CONTROL OF A SENIOR EDUCATOR IN THE DOW

One of the functions of a senior educator of a preschool educational institution is to monitor and analyze educational work with children. Control begins the management cycle in order to determine the state of work and outline tasks for the future. The tasks are implemented through a system of events, and then it is necessary to analyze the level of work again, but already at a qualitatively new stage in the activities of the preschool institution. Thematic check is one of the forms of control.

The main subject thematic control is to determine the availability of a system of classes and other educational activities aimed at implementing the program, raising and developing the child.

Content thematic control is the study of the state of upbringing and 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 directions of the 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 diseases in 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 teachers' mastery of the technology of preserving children's health.

The subject of control can be determined by the results of operational control. If, as a result of this, certain deficiencies were identified (for example, children have weak cultural and hygienic skills in the process of eating), the purpose of a thematic check may be the implementation of a program on this issue. In the process of verification, the system of pedagogical influences will be analyzed, aimed at the formation of self-service skills, the level of pedagogical skill of the teacher, etc. help can determine the reasons for the lack of sustainable skills in children and outline a system of assistance to teachers for further improvement of work.

Thematic examination can also be devoted to studying the implementation of the materials of the seminar held in a preschool institution, the introduction of advanced pedagogical experience or new pedagogical technologies by teachers, etc.

The formulation of the purpose of a thematic check should be quite specific and reflect the essence of the problem: for example, when studying the state of work on visual activity and specifically one of its sections, the purpose of a thematic check can be quite simple - to execute 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 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 older preschoolers, etc.

Having defined the goal and starting a thematic check, it is necessary to draw up plan its implementation, which includes:

study of knowledge, skills and abilities of children (ZUN), which will reveal 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 skill of educators and, possibly, determine the reasons for their failures in the formation of ZUN children, fostering certain qualities in them, in their development ,

· the state of planning, the analysis of which will make it possible to determine the presence or absence of a system of work on the problem, which can also be the reason for the 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 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 and the pedagogical impact will be incomplete .

Based on the goal, it is selected content, those. what children should know or be able to do and what the senior educator should analyze during the test, for example: forms of organization of motor activity, methodology for their implementation, motor activity in organized and independent activity, the attitude of children and parents to this activity, etc. (or counting within 20, counting according to the model and the named number, determining equality in groups of different objects).

Content determines forms of organizing children's activities, through which you can see the content that realizes the goal. For example, physical 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 test in drawing, you should also see classes, individual work with children, organization of independent activities, work 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 complex tasks, poorly solved in a preschool educational institution.

When preparing for observation, it is important to clearly define what needs to be seen, what the senior educator should analyze, and to develop an economical form of recording the observation. The proposed unified flowcharts for the analysis of the lesson, the upbringing and educational process in the afternoon, walks will help novice senior educators to correctly carry out this work .

After observation, it is analyzed with the teacher, the purpose of which is to show the teacher how expediently his work is structured. It is better to start by clarifying the incomprehensible points, and then invite the teacher to analyze his work from the point of view of the goals and objectives set by him, as well as analyze the compliance of the children's ZUN with the requirements of the program, and only after that offer his analysis.

2. Final lessons

The purpose of their holding - assessment of the level of program implementation at the beginning, middle and end of the year to supplement the results of observation of the pedagogical process. Final classes are held in the course of thematic audits, as well as in cases where the manager is concerned about the state of work in any section, when checking the implementation of proposals for thematic control, the final result of work on a certain 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 children's ability to compose and solve arithmetic problems).

The content of the final lesson is developed by the senior educator, and the content includes only the implementation of any one program task of a certain section of the program, 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 in general and who answered correctly. A unified flowchart for recording the observation of the final lesson is also attached .

3. Checking schedules

Checking plans is also carried out during a thematic check, but it 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 check of the plan as a whole, and for a period of at least two weeks. It is advisable to make 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 record the results in flowcharts, which are specially developed by the senior educator, depending on the purpose of the check .

4. Conversations with children

This is one of the methods of identifying the level of knowledge of the children of the group, and of each child individually, especially those children who show themselves 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 put them in the card index, then they can be used more dynamically. Conversations are conducted by the senior teacher in the group in the presence of the teacher, the answers are recorded in a flowchart, and if there is a card index, they can be omitted by specifying t about only car number then check and question .

5. Analysis of children's work

To create a complete picture of the implementation of the program for visual activity, analysis of no It is advisable to carry out such works at least once a quarter, as well as when watching 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 at a given period of time. Correlate with the program content of the n specific lesson, and then, having analyzed all the work. Mark how many children did 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 color, shape, size, structure of the object, transfer of composition, movement, ratio in size, color, etc.

These are the main control methods used in conducting thematic audits 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 inspections as experts, instructing them to carry out certain control methods, for example, analysis or introspection of plans for educational and educational work with children on this issue, and n Alization of interaction in the work of a teacher and a subject teacher. It is very important to give the teacher the opportunity to independently draw a conclusion about the level of work, for which purpose provide him with the necessary questionnaires for analysis, diagnostic cards, etc. TO uchas The inspection involves medical personnel, as well as the parent community, for which it is also necessary to prepare an appropriate package of materials and conduct instructions.

results it is convenient to record thematic control in the flowcharts offered in the applications. The general results of a thematic check can be drawn up in the form of a certificate, which is subsequently discussed at the teachers' council. The head or senior educator can speak at the teacher's council directly on the results obtained during the check, recorded in the flowcharts or in the general block .

In any case, the main questions 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 check should be the state of work on the problem formulated in the purpose of the thematic check, and in addition to successes in the implementation of the problem, reflect the shortcomings and analyze their causes.

Based on the reasons for the shortcomings identified during the audit, the pedagogical council makes specific decisions aimed at eliminating them. Practice has shown that there can be five main reasons for shortcomings in the implementation of the program. Depending on this, and are formulated pedagogical council decisions .

· 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;

· with a weak knowledge of the methodology of work on the problem by teachers, it is necessary to provide for a system of assistance to teachers in mastering this methodology;

· the lack of knowledge about modern approaches to solving the problem, new techniques and pedagogical technologies, it is possible to compensate through appropriate seminars, open views and other forms of assistance;

· in the absence of a system of work in the decision of the pedagogical council, it is necessary to provide for measures to master this system by teachers through seminars, drawing up long-term work plans on the topic, etc .;

· if teachers are not conscientious about their duties (they know the methodology, are able to carry out the pedagogical process, but do not do it), it is advisable to include a clause on 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 EDUCATOR)
WHEN CONDUCTING CONTROL

1. Control should not be limited to the incident.

You can not set the goal of control to collect negative information. If control is carried out constantly and planned, then it is perceived as a hole. If shortcomings in work are revealed, you need to talk with the employee, try to together identify the causes of errors, remind you of the right actions, organize a system of methodological assistance.

2. Total control breeds negligence.

With total control, employees disclaim responsibility for the quality of the work performed. Total control does not take into account the individual characteristics of a particular person.

3. Covert control is only annoying.

He is inherently 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" area, group, object.

If one concentrates on the "favorite" object, then the 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 a pro forma.

Those who do not control are not interested in the achievements of their employees. Many managers avoid controlling this or that issue, as they are not confident in their knowledge, in the ability to competently conduct pedagogical analysis. Low competence and a false fear of ruining relationships with subordinates is a bad companion for a leader.

6. Should not be controlled because of distrust.

The manager's suspicion indicates his lack of self-confidence. Delegation of authority also implies trust in subordinates. And systematic training in the correct performance of functional duties removes unnecessary custody and brings subordinates to self-control.

CONTROL METHODS

Control method - it is a way of practical implementation of control to achieve the goal.

The most effective control methods for studying the state of educational activity are:

• observation (closely following something, study, research)
• analysis (identification of causes, determination of development trends)
• conversation (business conversation on any topic, exchange of views)
• study of the documentation (thorough examination with the aim of familiarization, clarification of something)
• questioning (a way of research by means of a survey)
• check of ZUN pupils (to identify the degree of training)

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 of 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. Record all control results.

8. The results of the control should be analyzed and brought to the attention of the teaching staff.

9. If necessary, re-check.

Control object.

Educational process, teacher documentation, parent meetings, methodological associations, individual lessons.

Objects of in-garden management and control.

1. Educational process

• implementation of the educational program
• degree of personality-oriented interaction
• level of knowledge, skills, skills of children
• productivity of the teacher
• organization of individual work
• the degree of parental involvement in the educational process
• health and physical fitness (through the creation of hygienic conditions)
• the degree of activity and independence of children
• development of communication skills

2. Methodical work.

• diagnostic basis (all activities should be determined by specific foundations, which works well, what I will share, what I am having difficulty with)
• planning - you need to look at the forms, how the participation of teachers is distributed
• work on advanced teaching experience
• advanced training (self-education, etc.)
• methodological level of each teacher.

3. Innovative activity.

• compliance of this activity with the concept of development of preschool educational institutions
• the degree of scientific validity (interaction with science with 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 preparedness of the team for the introduction of innovation
• The slogan "The leader will reach the necessary, and the necessary will reach everyone."

5. Conditions for the implementation of the educational process.

• occupational Safety and Health;
• sanitary and hygienic condition;
• provision of educational and methodological literature;
• provision of didactic aids;
• provision of TSO.

Subject of control

Educator, head of the circle, specialists in the preschool educational institution, age group.

CONTROL ETHICS:

When conducting 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. Tight administrative control can offend, humiliate, undermine a creatively working person.

Inspector Ethics Rules:

• 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;
• politeness, openness and impartiality when discussing issues with participants in the educational process;
• respectful attitude to the proposals of the heads of education authorities and educational institutions regarding the objects and terms of work;
• understanding of the characteristics of the educational institution and the education management body, as well as respect for the interests, public authority and position of individuals and groups;
• performance assessment is carried out according to a set of indicators, taking into account priority areas and correlating them with 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, teaching staff, educators, students, parents and representatives of government bodies;
• an understanding of the extent to which the inspecting's stated judgment affects everyone concerned;
• the inspector's actions are determined by the job description, which includes his rights and obligations, within the framework of a balance of powers and responsibilities with an indication of a specific inspection.

Operational control eliminates minor interruptions 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 certain minor deficiencies.

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 specific area of \u200b\u200bwork with children, an analysis of thematic control is necessarily carried out. It allows you to establish the reasons for 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 the shortcomings and correct the educational process.

Of no small importance is final control, which the head carries out after the end of the reporting period (half a year, a year). The final control is aimed at studying the whole complex of factors affecting the final results of the work of the preschool staff.

Monitoring the professional activities of teachers

There is no doubt that there is a connection between the professional competence of a teacher and the level of assimilation of program material; Moreover, it is, in part, the easiest, simplified and at the same time dangerous way to determine the suitability of a teacher for the position. It should 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 children's assimilation of the educational program depends. Therefore, when understanding the need to assess the teacher's performance in order to control his professional qualities, it is important to remember that this element has less impact on educational achievements than the family environment or the individual characteristics of the pupil (inclinations, motivation, etc.)

List of issues of operational control

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 children's motor activity

5. Control of the holiday (leisure, entertainment)

6.Control of organization, conduct, efficiency

morning exercises and awakening gymnastics.

7.Control of physical education

8. Control of the organization and conduct of the walk

9. Checking the plan of educational activities in groups

10.Analysis of the music director's work plan

11. Analysis of the subject-development environment in groups

on constructive activities.

12. Monitoring the organization of children's meals.

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 over the organization of circle work.

17. Control over the organization of observations in nature.

18. Control of the organization and conduct of sleep.

19. Analysis of the professional skills of teachers

20. Monitoring the preparation of the teacher for GCD.

21. Analysis of teachers' self-education

22. Analysis of educational activities directly

Questions are under control.	Group, month
	The youngest	Average	Preparatory

Plan and results of operational control by months.

Rating: O -excellent

X -oK

Y -satisfactorily

P -badly

Basic forms and methods of verification

1. View documentation

2. Analysis of the documentation, its compliance with the Federal State Educational Standard.

3. Conversation with the teacher.

4. Viewing group rooms

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 comments

S-PC - interview, repeated control

Used Books:

· OA Skorolupova "Control of the educational process in preschool educational institutions" - M: "Skriporiy Publishing House 2003", 2009. - 160 p.

· Belaya K.Yu. 300 answers to questions from the head of the kindergarten. - M .: LLC "Astrel Publishing House": LLC "AST Publishing House", 2001

· Belaya K.Yu. Diary of the 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: Methodical recommendations. M .: New school. 1997.

· L. V. Pozdnyak. N. N. Lyashchenko Preschool education management. - M .:Academy, 1999.

CONTROL IN THE DOW Is a system for monitoring and verifying the compliance of the educational and educational process with the goals and objectives of the educational program, the Charter of the preschool educational institution and the program for the development 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 obtained during the control is the basis for making management decisions.

« INSIDE SADOV'S CONTROL - this is the process of obtaining information about changes in the external and internal conditions for the functioning and development of a preschool educational institution, which threaten the implementation of planned actions or, conversely, open up new opportunities for this, the process of assessing the work of a preschool educational institution, as well as identifying the need and organizing the implementation of its correction.

INTERNAL CONTROL INCLUDES:

Control of the content of various aspects of the activities of preschool educational institutions: organizational and pedagogical, educational, socio-psychological, medical and social, financial and economic, etc.;

control of the educational process.

The control should be regular, systematic, effective and transparent. In this case, it is necessary to observeTERMS OF CONTROL ORGANIZATION:

The generalization condition provides for the determination of the main, cardinal directions of the controlled subsystem's activity, which are subject to control in the first place.

The condition of integration implies the unification of ped efforts. 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 of humanization of the entire system of relations in a team requires in the process of control the establishment between the subject and the object of relations of mutual understanding and cooperation.

The condition of individualization means the need to take into account the originality of each creative individual in order to create opportunities for self-expression of this personality in the course of activity.

The condition of differentiation assumes the relationship between the level of control and the results of the work of the entire ped. collective and its individual groups, differing in the level of professional qualifications. In the context of the democratization of preschool educational institutions, 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 THE DOW carried out on the basis of annual and monthly plans works, regulatory legal acts regulating the activities of a preschool educational institution for the implementation of control, local acts and documents (instructions, rules, cyclogram of orders, etc.), mandatory for all employees, increasing the responsibility of personnel for the implementation of tasks assigned to the preschool educational institution and specifying the boundaries this responsibility.

To exercise control in a preschool institution are presentedTHE FOLLOWING REQUIREMENTS :

• it is necessary not only to monitor the state of affairs, but to create a unified control system for all areas of the preschool educational institution;
• control must be planned;
• in the process of control, it is not a statement of the fact that is important, but the identification of the causes of shortcomings, the development of effective measures aimed at their elimination;
• control will be effective if it is carried out in a modern way and the recommendations issued following its results are implemented;
• it is necessary to provide assistance in the implementation of recommendations to those to whom they were given as a result of monitoring;
• 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 be attributed to the control of the organization of the educational and educational process, adding to them only that the goals and objectives of the control should flow 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 AND EDUCATIONAL WORK IS DEFINED BY A NUMBER OF PROVISIONS

• control allows you to establish whether everything in a preschool institution is performed 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 of eliminating shortcomings:
• moving away from control or exercising it not systematically, the leader loses the opportunity to promptly interfere in the course of the educational process, to 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.

Control of work in a preschool educational institution is the most significant part of the methodological work, since pedagogical activity requires special attention and professional development. The improvement of the teacher directly depends on the material and technical conditions and information and methodological support of the educational process. There are several types of control in a preschool educational institution:

• warning,
• current,
• final.

Preventive control at a preschool educational institution

The purpose of preventive control is to help the teacher and prevent mistakes in educational activities. This kind of control takes place in the form of a conversation in order to reveal the teacher's competence in a certain section, his ideas about classes and forms of work. To help build a system, during the conversation, the methodologist and teacher draw up and analyze a long-term plan for working with preschoolers. The beginner teacher also makes a summary of each lesson, which helps him plan his activities in the lesson. Preventive control is aimed at improving the professionalism of the educator and developing his potential.

Current control at the preschool educational institution

The current control at the preschool educational institution is aimed at analyzing the problems in mastering the curriculum, comparing the level of development of preschoolers with the established norms. And also, with current control, teachers receive recommendations, learn about changes in the timing of programs, correct the forms and methods of organizing pupils. Current control can be thematic, operational, frontal and comparative.

Thematic control allows you to identify the level of work of the preschool educational institution according to the tasks and results planned for the year. Thematic control is carried out both for the fulfillment of the requirements of regulatory legal acts by teachers, and for the effectiveness of using the recommendations of the methodologists, consultations and seminars. Control is carried out with a prepared verification plan, which indicates the goals, objectives, terms, age groups, responsible persons and control methods.

Types and forms of control in a preschool educational institution

The importance of the comprehensive implementation of the monitoring function, without which it is impossible to determine the level of existing problems and opportunities for the development of the institution, determines the relevance of the classification of types of control in preschool educational institutions, which remains ambiguous due to the variability of approaches. In modern pedagogical science, there are two types of implementation of control functions - external and internal.

External control is carried out in order to:

1. Identification of socially and culturally significant objects on the territory of the microdistrict.
2. Determination of the social status of families raising preschool children.
3. Fixing the requests and expectations of consumers of educational services - parents of kindergarten pupils.
4. Control of the provision of non-visiting preschool educational institutions.

Preparing for checks

Tells expert help system "Education"

Internal control is a more complex and multifaceted system implemented to track the dynamics of the functioning of a kindergarten in all key areas of activity - directly educational, methodological, socio-psychological, economic, medical, organizational, etc.

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Types of control by content	Control content	Objectives
Frontal	It is carried out in order to obtain primary information about the functioning of the kindergarten as a whole, the work of individual departments or teaching staff. Relevant when changing the leadership of the institution, determining the tactics of methodical work with new employees.	Obtaining primary data on the personnel and material and technical support of the preschool educational institution. Determination of the formation of the pedagogical process in a separate direction or in a complex manner. Revealing the professional competence of a new employee. Determination of compliance of the implementation of educational services with current regulatory requirements.
Thematic	Thematic control, reflected in the annual plans of the preschool educational institution, is carried out in accordance with the goals in different age groups for the systematic actualization of attention on certain aspects of educational work.	Attracting the attention of educators to the key tasks of a didactic, developmental and methodological nature. Prevention of ineffective activities of pedagogues in one of the areas of implementation of the work program. Evaluation of the results of pedagogical work for the control period (month, half year, year). Dissemination of innovative experience in pedagogical practice.
Operational	Aimed at identifying the stage of work of preschool educational institutions on the implementation of a given problem. Operational control is carried out only after a warning from the inspection person.	Prevention of violations in the work of the teaching staff on the organization of the educational process. Prompt identification of the discrepancy between the psychophysical level of development of pupils and the program requirements, as well as determining the range of reasons for the occurrence of such a situation.
Comparative	It can be implemented by representatives of the administrative staff when checking two educators or carried out by two pedagogues with mutual control.	Comparison of the results of professional activity of educators of parallel age groups. Determination of differences in the work of preschool educational institutions responsible for conducting the educational process in one group. Dissemination of best practices in pedagogical practice.
Self-control	Provides for the systematic conduct by employees of self-analysis and self-correction of activities.	Development of teaching staff (manager, deputy leaders, educators) the ability to adequately assess the success of the implementation of the outlined professional goals.

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In addition, in the structure of the controlling functions, various forms of control in the preschool educational institution are distinguished according to the sequence and frequency:

1. Preliminary monitoring, which is carried out in order to prevent errors even before the implementation of the planned processes begins. Preventive control is very important either at the stages of launching experimental educational projects, expanding the structure and functions of the kindergarten.
2. Current, necessary to correlate intermediate results with predicted ones and ensure timely response.
3. The resultant is the final monitoring, during the implementation of which the achieved results are recorded and the reasons for their achievement are analyzed in order to consolidate the positive dynamics.
4. Search - a complex of multifaceted control measures aimed at finding the optimal tactics for achieving the assigned task in specific conditions.
5. Executive - the procedure for implementing the recommendations voiced by managers.

Operational control in the preschool educational institution

The organization and maintenance of the educational process is invariably associated with the need to implement a number of tasks, the effectiveness of which can be determined by operational control in a preschool educational institution - a system of management measures aimed at studying the course and results of the pedagogical process. It is a mistake to believe that this type of control function is based solely on the collection of quantitative data, and on their generalization and analysis, followed by changes in organizational processes.

Operational, or current control is carried out according to different models, the choice of which is determined taking into account the specifics of urgent tasks. In order to obtain the necessary information, the head of the kindergarten can conduct or initiate the conduct of:

1. Express diagnostics - effective method collecting data to identify the current state of the educational complex in a specific direction. Express diagnostics is carried out through questioning or testing, personal conversations with educators, methodologists, family representatives.
2. Selective control, which provides for the assessment of the professional activity of the pedagogue, the actual analysis of the upbringing of children in the group, the assessment of the level, the monitoring of the conditions of pedagogical work or other point issues. Occasional checks are carried out throughout the day during the kindergarten leader's visits to groups, consultations and interviews.

In order to ensure a continuous monitoring function and effective management work, it is advisable to organize inspections on 5-7 questions every month and draw up certificates for planning operational control in a preschool educational institution in any form, for example:

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Control issues

Groups and weeks of the month

The youngest

Average

Older

Prepare.

I

II

III

IV

I

II

III

IV

I

II

III

IV

I

II

III

IV

When drawing up operational control maps in a preschool educational institution, it is important to remember about the existence of a range of components of the educational process that require managerial intervention at different intervals:

1. Daily. In the course of bypassing the planned control of a preschool educational institution, it is important for the head to check the procedure for fulfilling the regulatory requirements for the protection of life and health of pupils, the course of pedagogical activity in groups, the organization of meals, the observance of the regime moments, the maintenance of a healthy psycho-emotional climate in the team, the provision of methodological support for young educators, the progress of the planned economic works.
2. Once a month. Based on the data obtained during the systematic collection of summaries, questionnaires, conversations, the head of the preschool educational institution, with the help of the deputy, analyzes the incidence of the child contingent, adherence to natural nutritional standards, the correctness of filling out the documents by the teachers of the groups, the progress and effectiveness of sports and musical entertainment, the level of pedagogical skill of the certified employees, the effectiveness of the methodological days spent.
3. Once a quarter. The analysis of the incidence of pupils and the effectiveness of health days, the fulfillment of program requirements in groups, compliance by preschool teachers with recommendations on preparation for certification assessment and continuous self-education, the participation of members of the teaching staff in the Ministry of Education, the effectiveness of interaction between educators and families is evaluated quarterly.
4. Summaries, references and tables compiled during the implementation of operational control are stored in a preschool educational organization for 1 calendar year.

Thematic control in a preschool educational institution is a kind of internal monitoring of the work of a kindergarten in a given direction. Its main goal is a comprehensive study of the implementation of the pedagogical process, the timely introduction of changes in the tasks of the pedagogical team of a kindergarten or an individual teacher, and the improvement of the program minimum. The management process involves:

• assessment of the professional competence of teachers;
• determination of the level of education of preschoolers, their skills, abilities and knowledge;
• analysis of the conditions that have been created for the implementation of the educational program;
• assessment of the planning system of educational activities in the chosen direction;
• checking the level of interaction between parents and teachers, methods and forms of work with family members of pupils.

In the methodology room, complete monitoring documentation is stored, which is later used in preparation for licensing or external verification, acting as a confirmation of the state of the pedagogical process in a given direction. Check topics are included in the annual planning. It is the responsibility of the senior educator and leader to provide comprehensive support to educators in preparation for the test. The control is carried out in four steps:

1. The senior educator develops a project of thematic control, while the head of the preschool educational institution or his deputy monitors the execution of the order. The objectives of thematic monitoring and the results to be achieved as a result of the work are determined. The effectiveness is assessed in the context of interaction with families of preschoolers, the introduction of the second generation Federal State Educational Standard, the stimulation of self-education of educators, the modernization of the educational process, or in another direction.
2. Taking into account regional characteristics, the annual task and the results of previous controls in the preschool educational institution, a work plan is drawn up. Two weeks before the start of the test, educators should receive a task plan for review (most often, the PLO section is selected for testing). Regardless of the subject of monitoring, the control plan includes five blocks.
3. The preparatory stage involves the determination of terms, the choice of diagnostic techniques, the formation of questionnaires, tables and diagrams to control the test results. A copy of the test plan is kept in the methodological office of the kindergarten so that educators can familiarize themselves with it at any time. The senior educator compares current developments with those used in previous checks to exclude the use of ineffective methods. This step largely depends on the leader, who should study the local documentation in order to understand how well and in what form the work was carried out earlier, to argue the role of verification in the process of improving the activities of the kindergarten.
4. The last stage is the most responsible and important, since during it all control participants (teachers, leader, physical education instructor, music director and nurse) receive specific tasks with a strict order of their implementation. After that, the kindergarten staff move on to the implementation of planned monitoring activities. The results of the check are entered into an analytical report, which is read out at the final meeting of the pedagogical council.

The head issues an Order on conducting thematic control, fixing in the document the terms and topics of the check. There are three types of monitoring.

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Thematic check	The management process is carried out with the involvement of the pedagogical team in those tasks that are not being successfully implemented in kindergarten. Control can assess the performance of educational, educational, methodological, developmental and research tasks. The degree of fulfillment of the annual tasks, indicated in the work plan for the academic year, and the level of mastering the OEP in the selected areas of development and educational areas are analyzed.	It is recorded in the annual work plan, which indicates the timing and the selected topics, about which the educators are informed 4-8 weeks in advance. The check is carried out in certain or all age groups. The duration of the control is 1-3 days. The results of the check are entered in the analytical report, which is announced at a meeting of the pedagogical council.
Final control	It is carried out to assess the results of work for the selected period (quarter, half year and year). The check affects the content of educational, methodological or didactic work and the degree of fulfillment of the assigned tasks. The efficiency of work for half a year and a year is announced at the meetings of the teachers' council.	It is regulated by the order of the head, which fixes the terms and topics of the audit. The conditions for the fulfillment of pedagogical tasks, the degree of development of the educational program by the pupils, the pedagogical skill of educators are analyzed. The results of the check are entered into an analytical report, which is read out at the teachers' council.
Personal control	The system of work, self-education, the level of pedagogical skill, the skills of using innovative technologies and the achievements of pedagogical science of an individual teacher are tested. The work on finding and eliminating gaps in professional activity on a given topic is assessed.	Appointed by order of the head of the preschool educational institution, which fixes the timing and topics of the audit. The teacher is informed about the upcoming control 7-14 days in advance. The results of the check are entered into an analytical report, which is read out at the teachers' council.

The result of thematic control - analytical reference

An analytical report on the verification is the logical conclusion of the thematic control procedure in the preschool educational institution according to the Federal State Educational Standard, the completed tables or test report of which is announced after the completion of monitoring. The document consists of three semantic parts, which reflect the assessment of all blocks of the verification plan.

1. Introductory - basic information about the timing and topics of the inspection, the subject of study, goals and methods of work, responsible for the control.
2. Analytics - the facts obtained during the audit are listed and analyzed, the reasons for the identified shortcomings in work and the factors that influenced them are identified. It is important to give an answer to each question posed in the control plan, to form causal relationships between the advantages and disadvantages of solving the issue under study.
3. Completion - generalized conclusions and recommendations to the pedagogical staff of the preschool educational institution, specifying the timing of their implementation.

Planning control at a preschool educational institution for the 2019-2020 academic year

Internal monitoring cannot be carried out without a plan, which is drawn up for a month or a year, taking into account local regulations and the schedule of the local government in the field of education. Planning for control in a preschool educational institution reflects: directions or activities that are subject to verification, grounds for carrying out, types, timing, monitoring objectives, control results and recommendations of responsible persons aimed at eliminating the deficiencies found.

Practice has proven the effectiveness of the graphic (tabular) image of the internal control plan, since it is important for educators to know:

• when and who will evaluate their pedagogical skills and educational process;
• what test criteria will be used;
• be aware that monitoring is aimed at assessing the effectiveness of work, and not at the individual.

To develop a monitoring plan, a working group is formed from among the administration of the preschool educational institution and leading specialists, which determines the goals and objectives of the audit, draws up an algorithm of work, distributing areas of responsibility and duties among themselves. When planning control at a preschool educational institution for the 2017-2018 academic year, the working group or the head is guided by the provisions of the annual plan, on the basis of which they form a monthly one, which determines the list of monitoring activities, and immediately informs colleagues about this. When developing a plan for a separate examination, it is important to correlate it with a unified control system in kindergarten in order to maximize the effectiveness of the procedure and strict implementation of the recommendations issued at its completion.

Careful planning ensures a closed management cycle and is based on a number of provisions:

• Monitoring is aimed not only at finding shortcomings in work, but also at effectively eliminating them, identifying new methods of work that can increase the effectiveness of the educational process.
• The transparency of the inspection and strict administrative control contribute to the education of personnel, an increase in the level of responsibility and pedagogical skills, and the desire for self-education of teachers.
• Systematic checks allow the head to intervene promptly in the educational process, making changes and performing managerial functions, excluding the moment of spontaneity of work. Monitoring is an effective tool for finding weak links in work and its modification, and not a form of a bureaucratic machine.
• Total control of all spheres of professional activity acts from the opposite and provokes pedagogical negligence, and hidden checks - the ill will of colleagues. Monitoring is carried out not because of distrust of a particular employee, but to improve the work of the institution.

Methods and rules of control in a preschool educational institution according to Federal State Educational Standard

The implementation of the controlling function by the head of the preschool educational institution is associated with a number of contradictions: on the one hand, it is important for the chief administrator to ensure strict control in the kindergarten in all key areas of activity, which is periodically associated with the need to issue reprimands, on the other hand, to maintain a positive emotional mood in the team, high professional motivation of employees. Therefore, it is important for kindergarten managers to establish the rules for conducting inspections in accordance with the current norms of professional ethics, as well as to choose the best control methods - methods of monitoring activities that are transparent and comfortable for all participants in the educational process, allowing to obtain objective results.

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Observation	Study of the current situation during visiting individual classes or regime moments, daily rounds of groups.
Analysis	Identification of the causes of the current situation on the basis of the recorded facts, the search for ways to modernize the educational process.
Conversations and consultations	Exchange of views with specialists from the preschool educational institution. Discussion of the point monitoring situation with teachers, parents of pupils to draw up an objective opinion.
Documentation check	Familiarization with planning and reporting documents - planned and unplanned.
Questionnaire	Thematic surveys of members of the teaching staff and consumers of educational services.
Testing the skills and abilities of pupils	Revealing the correspondence of the knowledge and skills of pupils to the program requirements in the course of being present in the classroom, conversations, conducting game experiments.

When implementing the controlling function, the head of the kindergarten should focus not so much on identifying the shortcomings of the educational complex, but on determining the causes of the current situation and finding ways to overcome them with the subsequent achievement of positive dynamics. And this means that administrative inspections should not become an end in itself - otherwise, it is possible that educators may lose their positive attitude to active work, decrease their professional interest and unwillingness to conduct a continuous pedagogical search.

1. Perform planned, not pinpoint control. The practice of monitoring in the event of incidents is fundamentally wrong. Conducting systematic checks is perceived as the norm, which allows educators to work in a psychologically comfortable environment and demonstrate the best professional qualities, and the manager - to receive reliable information. Aggressive control after fixing a violation contributes exclusively to the whipping up of negative reactions, therefore it should be replaced by a joint discussion of the identified errors, the definition of the subsequent tactics of work, and, if necessary, the provision of methodological assistance.
2. It is important to avoid total control, which will entail employees' refusal to search for progressive solutions, and subsequently - will become the reason for the reluctance of members of the teaching staff to take responsibility for any undertakings.
3. Take into account the individual characteristics of teachers, because even excellent students of preschool education have disadvantages.
4. Refuse the practice of hidden checks without an announcement due to the high probability of receiving inaccurate information.
5. Perceive control not as a basic tool for the implementation of management functions, but as a formal obligation. It is important to remember that the head of the preschool educational institution is primarily responsible for the quality of the organization of the educational process and the provision of educational services, who is obliged to show increased attentiveness, firmness of position and a willingness to continuously look for effective ways to develop the kindergarten.

Being one of the main sources of information about the quality of work of preschool educational institutions, control serves as the basis for making management decisions; allows you to establish whether everything in a preschool institution is carried out in accordance with the goals and objectives of the preschool educational institution, as well as to determine the ways and methods of eliminating the identified deficiencies and the dissemination of positive experience.

Tasks management control and review is to ensure that results are consistent with the organization's objectives. Regular monitoring of current affairs and predicting their consequences allows the manager to correct deviations necessary for the successful operation of the preschool institution. The control process is closely related both to the immediate execution of work and to future actions. The purpose of control is to check how all the effort expended contributes to the execution of the task.

We present the following to the control in the preschool educational institution requirements:

• Creation of a unified control system in all areas of the preschool educational institution;
• The goals and objectives of control should follow from the goals and objectives of the preschool educational institution;
• Control planning - carefully defined goals, objectives; control over all areas of work, education and training is planned in unity);
• Revealing work experience; reasons causing deficiencies; development of effective measures to eliminate them;
• Timeliness of control;
• Vowel summing up;
• The activities outlined as a result of the control must be carried out without fail.

To cover all aspects of the preschool educational institution, we have clearly distributed duties between the administration: they identified a range of issues that are controlled only by the head, and issues controlled by the senior educator, the caretaker, and the senior nurse. At the same time, they proceeded from their official duties, the "Regulations on the preschool educational institution", the Regulations on internal control ", as well as from the specific conditions at the moment.

The manager controls:

• The work of the administrative group (senior educator, caretaker, medical staff)
• Compliance with labor regulations, sanitary and hygienic regimes, labor protection standards in accordance with labor legislation;
• Verification of the execution of the instructional and methodological documents of the higher-standing organizations, the proposals of the inspecting persons;
• The quality of knowledge, skills and abilities in children;
• Implementation of decisions of the pedagogical council;
• Safety of equipment and benefits in different age groups;
• Record keeping by all educators and administration;
• Organization and implementation of work with parents;
• Financial and economic activities;
• Selective control over the work of educators.

The senior educator controls:

• The state of educational work in different age groups;
• Implementation of educational programs, introduction of new pedagogical technologies;
• Schedules and documentation of teachers;
• Availability and storage of children's works;
• The work of teachers to improve their qualifications.

Manager, head nurse exercise control according to the "Production control plan".

The control is carried out in a certain sequence, using the following algorithm:
The purpose of control - the object of control - development of a control plan - collection of information - primary analysis of what has been studied - development of recommendations - verification of the implementation of recommendations.

The study of the final results of the pedagogical activity of educators includes several stages:

• Collection of information - with the help of educators, pupils, as well as other persons in private for the preparation of pupils of preschool educational institutions for schooling;
• Study of documentation;
• Processing the information received;
• Filling out the survey sheets;
• Discussion of the obtained data, their analysis and interpretation;
• Approval by the pedagogical council of the directions for correcting the pedagogical process;
• Consolidation of positive traditions, advanced teaching experience;
• Development of recommendations.

Within the framework of monitoring, the identification and assessment of high-quality and timely information necessary for making management decisions is carried out. At the same time, feedback is provided, informing about the correspondence of the actual results of the activity of the pedagogical system to its final results. The preschool educational institution publishes the collection "Educational - educational work in figures and facts", which sets out the analysis of work for four years. The collection contains sections that reveal the results of control in the following areas:

1. Pedagogical examination: assimilation of program material, readiness to study at school.
2. Organization of health-improving work and physical education.
3. Organization of methodical work.
4. Organization of work with parents.

Based on the recommendations proposed in the books by N. V. Korepanova, I. A. Lipchanskaya "Control of the functioning and development of preschool educational institutions", L. M. Denyakina "Technologies of educational institution management", we have compiled working materials of operational control: in each group for teachers there is a folder with schemes "Monitoring the functioning and development of preschool educational institutions", which include 14 blocks:

1. Protection of life and health of children;
2. Educational process;
3. Physical education;
4. Game activity;
5. Intellectually - cognitive activity;
6. Artistic and speech activity;
7. Musical activity;
8. Visual activity;
9. Labor activity;
10. Moral education;
11. Regime moments;
12. Regulations;
13. Medical work;
14. Administrative - economic part.

All questions submitted for control in the current month are communicated to teachers at the pedagogical hour and are placed in the methodological corner - by this we ensure the transparency of control. The results of the check are recorded in a journal drawn up for the whole year using "Observation cards" for each teacher, where recommendations are given; to mark the results, we use conventional symbols or text material. By doing this, we ensure the effectiveness of control, not only pointing out shortcomings, but checking the implementation of proposals and recommendations, as well as identifying positive qualities and results. At the end of each week of the month, conclusions are drawn and proposals are made to adjust the planning of control for the next month. Thus, you can be convinced of the effectiveness of control. Then, a quarterly summing up of the work in all areas is carried out.

The main subject of thematic control is the 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 specific area of \u200b\u200bwork with children, an analysis of the results of thematic control is necessarily carried out. It allows you to establish the reasons for 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 the shortcomings and correct the educational process.

Checking plans for educational work is carried out weekly: in younger groups - on Friday, in older groups - on Monday. In each group there are notebooks "Control and provision of methodological assistance" (embedded in the plans of educational and educational work), in which notes are made on the results of checking the plans. This form is convenient for both teachers and auditors.

To develop a system of future activities, formulate goals and objectives, you need not only to prepare an analysis of the institution's work, but to see the problems and prospects of its development. This can be done by carefully analyzing the areas of work. For this we have compiled:

• Table for tracking the implementation of decisions of the pedagogical council;
• Analysis of the implementation of the annual plan;
• Study of new technologies, programs;
• A plan for creative self-education reports.

Thus, we came to the conclusion that for each question, for each direction of control, it is advisable to have detailed tables, diagrams, where each question submitted to control is divided into sub-questions that are easy to control and evaluate. These schemes are universal, can be used for several years, and if necessary, you can easily make adjustments, since they are all available in a computer version.

The control carried out in the system allows us to solve the following tasks:

• Modeling, forecasting, designing the desired, decent level of education quality based on the analysis of existing achievements;
• Achieving a given level of quality by ensuring the functioning of the educational system and educational institutions in general;
• Quality improvement assurance;
• Diagnostics of the existing level of education quality, i.e. monitoring.

References:
1. N. V. Korepanova, I. A. Lipchanskaya "Control of the functioning and development of preschool educational institutions" 2005.
2. LM Denyakina "Technologies of educational institution management" 2004.
3.O.A. Skorolupova "Control as one of the stages of methodical work in a preschool institution", 2003.
4. NS Golitsyn "System of methodical work with personnel in a preschool educational institution", 2005.
[b]

From work experience: I. N. Yakimchuk, head, A. Folts, senior educator, VDOU No. 14 "Bear cub" PTVS AK "ALROSA" RS (Yakutia), Mirny

Irina Kharchenko
Help on the results of operational control

In order to analyze the educational and educational process at MDOU DSKV No. ___ in November 2016, operational control on issues: carrying out the walking regime, protecting the life and health of children, planning educational and educational work, arranging and updating information in the corners for parents, content of corners: activity, physical culture, music, equipment for theatrical activities, preparation of the teacher for GCD - according to the plan operational control for the 2016-2017 academic year.

Control was carried out: head - ___, senior educator - ___, senior nurse - ___

In all groups of the preschool educational institution, safety measures were observed for children in the preschool educational institution. Organizational and pedagogical work with children preschool age teachers reflect groups in terms of educational and educational work (complexes of morning, finger gymnastics, gymnastics after sleep, artistic expression, group work, work with parents).

Educators plan continuous educational activities on a daily basis. GCD with preschoolers is drawn up in accordance with the approved grid. When drawing up educational activities, educators indicate the topic, program objectives of the GCD, a brief description of the activity.

According to the results of checking the fulfillment of the walking regime by educators, it was found that the walking regime is not observed and is implemented by teachers not in accordance with the strict implementation of the daily regime of each age group (№3, № 7)

In the preparatory groups, children have a fully developed self-service skill. Hygiene procedures after walks are carried out constantly, under teacher control.

Removable material is suitable for the season, in sufficient quantity.

Nevertheless, it was noted that the organization of the motor regime requires more thorough training of the educator.

Conducting and organizing educational, didactic, plot-based role-playing games meets the established requirements.

Each group has a parent information stand in the dressing room, which contains the following information: GCD grid, group day mode. The information stand displays consultations for parents on the education and training of preschoolers.

The organization of the developmental environment, taking into account the Federal State Educational Standard, is built in such a way as to make it possible to most effectively develop the individuality of each child, taking into account his inclinations, interests, level of activity. Teachers strive to create an environment that could ensure the safety of the life of preschoolers, promote health and temper the body, and also stimulate children to develop cognitive and artistic and aesthetic abilities.

It is important that the subject environment has the character of an open, open system, capable of adjustment and development. In other words, the environment is not only developing, but also developing. Under any circumstances, the objective world surrounding the child must be replenished and updated, adapting to neoplasms of a certain age.

For aesthetic development created:

A corner of artistic creation with different types of paper, coloring books, pencils, markers, plasticine, crayons, etc. However, in the corners of the groups (№4, № 8) there is no card index of games for the development of artistic creativity;

Musical corner with children's musical instruments, portraits of composers. However, in the musical corners of the bands (№5, № 6) there is no card index of games for musical development.

For the organization of motor activity, there is a sports corner that meets sanitary and hygienic requirements. However, pupils use little attributes for independent activity.

For theatrical activities in groups, there are theaters, masks, kokoshniks in accordance with the age and gender of the children.

1. Educators of preparatory groups (№3, №7) strictly observe the walking regime.

2. For teachers of younger groups (№5, № 6) pick up a card index of games for musical development.

3. For teachers of older groups (№4, № 8) pick up a card index of games for the development of artistic creativity.

Related publications:

Analytical report on the results of adaptation municipal budgetary preschool educational institution " Kindergarten No. 104 combined type "(MBDOU No. 104) Analytical information.

Analytical report on the results of thematic control Analytical report on the results of thematic control on the topic: "Cognitive development of children through the system-activity approach."

Municipal preschool educational institution "Kindergarten No. 10" Silver Hoof "of the city of Alushta Form for filling out the results of the operational.

Information and analytical information on the results of operational control Control in a preschool institution is a system of observation and verification of the compliance of the educational process with the goals and objectives.

Information and analytical information on the results of operational control (sample) Information and analytical information on the results of operational control dated May 31, 2016. 04.05. Organization of meals in groups (nurseries). Mode.

Maps - operational control schemes for kindergarten Map - a scheme of operational control Content of manual labor corners Date of observation № p / p Analysis questions Group, mark about control.