Overview control in the dow according to the fgos table. Control over the implementation of the program in the dow

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Dictionary Ushakova D.N.: Control - observation, oversight of something. for the purpose of verification. Explanatory Dictionary Dahl VI: Control - accounting, verification of accounts, reporting; official place dealing with verification of reports. Dictionary of Economics and Finance: Control - in management - control, which consists in establishing the real state of the object of control.

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Control is a management function during which the actual results are compared with the planned ones. Control is a management activity, the task of which is the quantitative and qualitative assessment and accounting of the results of the organization's work.

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Regulatory Enforcement Control Letter from the Ministry of Education and Science Russian Federation Federal Service for Supervision in Education and Science of February 7, 2014 N 01-52-22 / 05-382 On the transition period Letter of the Ministry of Education of the Russian Federation of August 4, 2000 No. 236 / 23-16 Letter of the Ministry of Education of Russia of 02/07/2001 No. 22-06-147 “On the content and legal support of official control of heads of educational institutions”. the federal law"On Education in the Russian Federation" dated December 29, 2012 N 273-FZ The procedure for organizing and implementing educational activities on the main general educational programs– educational programs preschool education dated August 30, 2013 N 1014

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Algorithm for the implementation of control Determination of the purpose and object of control Development of a control program (plan) Collection of information Primary analysis of the collected material Development of recommendations and ways to correct shortcomings Checking the implementation of recommendations

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Regulatory framework Regulations on official control in the preschool educational institution Order on approval of the plan of official control of the head and current control of educational and educational work in the ... academic year: cyclograms of the control activities of the preschool educational institution; the plan of official control of all divisions of the preschool educational institution; cyclograms of the current control of educational and educational work of preschool educational institution; plan for the current control of the educational and educational work of the preschool educational institution. The employee must be warned about the scheduled inspection in advance against signature. Orders on conducting thematic, frontal, operational control, the results of the audit, to conduct a re-audit, if necessary. Analytical material: schemes, tables, questionnaires, questionnaires. Final material: analytical reports, conclusions in diagrams and tables, control log.

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observation (research and study of the observed object); analysis (analysis with identification of the causes of shortcomings and determination of development trends); conversation (necessarily with an exchange of opinions); questioning (survey on pre-compiled questions); timing (measurement pedagogical process in time); study of documentation (in order to familiarize or identify a system for planning and organizing the pedagogical process or to obtain other information); oral or written knowledge test.

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preparatory (a detailed control plan is thought out, a commission is formed to study the activities of the preschool educational institution, the members of the commission are instructed, the head issues an order to conduct control.); diagnostic (identifying and measuring the real state of affairs and comparing the results achieved with established standards); analytical (analysis and evaluation of the collected information, identification of the factors that determined the results achieved); final (development and implementation of actions based on the results of control);

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Preliminary (warning) - carried out before the actual start of work. Purpose: to determine the readiness of employees to implement the plans. The main methods of this control are the implementation, and not the creation of certain rules, procedures and lines of conduct. This type control helps to reveal the initial idea of ​​the state of the activities of the preschool institution (material, technical, personnel, methodological support). This type of control can be used by leaders (or deputy heads) when accepting a preschool for its management.

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Current - carried out in the course of work. Purpose: to identify the progress of employees towards the intended goals, track the implementation of plans and prevent problematic situations. current control carried out directly in the course of work. Current control is usually carried out in the form of control of the work of a subordinate by his immediate superior. Current control aims to obtain general idea about the work of an employee, a teacher, about the level of the pedagogical process in a particular group, about the style of work of a given educator. Operational - carried out in the course of work. Purpose: to identify the establishment of facts and verify information about violations indicated in the appeals of parents (legal representatives) or other citizens, organizations, settlement conflict situations in relations between participants educational process. Operational control is carried out directly in the course of work.

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Frontal - provides a comprehensive, in-depth check of the activities of both teachers individually and educational institution generally. Purpose: general analysis of the activities of the institution. Thematic - the subject of control is the system of pedagogical work with children in one of the sections of the program. Purpose: analysis of the activities of the institution in a certain direction; studying the implementation of the program in specific sections; identification of the level of work of a preschool institution according to the tasks outlined in the annual plan. Final (final) - is carried out after the work is done. Purpose: to determine the final results of the institution's activities and the degree of implementation of the plans.

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Administrative - carried out by the management of the institution. Purpose: to determine the implementation of administrative regulations governing the activities of the organization. Collective - involves the unification for its implementation of a number of employees of the institution (it is possible to include representatives of other organizations). Purpose: dissemination of the creative experience of teachers in the process of organization in preschool open classes, which may be attended by educators of this educational institution, parents, teachers of the school. Mutual control - carried out by employees of the institution. Purpose: harmonization, coordination of the activities of the employees of the institution. Analysis and evaluation of the pedagogical process is carried out by members of the teaching staff in any age group by decision of the administration. This contributes to self-analysis and self-assessment of one educator in comparison with the work experience of another, helps to disseminate effective experience, improve the educational process. Self-control - carried out directly by the employee. Purpose: to determine the personal significance of the work performed and the results achieved. Personal readiness to perform the planned work is revealed, the process of its implementation, factors contributing to the achievement of the goals set, etc. are analyzed.

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I APPROVE the head of the preschool educational institution ______ _____________ / full name "___" __________ 201_ CYCLOGRAM OF CONTROL ACTIVITIES Name of preschool educational institution No. p / p Subject of control Type of control Object of control Frequency (terms) of control Responsible for control Form of reflection 1. Protection of life and health of children 1.1 Creation of conditions in groups for the protection of life and health of children . DOW, Deputy head by VMR Pedchas, general meeting, teachers' council 1.2. Organization and implementation of routine processes (washing, eating, getting ready for a walk, organizing sleep (laying down, getting up); -morning filter Current, All groups During the year hour, medical-pedagogical meeting, KNDP 1.3. Organization and holding regime moments (walk, morning reception, readiness for classes) current All groups, November, February, April Organization and holding of sports and recreational activities Current Teachers October, December, March, April Head of Preschool Educational Institution, Deputy Head of VMR Pedagogical hour, teachers' council, CPD 1.5 Compliance with safety rules when organizing various types of children's activities Current All teachers B during the year Head of preschool educational institution Deputy for safety Ped.

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No. Subject of control Type of control Object of control Frequency (terms) of control Responsible for control Form of reflection 1. Protection of life and health of children 1.6. Morbidity analysis Current, final All groups January, May, September DOW Pediatrician Pedchas 1.7. Compliance with the requirements for the selection of furniture. Current All groups During the year Pediatrician meeting Ped. hour 1.8 Organization of work on life safety and prevention of DT and DDTT Current All groups September, December April Deputy head of safety Ped. hour KNDP 1.9 Organization of motor activity of children Current All groups November, April Deputy head of VMR Ped. hour 2 The level of development of children and the organization of the pedagogical process : 2.1 Analysis of directly educational activities. Current. Teachers During the year Deputy head for VMP, head of preschool educational institution KNDP Pedchas 2.2. Analysis of independent activity of children current All age groups During the year Deputy. head according to VMR, head of preschool educational institution KNDP Pedchas 2.3 Results of pedagogical diagnostics Current, final All age. groups October, May Deputy head of VMR Pedagogical council 2.4 Preparing children for school current Teachers gr. October, May according to VMR Pedchas,

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No. Subject of control Type of control Object of control Frequency (terms) of control Responsible for control Form of reflection 3. Professional Competence teachers 3.1. Open viewings: Current, thematic Educators, specialists During the year Deputy. head for VMR, head of the preschool educational institution KNDP Pedchas 3.2 Analysis of the professional difficulties of the teacher Questioning All teachers During the year Deputy. head by VMR Analysis of the questionnaire 3.3. Interaction with the families of pupils current All teachers November, February, April Head. DOW Deputy head according to VMR Pedchas, KND 3.4. Planning of educational work Current thematic All groups, specialists During the year DOW, Deputy head according to VMR, Pedchas, KND 3.5. Organization of recreational activities Mutual analysis of plans All groups During the year Teachers KND 3.6. Organization of work on additional education Current final Teachers September, December, April Deputy. head according to VMR Pedchas, KND 3.7. Interaction in the work of teachers and specialists Current All teachers October, January, March DOW Deputy head according to VMR Pedchas 3.8. Implementation in practice. active theoretical teachers. known and recommendations received in the course of MO, CPC All teachers November, April Head. DOW Deputy head according to VMR Pedchas 3.9. Completed solutions ped. advice, teaching hours, execution of instructions. -methodical document. higher organizations Performing All teachers December, February, May Head. DOW Deputy head on VMR Pedagogical Council, KND 3.10 Creation of a subject-spatial environment (building, territory) Current All teachers During the year Head. DOW Deputy head by VMR Pedchas

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No. Subject of control Type of control Object of control Frequency (terms) of control Responsible for control Form of reflection 3. Professional competence of teachers 3.11. Fulfillment of recommendations issued on the basis of certification results personal Certified teachers Individually. schedule DOW, Deputy head by VMR, members of AC Pedchas, KND 3.12 Attestation of teachers current Attesting teachers Individually. schedule head for VMP head Pedchas, KND 3.13 Documentation of the group Current All groups During the year Head. DOW Deputy head according to VMR Pedchas, KND 4. Catering for pupils 4.1. Organization of meals in groups. current All groups Permanent DOU Deputy Head of VMP. Responsibility nutrition pediatrician KND Administrative. meeting 4.2. Compliance with the correct storage, issuance, delivery of products and the timing of their implementation. current supply manager Weekly Commission for control over org. Nutrition in the preschool educational institution, responsible. according to pit. Prod. meeting KND 4.3. Compliance with cooking technologies current Chefs Weekly *marriage Commission daily Commission for control over org. Nutrition in the preschool educational institution, responsible. according to pit. Prod. meeting KND 4.4. Bookmarking products, issuing food according to the schedule at the catering unit current Chefs Weekly * marriage Commission daily Commission for control over org. Nutrition in the preschool educational institution, responsible. according to pit. Prod. meeting KND

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No. Scope of control Type of control Object of control Frequency (terms) of control Responsible for control Form of reflection 5. Sanitary state of the preschool educational institution 5.1. meeting 5.2. Sanitary condition of groups, catering unit, etc. premises. current MEP Weekly Pediatrician, caretaker Cleanliness screen 5.3. Compliance with general cleaning schedules current MOS Constantly Pediatrician, supply manager MOS control book 5.4. Storage and use of disinfectants current MOP Permanent supply manager Pediatrician Control book MOP 6. Compliance with the sanitary and epidemiological regime by the staff of the preschool educational institution 6.1. Fulfillment of the schedule for the passage of collaborators. medical prof. examination, passing the exam in dignity. minimum current All employees According to the schedule Pediatrician Head of preschool educational institution Log book 6.2. Implementation of the sanitary and hygienic regime by the employees of the catering department Current Employees of the catering department. Constantly Pediatrician Commission for control over org. Nutrition in the preschool educational institution BEETLE 6.3. Fulfillment of sanitary and hygienic rules by the staff of the preschool educational institution Current All employees Permanently Pediatrician, supply manager Proizvod. 7. Creation of conditions for the production activities of employees 7.1 Providing employees with overalls and PPE, in accordance with the norms DOW Journal of accounting 7.2. Compliance with the norms and deadlines for the issuance of inventory Current MNP October January, May Superintendent Log book 7.3. Compliance with labor protection and safety measures Current Employees of the preschool educational institution September, December, February, May, August Head of the preschool educational institution, chairman of the trade union committee of the preschool educational institution, pediatrician, manager, deputy head. on safety KND

Control over the activities of a preschool institution includes a set of measures to verify the implementation of the educational process, in accordance with the existing goals and objectives of the education system, which are consistent with the Orders of the preschool educational institution and other state documents in the field of education.

• Operational control in the preschool educational institution involves the collection of quantitative data that do not require long-term observations, but at the same time show how much this or that type of activity is carried out.
• Operational control of preschool educational institution is an important function of the control system. The head of any institution must be able to foresee various situations, predict certain activities, set further goals.

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This can be done only when carrying out operational control over certain areas of activity. kindergarten, when collecting and analyzing information of a socio-pedagogical nature, the demographic processes of the microdistrict, the work of employees of an educational institution. Operational control can be carried out by a methodologist educational institution or senior teacher.

Varieties of control and its main tasks

Operational control of the DOU GEF divided into internal and external. External control provides for the creation of conditions for the social protection of each child, while guaranteeing the receipt of the minimum level of education necessary for the normal development of the individual. This task is implemented by performing certain steps:

• a marketing study of the microdistrict is carried out;
• the placement of social and cultural institutions is being studied;
• the social status of families where children are brought up is studied preschool age;
• the requests and requirements of parents regarding the quality and variety of educational services are studied;
• the social and educational level of children who do not attend preschools is taken into account.

How to draw up an annual kindergarten work plan?

Tells expert reference system "Education"

Internal control provides for the improvement of the level of education of each group of kindergarten of different ages, while providing the necessary assistance to teachers. Control is carried out in different directions:

• educational;
• psychological and pedagogical;
• medical and social;
• financial and economic.

Basic requirements for operational control of preschool educational institutions

For the correct and efficient organization of the work of any preschool institution, it is important to check activities in a timely manner. To do this, you must adhere to certain requirements:

• it is important for the manager not only to conduct an audit, but it is necessary to create a unified system of control over all areas of activity of the preschool educational institution;
• it is necessary to carry out control systematically, to begin with, goals and issues are studied, which are considered objectively and holistically;
• inspections should not only confirm the presence of certain problems, but also require the development effective ways their elimination;
• control is an effective method only if it is carried out on time;
• it is necessary to carefully study the identified shortcomings of educational activities, and not just limit ourselves to the existing fact;
• after the inspections, it is necessary to publicly announce the results obtained;
• control is carried out not only to determine the negative aspects, but should also identify positive sides the work of teachers.

The structure of the operational control of the preschool educational institution

When carrying out any checks, it is necessary to adhere to a certain scheme, because only systematic work can be effective. That's why operational control in the preschool educational institution may have the following algorithm:

• determine the purpose of the check and the object;
• develop a plan of control actions;
• collect information (for this they involve employees, teachers, pupils and other persons who may be useful);
• primary analysis of the data obtained (study of the documentation, processing of the received materials, filling out survey cards, discussion of the results at the teachers' council);
• development of recommendations that need to be presented to the team, discuss the methods and ways of their implementation, approve the selected methods of correction with their subsequent implementation in the work of teachers;
• over time, to check the implementation of the recommendations provided.

Implementation of operational control in preschool educational institutions

Inspections in kindergartens can take place in different directions. Operational control can be carried out in order to study the level of safety of children, to control individual work with children, to check the organization of walks with children, whether the material for the book corner has been prepared, and so on. Operational control is initial stage, which gives information about a certain part of the functioning children's team, performs the function of regulation and provides data for subsequent thematic control.

results operational control of preschool educational institution are entered in certain documents: a map of operational control and an analytical report of operational control.

Issues that are subject to control in the DOW may be of the following nature:

• sanitary condition of the group;
• implementation of the daily routine, taking into account the different periods of the year;
• catering in groups;
• organization of health procedures with students;
• performance of educational work, compliance with the schedule according to planning;
• organization of walks with pupils, taking into account the different periods of the year;
• status of group documentation;
• planning and implementation of measures to maintain a healthy lifestyle and comply with safety rules.

For each type of control, a operational control card of preschool educational institution.

Operational control map on the topic "Implementation of the daily routine, taking into account the different periods of the year"

Download the rules for compiling questionnaires
Download in.docx

Control tasks
1. Reception of children
2. Timely morning exercises
3. Organization of breakfast according to the established schedule
4. Conducting training sessions. Specifies the time and duration. Compliance with the schedule
5. Organization of a break between GCD. Independent activity of children.
6. Morning walk. Timely exit, duration, organization of the walk.
7. Organization of lunch according to the schedule.
8. Organization of the rest period. Duration, compliance with the schedule
9. Carrying out wellness procedures after sleep.
10. Organization of an afternoon snack, compliance with the schedule
11. Conducting educational sessions in the afternoon.
12. Organization of an evening walk.
Overall rating

For each of the items provided, an assessment is carried out, with a high rating (+), medium (+/-) and low (-) being put.

Also included in the report are analytical certificates of operational control of the preschool educational institution, which describe the purpose and objectives of operational control, issues of operational control. The document contains a thorough description of all verification issues provided the results of the operational control of the preschool educational institution, identified shortcomings are prescribed, recommendations and proposals are provided, indicating the responsible persons for the implementation and the timing of their implementation.

Thus, operational control makes it possible to properly organize the activities of a preschool institution, to identify shortcomings in work or certain difficulties that need to be corrected in time.

The material was prepared using the manual:
Golitsyna N.S. "Organization and content of the work of the senior educator of the preschool educational institution"

Control over the implementation of the program

Some teachers, starting to work as a senior educator, immediately strive to establish themselves in this position and begin to actively monitor the state of the educational process. This, of course, is important and necessary, but this should not be done immediately, not from the first days of work.

In the first months, you can limit yourself to operational control, which allows you to collect maximum information in a minimum time and without particularly injuring teachers. And the fact that the arrival of a methodologist to the group excites the educator, no doubt. Therefore, starting with operational control, the methodologist will gradually and painlessly prepare teachers for other forms and methods of control, which will provide more complete and specific information about the level of pedagogical skills of educators and the degree of implementation of the Program by children.

However, any control is not an end in itself. It reflects the state of affairs in kindergarten. An integral part of it is pedagogical analysis, which allows to identify the reasons for success or failure and determine the prospects for further work.
So, operational control and analysis involve the collection of information “of a quantitative nature, which does not require long-term observations, but shows. This or that type of activity is carried out or not carried out, there is or is not a danger to the life and health of children, is the material prepared for work in a book corner, etc.

Thus, operational control provides information for subsequent, already longer monitoring and analysis in the process of targeted visits or thematic inspection, that is, it performs the function of regulation.

It is necessary to provide a system for organizing operational control, bearing in mind that it is carried out daily, weekly, monthly (morbidity analysis, implementation of natural norms, sports entertainment, implementation of the decisions of the teachers' council, etc.), quarterly (budget implementation, work with the family , participation in methodological work etc.) Operational control is carried out by the head of the preschool educational institution, the senior educator, a doctor or nurse, the supply manager, the chairman of the trade union committee. It is also necessary to ensure the publicity of the results of operational control by presenting it in a table, in the corresponding columns of which you can show the status of work on this issue in color, and with the help of different geometric shapes who was in control. This material is a report on the conduct of this type of control.

A type of operational control is preventive control. Its purpose is to help, prevent possible errors, so it can go in the form:

• Conversations on the content of the program in order to identify how clearly the teacher presents the tasks of work in a particular section;
• Conversations according to the educator's calendar plan to clarify how he suggests this or that lesson or other form of work;
• Drawing up a long-term plan for working with children in any section to help the teacher build a system of work on the problem;
• Drawing up a summary of the lesson, which is especially useful for novice educators;
• Joint viewing of the work of an experienced teacher with a supervisor or a senior educator in order to pay attention to effective techniques the work of a master teacher.

Preventive control is fixed in the work plan for the month. The end result of preventive control should be an increase in the professional skills of the educator and the compilation of long-term plans, abstracts, etc.

Thematic control- a more complex and voluminous type of control. It allows you to study the issue in depth, reveal the causes and determine the direction of assistance. The main subject of thematic control is to determine the availability of a system of classes, other educational activities aimed at the implementation of the Program, the upbringing and development of the child. The content of the thematic analysis is the study of the state of upbringing and educational work with children on certain problems and, above all, on the problems indicated in the annual plans in the form of specific tasks.

Consider the algorithm of action in such a case. Based on the analysis of work for the past academic year weak mastering by children of this or that section of the Program was revealed. The annual plan defines tasks for improving work in this direction and outlines a number of activities. After their implementation, it is necessary to find out how much the state of affairs has improved, what problems still remain. This will be facilitated by a thematic audit. Based on its results, areas of work can be identified in which further improvement is needed in order to fully achieve the annual goal.

A thematic audit can be carried out following the results of operational control, if it has revealed shortcomings, and it is necessary to determine their cause and ways to eliminate them. There may be other reasons for conducting a thematic review. The number of groups selected for a thematic test is determined by the administration of the preschool educational institution based on the total number of groups or the topic of the test.

Any thematic check, first of all, has a specific goal - for example, it is necessary to identify the implementation of the Program in a certain section or the state of work on the formation of skills and abilities, certain qualities of the child's personality, etc. The purpose of the test cannot be formulated as a type of children's activity or a form of organization of the pedagogical process, for example, a lesson, a role-playing game, etc. In the process of checking any form of organization of the educational process, various goals can be set, and vice versa, certain issues can be analyzed by observing different forms of work with children.

Based on the goal, the content of methodological control is determined. It is important for the senior educator to find out: what children should know, be able to this stage work that he should see during the check. For example, when checking the implementation of the Program for the formation of grammatically correct speech, one should identify how children master the coordination of words in a sentence, use prepositions, form the plural of nouns, use the genitive case plural nouns, etc. It is these speech skills and abilities that will be the content of the thematic test.

Content dictates forms of organization of children's activities, in which it is most fully and comprehensively revealed, so it is not enough to watch one lesson or game. It is necessary to analyze different forms of work with children and identify the level of assimilation of knowledge or upbringing in the organized and independent activities of children. For example, when analyzing the level of formation of temporal representations in children, it is necessary not only to attend several classes, where different aspects of this task will be considered (seasons, parts of the day, concepts of yesterday, today, tomorrow, earlier, later, orientation in hours), but also to analyze the extent to which children have mastered these concepts and use them in Everyday life, whether there is a system in the formation of temporal representations in children.

So, having determined the content of control, you should consider how to study it.

No thematic check can pass without observation of the pedagogical process. This is the main method of any control, since it allows not only to identify the level of assimilation of the Program by children, but also to determine the degree of the teacher's mastery of the methodology of work on this issue. Observation of the pedagogical process can also be carried out independently, outside the thematic audit, as a control based on the results of current work: monitoring the implementation of the proposals of the previous audit, verification of the implementation of the decisions of the teachers' council, the introduction of self-education materials, best practices, course materials, seminars, consultations, methodological associations, etc. d.

This will be the purpose of these observations.

When preparing for an observation, it is important not only to clearly define what needs to be seen, but also to develop an economical form of recording the observation so as not to make cumbersome notes during viewing, but to have capacious and specific information for analysis. The most acceptable form of writing in this case are block diagrams. The more detailed the questions are developed in them, the easier it will be to isolate the necessary information and fix it with conditional icons or minimal text.

After observing the lesson, its analysis is carried out, the task of which is to show the teacher how expediently and methodically correctly 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 to analyze the compliance of the knowledge, skills, and abilities of children with the requirements of the Program, and only after that offer his analysis.

An interesting and rather voluminous information about the level of implementation of the Program for a particular section can be given by the final lessons. Using this method of control in a thematic review, you can get intermediate information and correct the work on the problem. Final lessons are also used as an independent method of control in cases where the leader is concerned about the state of work in any section, when checking the final result of the teacher's activity, the time of which is clearly defined. For example, sound pronunciation at the end of the year in middle group, solving arithmetic problems at the end of the year in preparatory group, children's knowledge about winter and the end of February, etc.

Approximate content and form of recording the final lesson on identifying children's ideas about time in the senior group

№ P\P	Surname, name of the child	Tasks
		1	2	3	4
1
2
3
4
…
20
	Conclusions:

1. "Name the season." Purpose: to determine the time of year from a passage of prose or poetry
2. "When we do it." Purpose: correlate the actions performed in certain segments of the day with their name (morning, afternoon, evening, night)
3. "It was - will be." Purpose: correctly name the time of events with a word: yesterday, today, tomorrow.
4. "Week". Purpose: children's knowledge of the sequence of days of the week.

One of the methods for identifying the level of knowledge of all groups and each child individually is a conversation with children. It is especially effective for those children who are weak in the classroom.

In preparation for the conversation, questions are selected in accordance with the subject and age of the children, the necessary illustrative material, and the most appropriate environment is selected. The conversation is conducted by a senior educator, preferably in the presence of a group educator. The results are recorded in a flowchart, which is also compiled in advance by the senior educator. The number of children should be sufficient to reveal the state of the work.

Sample block diagram

№ P\P	Surname, name of the child	Tasks
		1	2	3	4
1
2
3
4
…
20
	Conclusions:

It is advisable to draw up a list of questions on various topics in accordance with the Program, for different periods of the year (beginning, middle, end), and enter them into a card file. Then they can be used more dynamically, since if you have a card index, you can not write them down, indicating only the card number and question number.

An analysis of children's work is also carried out during the thematic check, and the purpose of the check will not necessarily relate to the implementation of the Drawing, Application or Modeling Program. For example, when checking the implementation of the Outreach Program, it is advisable to look at how this is reflected in children's work, and when checking the level of speech development, it is advisable for children to talk about their work.

As an independent method of control, the analysis of children's work must be carried out after watching a lesson on fine arts, and also at least once a quarter to identify the level of implementation of the Program and correct work in certain areas, for example, pay more attention to drawing based on folk applied arts, intensify work for teaching drawing on a wide strip of paper, etc.

When starting to analyze children's work, it is necessary, first of all, to clarify what skills and methods of work children should have at this stage, correlate them with the program content of a particular lesson, and then, after analyzing all the work, note how many children completed and did not complete the program content for each item, how many children completed it completely from the standpoint of solving visual and technical problems - the image of the color, shape, size, structure of the object, the transfer of composition, movement, ratio in size, etc. These questions can be included in the headings of the flowchart, in which the results of the check are recorded. For example, to analyze the modeling work in the second junior group, the following flowchart can be drawn up:

№ P\P	Surname, name of the child	Software Requirements
		Transfer round shape	Elongated molding	Shape flattening	Connection of parts	decoration work
1
2
…
20
Conclusions on the completion of tasks
General conclusions and recommendations

Identification of the causes of individual shortcomings in the implementation of the Program is facilitated by the verification of the plan. It is held only on individual topics, and not in general as a whole, and for a period of at least two weeks. Analysis of the plan is also used as an independent method of control, including preventive, and in the process of thematic inspections. expedient to do comparative analysis 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. When selecting questions to analyze the plan, you should first of all consider what the purpose of the test is: using different forms work with children in this area or solving problems for the implementation of a certain section of the Program.

An example of setting different goals in the analysis of planning a mobile game
Target: a variety of outdoor games on a motor task.

№ P\P	Games					Group Conclusions
	With running	With jumps	Throwing	climbing	On balance
1
2
…
Conclusions by types of games

Target: a variety of outdoor games for motor activity.

№ P\P	Games			Group Conclusions
	Low mobility	Medium mobility	High Mobility
1
2
…
Conclusions by types of games

Target: cyclical use of outdoor games. Group No. ______

Work planning for patriotic education preschoolers can also be analyzed in different ways.
Target: implementation of the Program.

Content
knowledge Types of work outside of class conclusions Excursions, targeted walks Examining the illustrations Conversations Reading About Motherland About Moscow About hometown About the work of people, famous people About the army General conclusions:

The analysis of the teacher's activity, his possession of methodological knowledge, practical skills and skills in managing a variety of children's activities help to identify the reasons for success or failure in the implementation of the Program. That is why, while observing a lesson or a game and analyzing the knowledge, skills and abilities of children, it is necessary to identify questions for analyzing the activities of a teacher. It can also become an independent target of observation. Depending on the level vocational training educator, the questions of analysis can be posed in different ways. Analyzing the work of a novice teacher, one should pay attention to how he organizes children for classes, provides interest in the topic under discussion, how he uses visualization, how he raises questions, how he activates children, how much the declared program content is implemented, etc. For an experienced teacher, these questions do not cause difficulties. Here it is more important to see the use of effective, non-traditional methods, ways of organizing children, attempts to expand and deepen the program content based on the assimilation of the knowledge base. In addition to observing the activities of the teacher, conversations with the teacher are used to identify knowledge of the Program, methods of work on the problem under study, the ability to see prospects in their work with the whole group and with each child.

The results of the thematic control are drawn up in a certificate or a speech at the pedagogical council based on the results of the test. The implementation of individual control methods can be recorded in flowcharts, but their analysis must necessarily be the subject of discussion with teachers individually or, if methodological errors are widespread, collectively. If the reason for the identified shortcomings is the weak competence of teachers, the senior teacher chooses the forms of providing appropriate methodological assistance.

Frontal control provides for an analysis of the implementation of the Program as a whole, the implementation of an integrated approach to the upbringing of children. As a rule, frontal control involves the analysis of the activities of one age group, but can also be organized as a control of all groups on one issue.

Any control is not an end in itself and should not end with a simple statement of fact: children do not have knowledge, the teacher does not use appropriate methodological techniques, etc. Inherent component control - pedagogical analysis, the content of which is to determine the reasons for success or failure in the implementation of the tasks set, and, having identified the reasons, it is already possible to determine ways to correct shortcomings or ways to disseminate interesting pedagogical findings.

So, having fixed the results of control when observing a lesson, analyzing a plan, or collecting the results of a thematic check, the senior educator proceeds to analyze the materials received.

After conducting a pedagogical analysis of observation, conversation or a set of methods used during the thematic test, it is necessary to draw conclusions and prepare proposals. If conclusions are based on analysis, they are objective and reasoned. If the analysis is done in bad faith, superficially, on a small amount of material viewed, they are unconvincing. The specificity of the proposals, the allocation of "pain points" in the work of the teacher, the definition of ways of "treatment" will correct the situation, improve the quality of work. But if the analysis revealed positive results, the proposals may be marked with a recommendation to generalize the experience.

Anastasia Utkina
Certificate of thematic control on the topic "Creating conditions for the introduction of GEF in preschool educational institutions"

Topic control help on a topic« Creating conditions for the introduction of GEF in preschool educational institutions»

Target: estimate terms, created in kindergarten groups for the full development of preschoolers in all educational areas in accordance with GEF.

Checkers: senior teacher Utkina A. A.

Objects control: all age groups.

All children, as you know, are different, and each preschooler has the right to his own development path. Therefore, in our institution created conditions for education, training and development of the children's team as a whole, as well as each pupil is given the opportunity to show individuality and creativity. One of the important conditions educational work in a preschool institution - the correct organization of the subject-developing environment.

Therefore, my senior teacher conducted thematic control, during which the subject-spatial environment in our kindergarten was analyzed.

Development environment creates favorable conditions for the child in independent activity, provides different types of his activity (mental, physical, playful) .

The preschool child has three main needs: in motion, communication, cognition. The environment is built in such a way that the child has an independent choice: with whom, where, how, what to play. The developing subject environment meets the criteria of functional comfort and the main provisions of developing children's activities, ensures the achievement of a new, promising level in the development of children. But most importantly, it works to develop the independence and initiative of the child.

The developing object-spatial environment responds principles: content-saturated, transformable, polyfunctional.

For children to freely choose different types of activities, the space of the group is divided into corners.

For the social communication development there are - a theatrical corner, a corner of disguise. They help to realize the needs of a preschool child in positive emotions, new impressions, knowledge, the ability to feel confident in communicating with adults and peers, mutual understanding and empathy, to master social roles and professions. For the development of labor activity, there are duty corners, in which attributes for labor activity are located, the duty schedule of each group.

To form the foundations of safe behavior in everyday life, society, nature, each group has a safety corner. The richest corner in the group "Sun", there are various visual aids, games, layouts, albums, etc.

For the formation of patriotic feelings, love for the Fatherland, one's people in groups created corners of patriotism. There are coats of arms and flags of Russia, Udmurtia, Yar; albums with national costumes, with the sights of Yar, etc.

Cognitive development includes several corners with cognitive activity.

In the sensory corner there is a variety of entertaining material so that each of the children could choose a game according to their interests. There are a large number "helpers" materials (ropes, boxes, wires, wheels, ribbons, which are creatively used to solve various game problems, didactic games to get acquainted with the concepts of time, quantity, number, size, games for the development of classification, counting and sensory material, pyramids and inserts, manuals "Fold the Pattern", "Collect a picture" etc. In groups of older preschoolers, there are also various materials that contribute to the mastery mathematics: printed letters, words, tables, books with large print, a manual with numbers, printed board games with numbers and letters, puzzles, puzzles, as well as materials reflecting the school topic: pictures about the life of schoolchildren, school supplies, attributes for school games.

The equipment of older preschoolers contains materials that stimulate the development of broad social interests and cognitive activity of children. These are children's encyclopedias, illustrated editions about animals and flora planets, about people's lives different countries, about space, children's magazines, albums. ( Recommendations: in a group "Ship" complement the sensory corner).

In the experimental corner there are materials that activate cognitive activity: educational games and toys, models, objects for experimental and search work - magnets, magnifying glasses, springs, scales, beakers, etc.; a large selection of natural materials for studying, experimenting, making collections, feathers, various types of paper, metal, wood, sand, clay, pipettes, rulers, threads, paints, beads, measuring containers, cups, containers, magnifiers, algorithms for conducting experiments, card indexes of experiments and experiments, cognitive literature, encyclopedias, didactic games about the properties of objects, their use, atlases, maps, a globe, scales, devices for comparing size, weight.

In the corners of nature there are: indoor plants, watering cans, scoops for loosening, didactic games about domestic and wild animals, their habitat, seasons and natural phenomena, layouts (in a group "Sun" their large selection, sets with domestic and wild animals of various climatic zones, cognitive encyclopedic literature.

Corner of design and building games.

In the groups there are corners of building and constructive games, in which great variety various types and forms of constructors are presented. Pupils independently use schemes and models of buildings to implement their ideas. The corner is supplemented with small toys for playing around. The mobility of this corner allows children to unfold the plot of the game outside of it. This allows our children to feel comfortable in any corner of the group. (Recommendations: fill up albums with design schemes).

Speech development. The groups are decorated with book corners, in which there is literature with vivid illustrations. There are manuals for conducting articulation exercises, materials for storytelling, a variety of board and printed games. There are also sets of plot pictures, albums, illustrations, there are card files of speech games, didactic games for the development of speech, portraits famous writers, various types of children's theaters (finger, glove, cone).

Artistic and aesthetic development. In groups, a place is allocated for children's creative activities. Here, our pupils draw, sculpt, and perform applique work in their free time. On the shelves are didactic games, albums with different types genres, exhibitions with samples of folk art. Paper of different sizes and shapes, white and colored cardboard, stickers, scissors, pencils, wax crayons, gouache, stamps, paints, brushes, water cups, plasticine, stencils, coloring books, albums with works of different genres for viewing, didactic games for familiarization with various genres of painting, areas of architecture, types of folk crafts, handicrafts and folk toys, algorithms and schemes for step-by-step modeling and step-by-step drawing.

The musical development of the child comes down not only to classes with a teacher, but also the opportunity to play independently, improvise, play music freely. To do this, in groups created musical corners which help pupils to transfer the experience gained in musical activity to others terms, helps to establish a sense of self-confidence, activity, initiative. ( Recommendations: in a group "Ship" replenish the music corner, it is too scarce).

Physical activity center All groups are equipped with sports corners containing all the necessary benefits: ribbons, handkerchiefs, balls of various sizes, sultans, ribbons, balls, jump ropes, hoops, ring throws, skittles, didactic games about a healthy lifestyle, valeological games, sports, card file of outdoor games, gymnastics after sleep, breathing exercises, gymnastics for eye. For gymnastics after sleep, all groups have health paths.

Thus, the diversity and richness of the corners, the possibility of a free approach to each corner in the group contribute to the emotional and intellectual development of our pupils.

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 preschool educational institutions, the implementation of this provision should facilitate the transition of teachers who achieve consistently high results to highest form 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 of deficiencies, 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 normative 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 education of personnel, strengthening the personal responsibility of specialists for the performance of their duties.