How does it affect children attending kindergartens? This question makes every parent worry. Previously priority educational process there was preparation for school. Those who have become familiar with the Federal State Educational Standards program have noticed that kindergarten graduates are no longer required to be able to read and write. Now he must leave the walls of the preschool educational institution harmoniously developed personality ready to fit in school system and withstand life's troubles. The emphasis is on raising modern children who are growing up in the age of global information attack.

Accordingly, group classes must comply with innovations. Therefore, constant monitoring of the team’s work is necessary. To do this, it is carried out in a preschool educational institution according to the Federal State Educational Standard by a senior teacher, methodologist, or self-analysis by a direct teacher. Both working moments and final results are evaluated. The main thing for the inspector is to decide for what purpose he is conducting the research. This may be the study of working methods, the level of knowledge of a specialist, methods of pedagogical influence. In each specific case, the subject of analysis will be different.

Why is a lesson analyzed at a preschool educational institution according to the Federal State Educational Standard for Preschool Education?

Parents should know that they carry a certain meaning. They pursue two goals: developmental and educational. An analysis of classes at a preschool educational institution according to the Federal State Educational Standard helps determine the direction of activity. The table shows a step-by-step lesson for preschoolers. Filling it out helps the teacher take all these points into account when preparing for classes.

Developmental classes can only be conducted after training sessions. They are an indicator of the child’s accumulated experience and acquired knowledge. If a preschooler has not acquired the necessary skills, he is not ready to accept independent decisions based on them.

Questions to consider

A methodologist or teacher must answer several basic questions in order to correctly analyze a lesson in a preschool educational institution according to the Federal State Educational Standard. The sample questionnaire may not be suitable for some specialized kindergartens, but for most preschool institutions it will come in handy. Here are some of them:

Are the children ready for the upcoming lesson, do they understand why it is being held?
What form does the lesson take? Is the material perceived, is it accessible?
Is the amount of information exaggerated?
Which baby senses are involved?
Are the actions that students perform meaningful?
What is the psychological climate in the children's team?
Are preschoolers interested in what they are doing?
What is the quality of the prepared material?
Did the activity help? creative activity children?

These questions will help you initial stage and will be useful if, for example, an analysis of a lesson in a preschool educational institution according to the Federal State Educational Standard in mathematics is carried out.

Lesson Analysis Plan

Acting in accordance with a certain list is what the one who analyzes classes at a preschool educational institution according to the Federal State Educational Standard should do. A sample presented by experienced colleagues will help with this. What points need to be included in it?

2. Date of the event.

3. Venue.

4. Full name the one who conducts the lesson.

5. Age of children and name of group.

6. Set tasks and methods for solving them.

7. Justification of the selected material and method of conducting the lesson from the point of view psychological characteristics pupils.

8. Description of the learning process from the children's point of view. Monitoring the impact of the training carried out in accordance with individual characteristics.

9. Evaluation of the teacher’s actions. Justification of both positive and negative aspects. Studying children's opinions.

10. Summing up. the teacher, his character traits that contribute or hinder the learning process.

According to such a plan, you can monitor any training in kindergarten and perform, for example, an analysis of a lesson in a preschool educational institution according to the Federal State Educational Standard in fine arts.

Teaching preschoolers fine arts

If fine arts are taught in kindergarten, then it is necessary to analyze the teaching of this subject. To begin with, a parallel is drawn between the age of the children, their drawing abilities and the proposed teaching program. Assess the load, educational and emotional; the quality of the selected material and visual aids. The way a teacher knows how to teach knowledge and involve students in the learning process. It is important that the teacher’s explanations are accessible and correct.

The analyst must imagine the difference between teaching in junior and senior groups when analyzing a lesson in a preschool educational institution according to the Federal State Educational Standard. The sample, if provided, must correspond to the age of the students. The duration and breakdown of the lesson into stages is important for the proper organization of the process in the preschool team, the same as comparing children's work with each other.

In drawing lessons, it is important to evaluate such criteria for completed tasks as correctness of form, proportionality of individual parts, compliance with the task, design, use of paper space, location of the drawing on the plane. It is necessary to note the child’s independence, his skills, and the development of motor skills.

Independent analysis of classes in preschool educational institutions according to the Federal State Educational Standard

A sample drawing lesson fully reflects the control process pedagogical work. But the teacher can evaluate his activities independently. In this case, you must act in accordance with the same plan. For example, how self-analysis is carried out in a lesson on telling time.

First, the teacher formulates general theme lesson. Then he sets goals that need to be achieved in the process of work. They can be specific: learn to tell time by watch, have an understanding of instruments that measure time. And developing: to activate memory and attention, develop logical thinking, determine cause and effect.

Then set goals for yourself. Most likely, they will be educational.

Understand the use of technologies: information, gaming, personal, communication.
Track the relationship between all actions performed.
Describe the procedure and tools for its implementation.
Analyze the children’s actions, their reactions, perception of the lesson and the teacher.
Note whether the situation in the group contributed to maintaining the health of the students.

What should a child become according to the Federal State Educational Standards plan?

Analysis of classes is carried out to ensure that preschoolers develop in the conditions provided for by the State Standard. Children, having graduated from kindergarten, should, according to the compilers of the Federal State Educational Standard, be cultured, proactive, with developed communication skills, capable of joint activities.

The attitude towards the world should be positive. The main skills are the ability to negotiate, joy for other people’s successes, understanding other people’s feelings, non-conflict. Developed imagination should help the child in future activities and social life. Speech should become an instrument for expressing one’s own thoughts and desires. A preschooler must have certain knowledge and skills that facilitate adaptation to a new team.

Will they prepare for school?

Reading and writing have ceased to be the main priorities. The main thing is the formation of a stress-resistant personality that can easily cope with difficulties adult life. But preparation in kindergarten should help to successfully master school curriculum. Children are different, and the approach to teaching them must be appropriate. But the development of psychological, physical, communicative activities child.

Therefore, in the future, a preschooler will be happy to go to school, as he will be physically and mentally prepared for it. Children in modern world receive more information than previous generations. Therefore, training with them should reach a new level. Already at a young age, the child masters complex gadgets. And the learning process in a preschool educational institution should raise his knowledge to a new level, and not slow down the development process.

Transcript

1 Analysis in accordance with the Federal State Educational Standard of Preschool Education Consultation for teachers of preschool educational institution Head of preschool educational institution Maslova T.M. February 2016

2 Structure Organizational moment Awakening children's interest; attracting attention through the use of surprise moments Motivational and orientation stage Acceptance by children of a “problem situation”, formulation and setting of goals and objectives Search stage Organization of joint activities (conversation, heuristic conversation, raising problematic issues; activation of thinking; monologue and dialogic forms of communication Practical stage Direct productive independent activity of children Reflective-evaluative stage Situation of introspection and self-assessment of children’s activities in class to achieve a goal or solve a problem situation.

3 Organizational moment Analysis Techniques for organizing children’s work in class The essence of the techniques used (what techniques were used: “inclusion” of long-term educational motives; awakening children’s interest; attracting attention through the use of surprise moments; use of “disciplinary” methods). Evaluation of the techniques chosen by the teacher (appropriateness to the age of the children; effectiveness; compliance with the plot, the purpose of the children’s work in the lesson, program objectives). The teacher relied on the children’s personal motives, such as the desire for communication and self-realization. Stimulation cognitive activity children (visiting the kindergarten museum, which they created themselves and getting acquainted with new exhibitions). The goal corresponds to the age characteristics of children, their interests and needs, and the program objectives of education, training, and development. The goal is clearly formulated (visiting the Transport Museum).

4 Motivational-orientation stage What was the basis for formulating the goal (problem situation; educational task; practical (creative) task, etc.) Formulation of the goal by children (clarity of formulation; degree of awareness and acceptance of the goal by children; degree of participation of children in considering the problem (educational tasks), formulation of the purpose of the upcoming work). The purpose of the children’s work in the lesson To formulate the purpose, the teacher used an educational task: to generalize and clarify existing knowledge and master new ones. The children understood and accepted the goal. They agreed to become tour guides and get acquainted with new exhibitions. The objectivity of the goal setting proposed by the teacher (correspondence of the goal to the age and individual characteristics of children, their interests and needs, program objectives of education, training, development). The goal setting (excursion to the Transport Museum) corresponded to the age and individual needs of children (to become tour guides). The children showed interest in the upcoming work.

5 Motivational-guidance stage Motivational foundations of children’s activities in the classroom: The teacher’s focus on creating a motivational basis (gets children to understand and accept goals and objectives, formulates criteria for achieving goals, knows how to arouse interest in various types of activities and the information being conveyed). The teacher created a motivational basis, the children were interested in the transmitted information (familiarity with new exhibitions) Reliance on personal motives (the desire for communication, self-realization, self-affirmation), cognitive interest, emotional sphere children (the desire to show participation in the fate of the character, to help comrades, to please loved ones with their work, etc.), the ability to structure a task so that the children feel their success. Formation of the foundations of learning motivation (demonstration and organization practical application ZUN, competencies; showing the role of teaching in human life; acquaintance with examples of teaching in the lives of people significant to the child; demonstration of the child’s achievements in learning, creative and practical activities). The teacher relied on the personal motives of the children, their desire for communication, self-realization, and self-affirmation. The children were interested in learning. The children were able to feel their success (an excursion to the museum that they created themselves). The teacher created motivation for learning by demonstrating the role of learning in a person’s life. Child presentation.

6 Search stage Organization by the teacher of joint activities to identify ways to achieve the goal of children’s work in the classroom: Forms and methods of organizing joint activities (conversation, heuristic conversation, posing problematic questions; techniques for activating thinking; the relationship between monological and dialogic forms of communication). The degree of children’s participation in drawing up a work plan, independence in choosing forms of work, materials. Visual (demonstration of presentations, showing thematic pictures, children’s actions according to diagrams (plot a flight route to the planets)), verbal (story, explanation, elements of conversation) and practical methods and techniques (exercises with didactic material (arrange transport on a model by type; exercise “What is missing” - repair shop; “Help fairy tale hero find your transport"), demonstration of the method of action (work on a model), game). During the course, children showed independence in choosing materials and forms of work (they depicted types of transport, worked in a repair shop, plotted routes to the planets).

7 Practical stage Forms of organizing children's activities: Rationality of the choice of methods (compliance of the methods used and organizational forms of work with the goals, objectives, and content of educational interaction, interests and needs, individual characteristics and capabilities of children; reasonable alternation of types of children's activities, activities, the ratio of collective, group , subgroup and individual forms work). The ratio of reproductive (story, demonstration, explanation) and productive (pedagogical situations, heuristic conversation, problematic issue, experimentation, modeling, competitions, projects, setting and solving cognitive, creative, practical and gaming problems, tasks for the development of mental processes) methods, activation techniques creativity children, curiosity. The methods were chosen rationally. By using visual method The teacher directed the child’s perception to highlight the main, essential features in objects, and formed knowledge about the properties and qualities of objects (“Workshop”). Verbal methods were accessible to children’s understanding (presentations, teacher’s story, children’s story). During the lesson, control methods were used: self-control (working on the “Time Tape” - correlating the color of your picture with the color on the “Time Tape”), mutual control (checking the completion of the “Get a Route” task). The ratio of reproductive and productive methods in the lesson was appropriate (Explanatory and illustrative method - presentations, productive - creating the transport of the future). Conditions have been created for the child’s mental development to unfold as a process of self-development.

8 Practical stage Contents of work in the lesson: Educational possibilities of the content (solving problems of moral, aesthetic, personal development). During the lesson, educational tasks were solved: interaction skills, a sense of camaraderie, independence, and the ability to understand the educational task. Implementation of integration (integration various types activities, forms of work with children, content of educational areas). The integration of various types of activities and forms of work with children made it possible to solve an important practical problem: rationally organize the educational process.

9 Practical stage Contents of work in the lesson: Compliance with didactic principles (systematic presentation of the material, appropriateness to age, program, objectivity, accessibility, clarity, relevance, novelty, problem-solving, optimal volume of material). Unity of structure (consistency of the storyline throughout, the presence of a logical connection between forms of work, fragments, preservation of goals, motivation, interest and meaningful attitude towards work). The proposed material was accessible and supported by clarity. When conducting great value was given to compliance with the fundamental didactic principles (availability of the proposed material, clarity, individual approach, the principle of development, the principle systematic approach, the principle of communication of speech with other parties mental development). The structure meets the developmental tasks of training, education and correction. Storyline was sustained throughout, maintaining motivation and interest in work. The fragments are logically connected to each other. The proposed tasks were given in order of increasing difficulty. All stages were interconnected and interdependent, subordinated to a given topic and goals.

10 Practical stage Methodological, didactic and technical equipment: rationality of the choice of materials (correspondence to age, interests of children, aesthetic and sanitary requirements, ease of placement, variety of materials that ensure individualization of work, an integrated approach to considering an object or phenomenon, reasonable use of modern information and communication technologies, TSO , visibility). To obtain better performance results for children, a variety of materials were used: visual aids, didactic handouts, and ICT. The visual material was consistent with the topic and goals. use of original didactic and methodological developments. The lesson used the author's didactic manuals: a layout of the classification “Types of Transport”, “Magic Transport”, adapted Montessori material “Timeline”. With these teaching aids You can teach children new material in a fun way, as well as consolidate the acquired knowledge.

11 Practical stage Compliance with sanitary and hygienic requirements: Compliance of the duration of the event with age standards (compliance with time frames, rationality and efficiency of time use, optimal tempo). The teacher’s communication style with children as one of the factors of children’s psychological comfort (authoritarian, democratic, permissive). Alternation of activities during the course (compliance with volume requirements motor activity, intellectual load, load on the organs of vision and hearing; the presence of tasks that ensure relaxation, the ability of the teacher to adjust the forms and amount of work in accordance with the well-being of the children). Optimal sanitary and hygienic conditions contributed to the successful implementation. The time frame was respected according to the age of the children. the pace was optimal. An atmosphere of goodwill and mutual understanding was created during the lesson. The teacher’s communication style provided the child with a sense of psychological security and trust. In this case, both the adult and the child were equally subjects of interaction. Changing types of activities at each stage made it possible to prevent fatigue and satiety with any one type of activity. Children dynamically switched from word games to games with objects. The lesson also included a physical education minute “Take a ride in transport”, which reflected lexical topics. The teacher ensured that the children observed the correct working posture and that the furniture corresponded to the child’s height. The amount of work was adjusted in accordance with the physiological characteristics of the children. Appropriate release of tension at the end.

12 Reflective-evaluative stage Contents of the evaluation activity (the teacher asks the children to name the results of the activity and how to achieve them; correlates the evaluation of the results with the goals identified during the motivational-guiding stage and the work plan for the lesson; gives reasons for the evaluations, shows the children their achievements and shortcomings). The quality of organization of assessment activities (the teacher introduces children to the most visual parameters and criteria for assessing various types of activities, forms of work; takes into account the age and individual characteristics of children when assessing; applies various assessment methods; knows how to combine methods of pedagogical assessment, mutual assessment and self-assessment of children, contributes to the formation of children's self-assessment skills of various types of activities) At the end, the results were summed up and reflection was carried out. Analyzing the children’s activities during the lesson, it can be noted that they showed cognitive activity, reacted emotionally to methods of activity activation, used existing knowledge and skills. They were interested, attentive, organized. The selected teaching methods provided motivation for activities, organization of children to achieve assigned tasks, and helped to generalize and consolidate the knowledge gained. The correctional and developmental tasks were completed almost in full and the goal was achieved.

13 THANK YOU FOR YOUR ATTENTION Material for consultation provided by the methodologist preschool education, MMC of the Kolomna city district, Stein S. A.

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Avdonina Victoria Ivanovna
Educational institution: State Public Enterprise "Nursery-garden No. 2 of the akimat of the city of Kostanay, department of education of the akimat of the city of Kostanay"
Brief job description:
Publication date: 2017-01-30 Example of lesson analysis for young teachers Avdonina Victoria Ivanovna State Public Enterprise "Nursery-garden No. 2 of the akimat of the city of Kostanay, department of education of the akimat of the city of Kostanay" The work presents an example of an analysis of an attended lesson at a preschool educational institution; this work will help a young specialist competently write an analysis of any open lesson.

View certificate of publication

Example of lesson analysis for young teachers

Lesson Analysis

Date: 11/26/16.

Group: “Sun”

Educator: Kolmychenko A.I., Pavlova S.V.

Lesson: Speech development, drawing.

Topic: “Give Kindness”

Goal: formation of ideas about peace, love, goodness.

The lesson I watched was prepared and conducted in accordance with the group program and the volume of program content. The lesson corresponded to the level of development of children of this group; all stages of the lesson fully corresponded to their age characteristics.

Characteristics of the teacher’s activities: when working with children, teachers used the following techniques to solve the assigned tasks: visual techniques (showing illustrations, samples), verbal techniques (the teacher’s story, children’s answers), practical techniques (drawing). All techniques used corresponded to the age of the children in this group. The teachers were attentive to taking into account the individual characteristics of the children when preparing the lesson. This was clearly visible during their work, for example, children with visual impairments were closer to the demonstration material.

Characteristics of children’s activities: children easily learned what was presented new material. The atmosphere of the class was favorable. The children were active in dialogues with teachers and attentive in mastering new material. They responded to activation techniques with ease and desire. In my opinion, the children achieved the didactic goal, they learned new material. It was also noticeable that the children experienced positive emotions throughout the lesson: joy, surprise, fun.

In this group, the teachers were able to properly set the children up for work and used the surprise moment to ensure that the children were psychologically liberated.

During the lesson, the optimal balance between dialogic and monologue communication between teachers and children was observed.

The appearance of the teachers was neat, neat, and encouraged the children to communicate and work in class, especially since costume elements were used.

The psychological distance “nearby” was noted, i.e. children felt comfortable interacting with teachers.

The conditions met sanitary and hygienic requirements: the room was ventilated, cleaned, in my opinion, the only thing missing was lighting.

Educator: Avdonina V.I.

. .

Svetlana Kokornova
Sample GCD analysis

]Sample GCD analysis

Strengthen basic labor actions

Develop a desire to work together

Cultivate a desire to help adults

Develop a positive attitude towards work

3. Methods and techniques correspond to program tasks.

The teacher used various methods and techniques for organizing joint educational activities:

Game method (help grandma Fedora) in combination with such techniques as questions, instructions, explanation, showing a method of action, reminders and verbal methods of conversation, art. words contributed to the creation of an interested, relaxed atmosphere, the establishment of a psychologically comfortable climate, and the emergence of a desire to work together and help adults.

Demonstration method (showing utensils) contributed to the generalization of children's ideas about dishes.

The method of demonstrating how to perform labor actions and independently performing labor actions allowed children to consolidate practical skills and abilities.

4. Lighting, temperature conditions, duration of classes, motor mode and load complied with Sanitary and Industrial requirements.

5. As a result of the lesson:

Children have developed skills of basic labor activity.

Systematized ideas about dishes and how to care for them.

During the lesson, the children were active, emotionally responsive, and participated in work and play activities with pleasure.

Pupils independently performed practical work actions: washed, rinsed,

wiped, arranged the dishes.

6. Construction educational activities based on the works of K. Ya. Chukovsky, known to children "Fedorino grief", introduction fairy tale character, Fedora’s grandmother, a competent selection of methods and techniques allowed the teacher to create an original, non-standard lesson.

7. The lesson material was presented to the children in a form accessible to them.

The teacher’s speech is emotional, expressive, accurate, without grammatical errors. The teacher was friendly towards the children, skillfully put them at ease, and regulated the children’s behavior in the process. educational activities, maintained interest throughout the lesson, used individual work with students.

In progress educational the teacher stimulated activities children: praised, encouraged, helped when necessary (indication, explanation).

The teacher contributed to the emergence in children wishes: help Grandma Fedora, provide all possible assistance to the junior teacher, adults, work together; receive satisfaction from the results of work.

Publications on the topic:

For parents. Sample application for admission to a preschool educational institution. To the director of the MBOU secondary school in the village of Priuzensky, L.V. Mezhakov from ___ (full name of the parent, (legal representative).

Abstract of the NOD “The Royal Family as an Example of Family Traditions” The royal family as an example of family traditions and values. Program content: - Introducing children to members royal family. - Communion.

Summary of educational activities for improving sound analysis skills and teaching literacy for children with physical disabilities (preparatory group) Program content: 1. Summarize and systematize children’s knowledge about vowels and consonants, the syllabic composition of words, and letters.

Notes on GCD in the senior group. Mastering the sound analysis of words, clarifying children’s knowledge about the elements of railway transport Abstract on direct educational activities B senior group“Carnation” On the topic: “Visiting Uncle Fyodor” GOAL: Mastering sound.

The teacher’s speech culture is a role model. The teacher’s speech culture is a role model. Cultural speech is a mandatory element general culture person. It is no coincidence that it is considered...

Sample project design for preschool teachers Project design for preschool teachers Contents 1. Introduction… 2. Relevance of the project… 3. Goals, objectives, expected results and products….

The GCD theme corresponds to the comprehensive thematic planning of the main general education program Preschool educational institution (project), developed taking into account the approximate basic general educational program of preschool education “From birth to school” edited by N. E. Veraksa, T. S. Komarova, M. A. Vasilyeva, the correctional part of which is based on the system of work in speech therapy group for children with general underdevelopment speeches by N.V. Nishcheva. Based on the topic, goals were formulated, the content of the GCD was selected taking into account age characteristics children and their speech profile.

The set goals and objectives are implemented in a complex type of activity, in a subgroup form. Achieving the goals of GCD was carried out through the unity of correctional-educational, correctional-developmental and correctional-educational tasks.

The abstract, from the point of view of known ways of developing new techniques, represents the application of the created experience with elements of modification in new conditions.

In order to prevent children from fatigue, a dynamic pause was carried out in a timely manner, which also contributed to the differentiation of the groups “Fruits” - “Vegetables” - “Berry”. During the activity, children were given the opportunity to realize the need for physical activity.

In order to attract and retain children's attention, ensure emotionality and interest, a variety of methods and techniques (verbal, visual, practical) were used, based on various forms activity (auditory, visual, motor-motor).

During the GCD process, children’s speech was monitored, errors made were identified and corrected in a timely manner, taking into account the speech capabilities and personality characteristics of each child. The GCD consisted of the following stages:

An organizational moment (entertaining), which is presented to children in the form of a solution “ life situation” to involve children in activities;

The main stage consisted of a series didactic games, each of which is aimed at solving certain problems (development of dialogic speech, improvement of the grammatical structure of speech, development of articulatory praxis, coordination of speech with movement, development of physiological breathing, development of fine motor skills);

The final stage contained a reflection of the activities carried out.

The structure of the lesson shows a logical sequence and a smooth transition from one stage to another. The duration of the NOD was 25 minutes, which corresponds to the current Sanitary Regulations and Regulations for children aged 5 to 6 years.

NOD was organized with 6 children. Situation speech therapy room, in which the GCD was carried out, is aesthetically designed. Paint equipment, visual and didactic material high quality, necessary in the GCD process.

The wording of the questions motivated children to solve a specific problem, which ensured the activation of cognitive and speech processes.

In order to develop motivation and the need for communication, children were offered problem situations. Finding a solution to the problem involved the use of elements of role-playing games, which allowed children to show independence and creative character traits. And also, during the role-playing game, children had to work on developing communication skills, both with peers and with familiar adults.

The goals and objectives set during the development of the GCD have been fully implemented, but the degree of children’s assimilation of the material is different, due to the peculiarities of the children’s speech abilities.

Analysis of nodes according to Federal State Educational Standards. An example of lesson analysis for young teachers. Will they prepare for school?