulfillment of any one program task of a certain section of the program, but not by the group as a whole, but by each child. For this purpose, several tasks are selected for this program task and it is recorded which of the children answered at all and who answered correctly. A unified flowchart for recording the observation of the final session is also attached. .
3. Checking schedules
Verification of plans is also carried out during thematic verification, but can also be carried out as an independent method of control. In this case, it is carried out only on specific topics, and not in general as a test of the plan as a whole, and for a period of at least two weeks. It is advisable to do a comparative analysis of the plans of several groups of the same age. It is possible to use mutual control and introspection of the plan on the issues proposed by educators. It is more convenient to fix the results in flowcharts, which are specially developed by the senior educator, depending on the purpose of the test. .
4. Conversations with children
This is one of the methods for identifying the level of knowledge of the children of the group, and of each child individually, especially those children who show little in the classroom. It is advisable to have a list of questions on different topics in accordance with the program, for different periods of the academic year (beginning, middle, end).
It is useful to enter them into a file cabinet, then they can be used more dynamically. Conversations are conducted by the senior educator in the group in the presence of the educator, the answers are recorded in the flowchart, and if there is a file cabinet, they can not be recorded by indicating t about only car number then glasses and questions .
5. Analysis of children's work
To create a complete picture of the implementation of the program for visual activities, analysis of no It is expedient to carry out visual work at least once a quarter, as well as when viewing a lesson on visual activity, thematic and frontal checks.
First of all, it is necessary to clarify what skills and methods of work children should possess for a given period of time. Correlate with program content n particular lesson, and then, after analyzing all the work. Mark how many children completed and how many did not etc about gram content for each item, how many children completed it completely from the standpoint of visual and technical tasks - the image of the color, shape, size, structure of the object, the transfer of composition, movement, the ratio in size, color, etc.
These are the main control methods used in thematic inspections and as independent methods in the process of studying the state of work in groups.
In order to develop the creative potential of preschool teachers, it is advisable to involve them in thematic audits as experts, instructing them to carry out certain control methods, for example, analysis or self-analysis of plans for educational work with children on this issue, and n analysis of interaction in the work of the educator and subject teacher. It is very important to enable the teacher to independently draw a conclusion about the level of work, for which we provide him with the necessary questionnaires for analysis, diagnostic cards, etc. To uchas The audit involves medical personnel, as well as the parent community, for whom it is also necessary to prepare an appropriate package of materials and conduct briefings.
results thematic control is conveniently fixed in the flowcharts offered in the appendices. The general results of the thematic check can be issued in the form of a certificate, which is subsequently discussed at the teachers' council. The head or senior educator can speak at the teachers' council directly on the results obtained during the test, recorded in the flowcharts or in the general block .
In any case, the main issues of the speech should be recorded in the minutes of the teachers' council. The main content of the reference or speech at the teachers' council following the results of the thematic review should be the state of work on the problem formulated in the goal of the thematic review, and in addition to success in implementing the problem, reflect shortcomings and give an analysis of their causes.
Based on the reasons for the shortcomings identified during the audit, the teachers' council makes specific decisions aimed at eliminating them. The practice of work has shown that there can be five main reasons for shortcomings in the implementation of the program. Depending on this, they formulate decisions of the teachers' council .
· if the reason for the shortcomings is the lack of necessary conditions, a clause on their creation is included in the decision of the teachers' council;
· in case of poor mastery of the methodology of work on the problem by teachers, it is necessary to provide a system for assisting teachers in mastering this methodology;
· the lack of knowledge about modern approaches to problem solving, new techniques and pedagogical technologies, may be compensated through appropriate seminars, open viewings and other forms of assistance;
· in the absence of a system of work in the decision of the teachers' council, it is necessary to provide for measures to master this system for teachers through seminars, drawing up long-term work plans on the topic, etc.;
· if teachers treat their duties in bad faith (they know the methodology, they know how to carry out the pedagogical process, but do not do this), it is advisable to include a point on conducting repeated control in the decision of the teachers' council. In addition, the head has the right to make other management decisions.
RULES FOR THE LEADER (SENIOR TEACHER)
WHEN CARRYING OUT THE CONTROL
1. Control should not be limited to the incident.
It is impossible to set as the goal of control the collection of negative information. If control is carried out constantly and according to plan, then it is perceived as a hole. If shortcomings in the work are revealed, you need to talk with the employee, try together to identify the causes of errors, remind them of the right actions, and organize a system of methodological assistance.
2. Total control breeds negligence.
With total control, employees relieve themselves of responsibility for the quality of the work performed. Total control does not take into account the individual characteristics of a particular person.
3. Hidden control causes only annoyance.
At its core, it is immoral. You cannot control what has never been pointed out before. Covert control is always a subjective interpretation of what was observed.
4. You should not control only your "favorite" site, group, object.
If you focus on the "favorite" object, then other members of the team do not fall into the field of view of the inspector.
5. It should be remembered that control is not pro forma.
Those who do not control are not interested in the achievements of their employees. Many leaders avoid controlling this or that issue, as they are not confident in their knowledge, in the ability to competently conduct a pedagogical analysis. Low competence and a false fear of ruining relations with subordinates is a bad companion for a leader.
6. Should not be controlled due to distrust.
Suspicion of the leader testifies to his self-doubt. Delegation of authority also implies trust in subordinates. And systematic training in the correct performance of functional duties removes excessive guardianship and brings subordinates to self-control.
CONTROL METHODS
Control methodis a way of practical implementation of control to achieve the goal.
The most effective control methods for studying the state of educational activities are:
- observation
- analysis (identification of causes, determination of development trends)
- conversation (business conversation on any topic, exchange of opinions)
- study of documentation (a thorough examination in order to familiarize, find out something)
- questioning (method of research by means of a survey)
- checking the ZUN of pupils (to identify the degree of learning)
CONTROL TECHNOLOGY
1. Define and formulate the topic of control.
2. Determine and formulate the main goals and objectives of control.
3. Determine the object and subject of control.
4. Determine by order the inspector or a group of inspectors.
5. Draw up a control program and familiarize the auditees with it.
6. Control the person being checked according to the compiled program.
7. Register all control results.
8. The results of the control to analyze and bring to the attention of teaching staff.
9. If necessary, re-inspect.
Object of control.
Teaching and educational process, documentation of the teacher, parent-teacher meetings, methodological associations, individual lessons.
Objects of intragarden management and control.
1. Educational process
- implementation of the educational program
- degree of person-centered interaction
- level of knowledge, abilities, skills of children
- teacher productivity
- organization of individual work
- the degree of participation of parents in the educational process
- health and physical fitness (through the creation of hygienic conditions)
- the degree of activity and independence of children
- development of communicative qualities
2. Methodical work.
- diagnostic basis (all activities should be based on specific fundamentals, which works well, what I will share, what I have difficulty in)
- planning - you need to look at the forms, how the participation of teachers is distributed
- work on advanced pedagogical experience
- advanced training (self-education, etc.)
- methodological level of each teacher.
3. Innovative activity.
- compliance of this activity with the concept of development of the preschool educational institution
- the degree of scientific validity (interaction with science and institutions);
- the effectiveness of the innovation (results must be determined);
- plan (step-by-step planning).
4. The psychological state of the team.
- the degree of psychological comfort of the teacher;
- the degree of psychological comfort of children
- psychological readiness of the team for the introduction of innovation
- The slogan "Leader reach the right, and the right will reach everyone."
5. Conditions for the implementation of the educational process.
- occupational Safety and Health;
- sanitary and hygienic condition;
- provision with educational and methodical literature;
- provision with didactic aids;
- provision of TCO.
Subject of control
Educator, head of the circle, specialists in the preschool educational institution, age group.
ETHICS OF CONTROL:
Carrying out control, the manager must always understand that he not only identifies problems and shortcomings, or positive aspects, but, first of all, he must find out the reasons that gave rise to these shortcomings and outline ways to eliminate them, see ways to solve the identified problem.
Control should not be done for the sake of control. Rigid administrative control can offend, humiliate, and break down a creative person.
Rules for the ethics of conduct of the inspector:
- honesty, clarity, consistency and objectivity in the analysis and presentation of judgments, opinions based on the results of performance evaluation;
- striving for accuracy and respect for evidence;
- the reliability of the stated facts;
- courtesy, openness and impartiality when discussing issues with participants in the educational process;
- respectful attitude to the proposals of the heads of educational authorities and educational institutions on objects and terms of work;
- understanding of the characteristics of an educational institution and the education management body, as well as respect for the interests, public authority and position of individuals and groups;
- performance evaluation is carried out according to a set of indicators, taking into account priority areas and their correlation with the state policy in the field of education;
- recognition that the interests and well-being of students and pupils is the most important priority of the educational policy of the state;
- respectful attitude and confidence in the decency and honesty of leaders, faculty, educators, students, parents and representatives of government bodies;
- an understanding of how seriously the stated judgment of the inspector affects all those affected by it;
- the actions of the inspector are determined by the job description, including his rights and obligations, within the framework of the balance of powers and responsibilities, indicating a specific inspection.
operational control eliminates minor disruptions in work, regulates the activities of some teachers or the entire team with the help of recommendations, advice. In operational control, preventive, comparative, express diagnostics, etc. are distinguished. Operational control provides for a quick response, immediate correction of individual minor shortcomings.
main subject thematic control is a system of pedagogical work with children in one of the sections of the program. After a thorough, pre-planned study of the state of affairs in a particular area of work with children, an analysis of thematic control is necessarily carried out. It allows you to establish the causes of the current state of affairs. Based on the results of thematic control and a comprehensive analysis of its results, a specific action plan is adopted to eliminate shortcomings and correct the educational process.
Of great importance is final control, which the head carries out after the end of the reporting period (half year, year).
Control of the professional activities of teachers
There is no doubt that there is a connection between the professional competence of the teacher and the level of assimilation of the program material; moreover, this is, in part, the easiest, most simplified and at the same time dangerous way to determine the suitability of a teacher for a position. It must be borne in mind that teachers and preschool educational institutions are just an element of the educational system, and, quite possibly, not the most influential among many others, on which the degree of assimilation of the educational program by children depends. Therefore, when understanding the need to evaluate the activities of a teacher in order to control his professional qualities, it is important to remember that this element has a lesser impact on educational achievements than the family environment or the individual characteristics of the pupil (inclinations, motivation, etc.)
List of operational control issues
1. Quality control of documentation
2. Control of the organization of work on traffic rules.
3. Control of the organization of work on life safety
4. Control of the organization of physical activity of children
5.Holiday control (leisure, entertainment)
6. Control of organization, conduct, efficiency
morning exercises and awakening exercises.
7. Control of physical education
8. Control of the organization and conduct of the walk
9. Checking the plan of educational and educational activities in groups
10. Analysis of the work plan of the music director
11. Analysis of the subject-developing environment in groups
for constructive activities.
12. Control of the organization of food for children.
13. Analysis of the organization of experimental activities
14. Control of children's play activities.
15. Control of the organization of the daily routine.
16. Control of the organization of circle work.
17. Control of the organization of observations in nature.
18. Control of the organization and conduct of sleep.
19. Analysis of the professional skills of teachers
20. Control of the teacher's preparation for GCD.
21. Analysis of self-education of teachers
22. Analysis of directly educational activities
Questions under control. | Group, month |
||
Junior | Medium | Preparatory |
|
Plan and results of operational control by months.
Rating: O - Great
X - Good
U -satisfactorily
P - poorly
Basic forms and methods of verification
1. View documentation
2. Analysis of documentation, its compliance with the Federal State Educational Standard.
3. Interview with a teacher.
4. View group spaces
5. Analysis of the calendar plan of educators.
6. Analysis of children's drawings.
7. Attendance at classes and other forms of work with children- no (low)
BZ - no remarks
C-PC - interview, re-control
Used Books:
· O.A. Skorolupova "Control of the educational process in the preschool educational institution" - M: "Publishing house Skripotorii 2003", 2009. - 160 p.
· Belaya K.Yu. 300 answers to the questions of the head of the kindergarten. - M .: Astrel Publishing House LLC: AST Publishing House LLC, 2001
· Belaya K.Yu. Diary of a senior kindergarten teacher. _ M: - .: Astrel Publishing House LLC: AST Publishing House LLC, 2000
· Denyakina L.M. New approaches to management activities in a preschool educational institution: Guidelines. M.: New school. 1997.
· Pozdnyak L.V., Lyashchenko N.N. Management of preschool education. — M.: Academy, 1999.
CONTROL IN DOE - this is a system for monitoring and verifying the compliance of the educational process with the goals and objectives of the educational program, the Charter of the preschool educational institution and the Development Program of the preschool educational institution, national guidelines, plans, orders of higher bodies of public education.
The control function is an integral part of management activities. The information received in the course of control is the basis for making managerial decisions.
« INSIDE GARDEN CONTROL - this is the process of obtaining information about changes in the external and internal conditions for the functioning and development of the preschool educational institution, which pose a threat to the implementation of planned actions or, conversely, open up new opportunities for this, the process of assessing the work of the preschool educational institution, as well as identifying the need and organizing its correction.
INTERNAL CONTROL INCLUDES:
Control of the content of various aspects of the activities of the preschool educational institution: organizational and pedagogical, educational, socio-psychological, medical and social, financial and economic, etc.;
control of the educational process.
Control must be regular, systematic, effective, transparent. At the same time, it is necessary to complyCONDITIONS FOR THE ORGANIZATION OF CONTROL:
The generalization condition provides for the determination of the main, cardinal areas of activity of the controlled subsystem, which are subject to control in the first place.
The integration condition implies the unification of the efforts of ped. and genus. teams in the implementation of internal control, subject to the priority right of the head of the preschool educational institution to coordinate this control.
The condition for the humanization of the entire system of relations in a team requires the establishment of relations of mutual understanding and cooperation between the subject and the object in the process of control.
The condition of individualization means the need to necessarily take into account the uniqueness of each creative individuality in order to create opportunities for self-expression of this personality in the course of activity.
The differentiation condition implies the relationship of the level of control from the results of the work of the entire ped. the team and its individual groups, differing in the level of professional qualifications. In the context of the democratization of the management of the preschool educational institution, the implementation of this provision should facilitate the transition of teachers who achieve consistently high results to the highest form of control - self-control, that is, work on trust.
CONTROL IN DOE is carried out on the basis of annual and monthly work plans, legal acts regulating the activities of a preschool educational institution for the implementation of control, local acts and documents (instructions, rules, sequence of orders, etc.), mandatory for all employees, increasing the responsibility of personnel for the implementation tasks assigned to the preschool educational institution and concretizing the boundaries of this responsibility.
To exercise control in a preschool institution are presentedFOLLOWING REQUIREMENTS :
- it is necessary not only to control the state of affairs, but to create a unified control system for all areas of activity of the preschool educational institution;
- control needs to be planned;
- in the process of control, it is important not to state the fact, but to identify the causes that cause shortcomings, to develop effective measures aimed at eliminating them;
- control will be effective if it is carried out in a modern way and the recommendations issued as a result of it are implemented;
- it is necessary to provide assistance in the implementation of recommendations to those to whom they were given as a result of control;
- control and its results must be public;
- control should be aimed not only at identifying shortcomings, but also at finding something new, interesting, which gives high and stable results.
All these requirements can also be attributed to the control of the organization of the educational process, adding to them only that the goals and objectives of control should follow from the goals and objectives of the educational process and the annual tasks of the preschool educational institution for the current academic year.
THE IMPORTANCE OF THE CONTROL FUNCTION IN A UNIFIED SYSTEM OF EDUCATIONAL WORK IS DEFINED BY A NUMBER OF PROVISIONS:
- control allows you to establish whether everything in a preschool institution is carried out in accordance with regulatory documents, decisions of the pedagogical council or orders of the head. It helps to identify deviations and their causes, to determine ways and methods to eliminate shortcomings:
- avoiding control or exercising it not systematically, the leader loses the ability to quickly intervene in the course of the educational process, manage it;
- the lack of a control system causes spontaneity in the implementation of the educational process;
- control is the most important factor in the education of personnel, strengthening the personal responsibility of specialists for the performance of their duties.
Nomination "Methodological work in the preschool educational institution"
I present step-by-step instructions for conducting thematic control and creating accompanying documents in the preschool educational institution.
Control helps to collect the most complete information, timely make adjustments to the activities of a particular teacher or the teaching staff as a whole.
Regulatory framework for control:
1. Regulations on official control in the preschool educational institution.
2. Order on approval of the plan of official control of the head and current control of educational work in ... academic year:
- cyclograms of the control activity of the preschool educational institution;
- plan of official control of all divisions of the preschool educational institution;
- plan for the current control of the educational work of the preschool educational institution.
3. Orders for conducting thematic, frontal, operational control, the results of the audit, for a re-audit, if necessary.
4. Analytical material: diagrams, tables, questionnaires, questionnaires.
5. Final material: analytical reports, conclusions in diagrams and tables, control log.
Properly organized control is one of the main conditions for the scientific and rational management of the educational process, increases the responsibility of each educator for the quality of his work with children.
