Diagnostics of sensory education and development of elementary mathematical concepts in the 1st and 2nd junior groups. Monitoring “Sensory development of young children Diagnostics for the 2nd junior group in sensory

Relevance of the project:
Sensory development child- this is the development of his perception of his formation of ideas about the properties of objects: their shape, color, and size. Sensory education, aimed at developing a full-fledged perception of the surrounding reality, serves as the basis for knowledge of the world, the first stage of which is sensory experience.
- The relevance of any issues related to sensory education of children is due to the fact that preschool age is a sensitive period for the development of abilities. Losses incurred during this period cannot be fully recovered in later life. Professor N.M. Shchelovanov called preschool age the “golden time” of sensory education. And it is important to provide children with every opportunity during this period to enrich their sensory experience. Understanding the world around us begins with sensations, with perception. The richer the sensations and perceptions, the broader and more multifaceted the information the child receives about the world around him will be. Success mental, physical, aesthetic, environmental education largely depends on the level of sensory development of children, that is, on how perfectly the child hears, sees, and touches the environment. Sensory knowledge of the external world is the most important link in the system cognitive activity child, a necessary prerequisite intellectual development.
- The importance of sensory education is that it: is the basis for intellectual development, develops observation, has a positive effect on the aesthetic sense, is the basis for the development of imagination, memory, attention, etc.
- Monitoring of the development of sensory abilities of children in our group showed an insufficient level of sensory development in all indicators; low and average levels predominated. As a result of the research, there was a need to develop and implement a project aimed at improving the sensory culture of children early age.
- The novelty of this material is also the combination of traditional approaches and the use of modern teaching tools: entertainment, logical exercises, practical tasks, memorizing poems, nursery rhymes, solving riddles about geometric shapes. The provision of practical gaming material (homemade didactic games) allows you to purposefully engage in the development of sensory abilities and the general development of the child not only in special classes, but also in joint activities with teachers and in the family.

Objective of the project:
- development of sensory abilities in children 2–3 years old through didactic games.
Project objectives:
1. Determine the level of sensory development of younger children before school age.
2. Foster curiosity, the desire for knowledge, and independence.
3. Select and systematize material on the development of sensory abilities in children 2–3 years old using didactic games in accordance with age and individual capabilities.
4. To form sensory representations of children 2–3 years old about the external properties of objects: their shape, color, size.
5. Make games and manuals for the development of sensory skills.
6. Interact with parents in the process of developing sensory abilities in children.
Project type:
educational and gaming
short-term - 2 weeks
group.
Expected results:.
Children: As a result of systematic, systematic work, the child develops. Sensory development, on the one hand, forms the foundation of the child’s overall mental development; on the other hand, it has independent significance, since full perception is necessary for successful learning first in kindergarten, then at school. The development of sensory culture contributes to the development of speech, fine motor skills of the hands and all mental processes.
- Purchase of didactic games and toys, production of manuals from waste material parents and educators contribute to the enrichment of the subject-development environment. Developmental aids make it possible, when children are in kindergarten, to independently implement sensory development tasks with the creative approach of the teacher.
- Parents: Improving the pedagogical culture of parents. Establishing trust and partnership relationships with them.

Project implementation stages:
1. Diagnostic:
. study of literature;
. conducting a survey of parents;
. Carrying out diagnostics to determine the level of sensory development
children
2. Organizational
. Parent meeting “Participating in the project”
. Drawing up a plan for working with children and parents
. Enriching the development environment
. Consultations for parents
. Individual conversations with parents
3. Practical
. Selection and production of didactic games
. Selection and production of visual aids
. Master class for parents “Learning to make and play”
. Visual information: mobile folders: “What is sensory skills and why is it so important to develop?”, “A didactic toy in a child’s life.”
. Involving parents in the production of sensory games and aids
child development
. Conducting exercises and games for sensory development
. Carrying out individual work with kids

4. Generalizing
. Design of visual and didactic material
. Creation of a card index of didactic games and exercises for sensory development
. Creating a presentation of a project on sensory development
. Design of a photo exhibition.

Project implementation plan:
Activities with children
Activities with parents
Equipment for a developing subject-spatial environment
GCD:
lesson on sensory development of children: “The bunny has come to us”

Visual information: moving folders: “What is sensory and why is it so important to develop?”,

Production of developmental aids:"Find a pair", "Games with traffic jams", "Collect beads".
“Artistic and aesthetic development. Modeling": "Grains for a cockerel", Drawing": "Rays for the sun"

"Familiarization with fiction»:
Nursery rhyme “Cockerel, cockerel...”, poem by A. Barto “The sun is looking through the window”

Didactic games:“Geometric shapes”, “Multi-colored balls”, “What Mishutka brought us”, “Big and small”, “Guess what’s in the bag”, “Find a pair”, “Colored lanterns”, “What’s rolling”, “Balls big and small”, “Match by color”, “Arrange by shape”, “Arrange by size”, “Find your house”, “Name it correctly”, “Games with corks”, “Collect beads”, “Open the box”, “Decorate Christmas tree"

Working with parents:
Consultations for parents “Toys in a child’s life”, “Didactic games as a means of children’s sensory development”, “Formation and
development of sensory abilities in children 2-3 years old"

Carrying out parent meeting"We are participating in the project"

Conducting a survey of parents.
Involving parents in the production of games and aids for the sensory development of children “Open the box”, “Decorate the Christmas tree with balls”, “Fold a pyramid”, “Collect pencils into glasses”, “What does the figure look like?” , “Multi-colored noisemakers”, “Who will hear what?” , “Guess the taste”, “What does it smell like?”, “Surprise”, “Sprinkles”, " Naughty palms", "Sinks, doesn't sink", "Tactile box", "Warm - cold", "Little secret", "Faspers", "Twist the ribbon", "Let's play with
clothespins”, “Soft construction set”, “Place the cups on colored plates”, “Sensory construction set”, “ Touch panel with buttons”, “Lace-up”.
Creation of a card index “Didactic games for sensory education of children of the first group of early age”.

Design of a photo exhibition
As a result of the implementation of the project, the group's RPPS was equipped with the Sensorika center

ANNEX 1

Card index
DIDACTIC GAMES

on sensory education of children of the first group of early age.
1 block - Games for the development of visual perception:
Find a match
Material: multi-colored fabric mittens.

Goal: to practice the ability to find mittens of the same color, to develop fine

Traffic games
Material:: corks of different colors and sizes.
Goal: to practice distinguishing between two (four) primary colors, development logical thinking. Consciousness of an emotionally positive mood. Development of perception: visual, tactile. Development of visual – effective, imaginative thinking, attention, memory, imagination.

Collect beads
Material: wooden beads of different colors.
Goals: strengthening and development of fine motor skills, hand-eye coordination;
developing the ability to combine colors; development of concentration;
development of perseverance, accuracy, children's creativity, feelings of beauty in
your work and the work of other children; training in how to work according to the model and
creating your own product.

Open the box
Material: multi-colored boxes, inside there is a picture of the corresponding color.
Purpose: to practice the ability to open and close a box; develop small
motor skills, hand coordination; create a joyful mood from
the result of their activities.

Complications: practice distinguishing shapes (round box, colors (red,
yellow, blue, green, black, sizes (large, small); in skill

Match the color: “The pictures are mixed up, put them in your box! ",
introduce the concepts of “one” (one) – “many”.

An adult creates interest in the game: “What’s rattling in the box? Let's get a look!". Introduces shape, color, size, concepts: one, many.

Decorate the Christmas tree with balls
Material: Christmas trees made of cardboard, circles of different colors.
Purpose: to practice distinguishing between two (four) primary colors, shapes: circle; develop fine motor skills, coordination of hand movements, create a joyful mood.
Option 1: use circles of two primary colors
Option 2: use circles of four primary colors
Option 3: use circles of additional colors.

An adult offers a game situation: “The Christmas tree has gathered for the holiday. Let's help her dress up. Let's decorate it with balloons." Asks questions: “What form is this? What color is this circle? »

"Make a pyramid"
Goal: To train children in the ability to match colors, to promote
consolidation of knowledge and color system.

The child, at the request of the teacher, selects desired color ring. When laying out the pyramid, he tries to independently name the color of the rings.

"Collect pencils into glasses"
Material: colored pencils, cups of 4 colors.
Goal: To train children in the ability to compare colors, to help consolidate their knowledge of colors.

Colored pencils are laid out on the table in front of the children.

The teacher puts one pencil of a different color into each glass, pronouncing his actions: “I will put a pencil in this glass.” of blue color, let’s collect a lot of identical pencils.” And this is repeated with pencils of all primary colors. Encouraging children to say the color of the pencils.

“What does the figure look like?”
Goal: To develop children’s ability to group objects by shape.
Game material: Geometric shapes cut from thick material in 4 primary colors.

Progress of the game: Children are offered geometric shapes - circle, triangle, square. The adult names them. Asks children to find objects in the room or on the street that are similar to these figures. If possible, allows children to trace the outline of these objects with their hands (ball, hoop, cube, plate, aquarium, etc.).

Block 2 - Games for the development of auditory perception
Multi-colored noisemakers
Material (waste, natural): plastic bottles filled with colored polyethylene granules, acorns (can be filled with sand, cereals, peas, beans, pasta).

Goal: to develop auditory perception, to exercise the ability to identify loud and
quiet sound of “noisemakers”, develop a sense of rhythm.

Complication: develop color perception.

Who will hear what?
Material: screen, bell, drum, tambourine, pipe, etc.
Goal: to develop auditory perception, the ability to distinguish the sounds of different musical instruments.

They put a screen in front of the children and rang a bell, banged a drum, tambourine, played a pipe, etc. The children were asked to guess what object produced the sound.

Block 3 - Games for the development of olfactory perception

GUESS THE TASTE
Material: cut small pieces of vegetables and fruits (apple, pear, plum, orange, cucumber, carrot, radish, turnip, etc.) into a plate. Invite your baby to close his eyes and chew a piece.

Goal: Enrich children's sensory experiences: determine what kind of taste it was
(sweet, sour, bitter, salty) and what the child eats is called.

What smells?
Material: jars containing a gauze bag with pieces of apple, lemon, garlic, coffee beans and other fillings.

Goal: To enrich children’s sensory sensations: to exercise the ability to determine by smell what it smells like (apple, lemon, garlic, coffee, to develop fine motor skills.

Complication: practice naming colors.

An adult creates a game situation: “Flowers have grown in the clearing. Let's look at them and smell them! What do they smell like? What color are they?"

Block 4 - Games for the development of tactile perception
Surprise
Material: dry pool with cereals, (sand, corks, small toys, geometric shapes: circle, square, triangle.
Goal: To enrich the sensory sensations of children, to create a joyful mood from finding a “surprise”, to introduce the shape: circle, square, triangle,
develop fine motor skills.
Option 1: surprise - toys
Option 2: surprise – geometric shapes.
The adult says that there is something hidden in the pool and suggests looking for it. When a child finds a surprise, the adult asks: “What did you find? What is this? Name it!”

Pour the sticks
Material: large container with cereal, spoon, jar or saucepan, doll.
Goal: to enrich the sensory sensations of children, to practice instrumental actions: the ability to pour cereal with a spoon, create a joyful mood, develop fine motor skills, coordination of hand movements.

An adult creates a game situation: “The doll came from a walk, she wants to eat!
Let's cook her some porridge! Pour the cereal into a saucepan (in a jar!)

Naughty palms
Material: cardboard palms with a smooth and rough surface (sandpaper) of different colors.

Purpose: to practice distinguishing the nature of the surface of the “palms” and distinguishing color.

An adult offers to stroke your palms, exercises in distinguishing between smooth and
rough surface.

Drowning, not drowning
Material: containers with water, glass, plastic, wooden, metal balls.

Goal: to enrich children’s sensory sensations, create a joyful mood, develop fine motor skills and hand coordination.

An adult and a child throw balls into the water. different materials or other toys. Exercises in understanding the words: “sinks”, “does not sink”, “floats”.

Complication: for the game you can take warm and cold water and practice distinguishing between these qualities of water.

Tactile box
Material: Made from an ordinary shoe box, beautifully decorated with self-adhesive paper. The box is filled with pieces of fabric of different textures: wool, fur, silk, guipure, etc. It also contains small
items: pebbles, Stuffed Toys, ribbons, zippers, laces, etc.

Purpose: children explore all the objects in the box with their hands. This helps children learn through touch. the world.

To ensure that kids don’t lose interest in the box, the contents of the box have to be periodically updated and different fillers invented.

The tactile box can be filled with objects that have completely opposite properties, for example: sandpaper, an iron key, pieces of foam rubber, a porcelain figurine, etc.

Warm – cold
Material: two types of toys are needed, 2-3 pieces of each, preferably rubber or plastic (for example: ducklings and fish, hippos and penguins, boats and dolphins, small balls - red and blue, red and yellow, green and white, etc.) P.).

Goal: to consolidate the concepts of “warm” and “cold”.
The teacher fills one container with warm water and the other with cold water. He says to the child: “Ducklings like to swim in cold water, and fish like to swim in warm water. Let's put them down." The baby puts the ducklings in a container with cool water, and the fish in a container with warm water.

Block 5 - Games for the development of fine motor skills and instrumental actions
Little secret
Material: tubes of four primary colors; small toys or geometric shapes, wrapped in a piece of fabric of the appropriate color, placed in a tube; long sticks.

Goal: to train children in instrumental actions: the ability to push a package hidden in a tube with a stick; in the ability to distinguish and name colors and shapes (toys), develop fine motor skills, hand coordination.

The adult interests the child: “I wonder what kind of secret is hidden in the tube? How to get it out and see what's there? "If the child finds it difficult, the adult shows the method of action, and then offers the child
get it yourself little secret. He asks: “What is this? What colour? What form is this?

Clasps
Material: fasteners with buttons, snaps, Velcro: in the form of clothing items.

Purpose: to practice distinguishing the four primary colors, shapes: square, circle;

Twist the ribbon
Material: sensory simulator “Ribbons”: ribbons long and short, wide and narrow, in four primary colors.

Purpose: to introduce the concepts: “long-short”, “ wide-narrow»
(ribbon, reinforce the ability to distinguish and name the four primary colors,
develop fine motor skills and hand coordination.

Complication: you can add colors: white, black, orange, purple and others.

An adult shows how to take a stick with your fingers and twirl it, introduces the color of the ribbons and other qualities (length, width; when the movements are mastered, you can offer the task: “Let’s twirl the ribbons! Who’s faster?”

Let's play with clothespins
Material: multi-colored clothespins, flat geometric shapes.
Target; Teach children to select the right clothespins of the same color, develop fine motor skills and tactile sensations.
The adult gets the child interested: let’s make a sun, a cloud, a hedgehog, etc.

Soft constructor
Material: All-purpose napkins, Scissors, Pencil, Stencil of geometric shapes You can cut out a variety of shapes from multi-colored napkins.

Target: To develop children's thinking, attention, imagination, perception of oral and visual information. Develop fine motor skills of the fingers. Form ideas about geometric shapes and shapes.

Game options:
“Lay out an object” - the child lays out, for example, a house (the child himself chooses geometric shapes, then the sun, etc. Subsequently, you can lay out a whole “picture” (develops the child’s creativity).

“Find a pair”, “Find the same one...” - learn to select geometric shapes different in size, shape, color, compare and find similarities and differences. Develop observation skills.

"What changed? » practice correctly naming geometric shapes and develop visual memory.

“Pick a figure” - consolidate children’s ideas about geometric shapes and practice naming them.

Three squares" - teach children to correlate three objects by size and indicate their relationships with the words: “big”, small”, “medium”, largest”, “smallest”.

Directly educational activities « Cognitive development"in the first junior group on the topic: "The bunny came to us"

Target: sensory development of children first junior group.
Tasks:
1. Cultivate curiosity and responsiveness.
2. To consolidate children’s knowledge of plane geometric shapes (triangle, square, circle);
3. Consolidate knowledge of colors (red, yellow, blue, green, white);
4. Consolidate knowledge about size (big, small);
5. Develop fine motor skills of the hands.
Materials and equipment: toy hare, box, geometric shapes of different sizes and colors, magnetic board.

Preliminary work: making geometric figures from cardboard, learning the poem “Bunny”.

Progress of the lesson:
Children sit in a group in a semicircle.
-Children, someone will come to visit us today! But to find out who is coming, you
you need to solve the riddle:
A piece of fluff, a long ear,
Jumps deftly and loves carrots.
Who is this? (bunny)
- That's right, kids, of course, it's a bunny.
The teacher brings big toy bunny and begins to play with him with words.

Bunny:
- Hello children! How good and beautiful you all are! I really need your help! I brought this one interesting box, I have different figures in it, I need you to help me understand them, I need
find out where is a square and where is a circle, otherwise I got everything mixed up.
- Children, can we help the bunny figure out the figures? (Let's help!)
- Bunny, sit down and watch (he puts the bunny on a chair and takes out geometric figures from the box.)
- Children, look! What kind of figure is this? (square)
- What color is the square? (children's answer)
- Is it a big square or a small one? (Children's answers.)
Next, the teacher shows the children circles and triangles and asks the same questions.
- Well, bunny, we helped you understand the figures.
- Bunny, we also want to show you how we can turn into bunnies.
Speech with the “Bunny” movement:
The bunny walked, walked, walked (walking)
And I found cabbage. (show with hands)
He sat down, ate and went on. (sit down)
The bunny walked, walked, walked
And I found a carrot.
He sat down, ate and continued on his way.
- What great fellows you all are!
- Bunny, we can still turn figures into pictures.
- show how we can make houses out of triangles (Katya comes out and draws up a picture of a house on a tablet with magnets).

This is the kind of house we got! Children, let's show the bunny how we all know how to make Christmas trees. Sit down at the tables, we'll make a Christmas tree.

The teacher shows how to make a Christmas tree correctly.

This is the largest triangle at the bottom, then take a smaller one, and the smallest triangle at the top.
Then the children make a snowman, a trailer, a Christmas tree, etc.
When the children are making the Christmas tree, the bunny walks and looks and praises the children.
- Well done boys!
- And now it’s time to say goodbye to the bunny. (Goodbye, bunny!)

Direct educational activities

Artistic and aesthetic development. Drawing on the topic: “Geometric shapes. Drawing with stamps"
The goal is sensory development of children of the first junior group.
Tasks:
1. Cultivate interest and a positive attitude towards drawing.
2. Teach children to paint with stamps using wooden figures.
3. Learn to navigate on a sheet of paper.
4. To consolidate children’s knowledge of plane geometric shapes (triangle, square, circle).
5. Consolidate knowledge of colors (red, yellow, blue).
6. Develop fine motor skills of the hands.
Materials and equipment: gouache paints, sheets of paper, wooden figures in the form of a cube, cylinder, pyramid, lid, water in jars, napkins, flat geometric figures of different colors.

Technique: drawing with stamps.
Progress of the lesson:
The teacher prepares the paints and pours them onto the lids. Before starting work, he shows geometric shapes (circle, square, triangle), the children name them.

Today I brought you wooden figures (cylinder, cube, pyramid). With their help we will draw. See how this can be done quickly and easily.

The teacher shows how to take a stamp cube, dip one side of it in paint, apply it to the paper and press down, then carefully lift it - a bright imprint will remain on the paper.

Use a wooden cylinder to make a yellow circle, use a cube to make a red square, and use a pyramid to make a blue triangle.

Children take turns making prints on their own piece of paper. The teacher helps to place the prints evenly on the sheet.

The semi-moving game “Toys” is played:
-The ball bounces as if it were alive (jumping on two legs)
Red, yellow, blue.
We put cube to cube, (fist to fist)
We're building, we're building new house.
We got into the cars (squat down, imitate the actions of the driver)
The tires rustled.
The teacher organizes an exhibition of children's works.

Results of the “World of Sensory” project
1. Systematization of material on the development of sensory abilities in children 2-3 years old, creation of a card index of didactic games.
2. Formed sensory representations in children by highlighting the shape, color, and size of objects.
3. Improving the ability to examine objects and take into account their properties when acting with them.
4. DIY didactic games
5. Formed ideas about the types of didactic games and the basic techniques of playing them.
6. Cooperation between preschool educational institutions and families on the problem of the formation and development of sensory abilities in children 2–3 years old.

Sensory abilities are understood as abilities that manifest themselves in the field of perception of objects and their properties. They form the foundation of a child’s mental development. The development of sensory abilities is based on children’s mastery of sensory standards. That is, generally accepted samples of the external properties of perceived objects (color, shape, size). The sensory standards that preschoolers master include colors (seven colors of the spectrum), shapes (five geometric figures), and sizes (gradations and size parameters). Sensory abilities are the basis for successful mastery of various school subjects(mathematics, reading, natural history, etc.) Diagnosis of sensory abilities allows us to determine the child’s readiness for school.
Several methods are proposed here to identify the level of development of ideas about the standards of form - 1, 2, colors - 2, values ​​- 3, 4, 5, 6.
To complete the tasks, the child will need a simple pencil. While completing tasks, do not help him or make comments. When finished, be sure to praise your child.

Method 1

Look at the objects shown in the picture. Now look at the figures. Connect each object with lines to the figure it most resembles.

Grade:
3 points – the child correctly connected all 6 objects with geometric shapes.
2 points – the child made 1–2 mistakes (did not connect an object with a geometric figure or connected it incorrectly).
1 point – the child made 3 or more mistakes.

Method 2
Look at the picture. Name all the geometric shapes and tell me what color they are

Grade:
3 points – no errors
2 points – the child made a mistake when naming a rhombus and an oval
1 point – the child made a mistake when naming other figures

Method 3
Look at the picture. Place a cross with a pencil next to the house that is tallest. Now put a tick next to the house that is the longest.
Grade: ; ;

Method 4
Look at the picture. Place a cross with a pencil next to the tree that is tallest. Now put a tick next to the tree that is the lowest.
Grade:

Method 5

Look at the picture. Place a cross with a pencil next to the ribbon that is the widest. Now put a check mark next to the ribbon that already belongs to everyone.

Grade:
3 points – the child did not make a single mistake
2 points – the child made one mistake
1 point – the child made more than one mistake

Method 6
Look at the picture. Place a cross with a pencil next to the snake that is the longest. Now put a tick next to the snake that is the shortest.
Grade:
3 points – the child did not make a single mistake
2 points – the child made one mistake
1 point – the child made more than one mistake

Interpretation of sensory abilities diagnostic results:
The overall result is more than 14 points - the child has an idea of ​​the standards of form and can correlate the standard with real objects. Distinguishes the shape of surrounding objects, knows the names of geometric shapes. Knows the basic colors and has a clear understanding of the parameters of size (height, width, length) and the gradation of objects according to these parameters (high - low, wide - narrow, long - short). Can name these parameters in surrounding objects.
The overall result is 9 – 14 points – the child does not have an idea of ​​all the standards of form and does not have sufficient knowledge of the actions of correlating standards with real objects. He sometimes does not distinguish between objects of similar shape (for example, round and oval, square and rectangular), and may not know some names. Sometimes confuses some primary colors. Has unclear ideas about size parameters and finds it difficult to compare objects by size.
The overall result is less than 9 points - the child has poor command of the actions of correlating standards of shape and size with real objects. Does not know many names of geometric shapes, does not distinguish them in the world around them. The size is indicated only by the words “big - small”. Often confuses the names of primary colors.

Literature
1. Gavrina S.E., Kutyavina N.L., Toporkova I.G., Shcherbinina S.V. is your child ready for school? Book of tests. – M.: JSC “ROSMEN-PRESS”, 2007
2. Manual for teachers preschool institutions"Diagnostics of a child's readiness for school" / Ed. N.E.Veraksy. – M.: Mozaika-Sintez, 2007

Download printable version.

“Monitoring at school” - Reading technique Primary School(in % of the norm) 1st and 2nd half of the 2007-2008 academic year. Specifics of monitoring in school (scheme for monitoring student progress and teacher success). Results of the 2nd trimester of the 2007-2008 academic year. for general education classes Karamyshevskaya school. Algorithm for monitoring (according to the directory of the deputy director of the school, 2007).

“Projects for junior schoolchildren” - Purpose, object, subject. Preparatory. Historical approaches to understanding the project method in pedagogy. Development of an educational project. Educational project. Determine developmental features creativity children of primary school age. Basic modern approaches to understanding the design method.

“Development of speech of younger schoolchildren” - Content, logic, accuracy, expressiveness. Basic concepts: “Development of speech of younger schoolchildren in Russian language and literary reading lessons. Dictionary V. Dahl. Formation of the foundations of functional literacy through the development of speech in primary schoolchildren. Functional literacy -. Relevance.

“Sensory systems” - See also Vision, Visual organs. What do the following terms mean? Instill an interest in the sensory system. Retina auditory analyzer visual analyzer. Learn to synthesize information. Do you think a person can exist without a sensory system? Annotation. Expanding your horizons. yandex.ru 2. Scientific journals.

“Environmental monitoring” - With the onset of the global financial crisis, there is a real threat of closure of regional oil refineries. Protection and restoration of natural ecological systems. Functioning of the regional environmental monitoring system. Environmental education and public education. Participation in major projects of employees of the State Institution “Khanty-Mansiysk Central State Medical University”.

“Monitoring of education” - Article 37. Monitoring of the quality of education is carried out at the regional, municipal and educational institution and involves the widespread use of modern information technologies at all stages: collection, processing, evaluation of results, storage and use of information. Monitoring procedure.

Sections: Working with preschoolers

Software tasks:

• To develop the ability to distinguish between the concepts “many-few”, “many-one”,
• Learn to distinguish objects by size (large - small, more - less);
• Learn to distinguish objects by shape (cube, ball);
• Form groups of homogeneous objects;
• Highlight the color of objects (red, blue, yellow, green);
• Exercise in establishing similarities and differences between objects that have the same name (same shoulder blades, big red ball - small blue ball).

Task No. 1

Didactic game“Find a flower for the butterfly”

Target: Identify the child’s ability to distinguish colors according to the principle “same - not the same”, name them (red, yellow, green, blue).

Benefits: Flowers and butterflies cut out of colored cardboard (red, yellow, green, blue)

Instructions:

Scatter the flowers on the table. Invite the child to help the butterfly find its flower: “Place the butterfly on a flower of the same color as it, so that it is not visible.”

After completing the task, the child summarizes: “A yellow butterfly sat on a yellow flower…. All the butterflies hid. Well done!"

Grade:

Red circle - The child completed the task independently by showing, naming the color.
Yellow circle - The child did it correctly, but did not name the color.
Green circle - The child confuses the colors, but with the help of the teacher he corrects the mistake.

Task No. 2

Didactic game “Entertaining box”

Target: Reveal the child’s knowledge of shape (ball, cube)

Benefits:

1. Cube - a box with holes different shapes. There must be square and round holes.
2. The figures are a cube and a ball.

Instructions:

Show and examine the cube and ball with your child, naming them. Show the “house” in which they live, only they go through different “doors” (showing the teacher)

Independent activity child as shown by the teacher.

Grade:

Red circle - The child completed the task independently according to the demonstration, naming the shapes.
Yellow circle - The child completed it correctly, but did not name the shapes.
Green circle - The child makes a mistake, but with the help of the teacher he corrects the mistake.
Empty circle - The child did not complete the task even with the help of the teacher.

Task No. 3

Didactic game “Build a pyramid”

Target: Identify the child’s ability to compare objects by size (large - small, more - less), distinguish between the concepts of “one - many”.

Benefits: Pyramids of 4 rings of different sizes.

Instructions:

1. Show the child the pyramid. Take it apart by saying: “Many rings.”
2. Assemble a pyramid, accompanying with the words: “First I put on the largest ring, then a smaller ring... and the smallest ring. The result is one pyramid. There are many rings, but there is only one pyramid.”
3. Independent activity of the child in showing.

Grade:

Red circle - The child completed the task independently, accompanying his actions with words as shown by the teacher.
Yellow circle - The child performed correctly, but did not accompany his actions with words. The teacher asked leading questions.
Green circle - The child makes mistakes, but with the help of the teacher he corrects the mistakes and has completed the task.
Empty circle - The child did not complete the task even with the help of the teacher.

Protocol for examining sensory education and development of elementary mathematical representations in the first junior group

No.	Last name, first name of the child	Tasks
		№ 1		№ 2		№ 3
		Start of the year	End of the year	Start of the year	End of the year	Start of the year	End of the year
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20

Software tasks:

• Find in environment one and many items.
• Compare groups of objects using superposition techniques and applications; determine which items are more (less);
• Compare two objects of different size (length, height);
• Determine which object is larger (smaller), longer (shorter);
• Understand the words: top - bottom, left - left, right - right;
• Distinguish between a circle, a square, a triangle, objects with corners, and objects with a round shape.

Task No. 1

Didactic game “Where is your home” (carried out 4 times).

Target: Identify the level of visual perception of the shape of an object: how clearly the child represents the shape geometric figure, whether he recognizes her among others.

Benefits:

1. Cards (6x8 cm) depicting a circle, square, triangle according to the number of participants
2. Large cards or silhouettes of figures (if the game is played outdoors, large figures - “houses” can be drawn with chalk).

Instructions:

1. Children look at a box of cards. How many are there? (a lot of). How many of us are there? (also a lot). The teacher offers to take one card at a time. How many cards do you have, Anton? (one card). Did everyone have enough cards? Are there any left over? There are as many cards as there are us.
2. The teacher suggests looking at your card and naming the figure depicted on it (what is drawn on your card?) - These are the “keys” to the house.
3. The teacher shows “houses” located in different places in the group or area.
4. At the signal “Go for a walk!” children leave their “houses” and move freely around the group (area) with their “keys” (some are driving a car, some are flying on a plane, some are riding a horse...)
5. At the signal “stop!” – children stop, pause – 3 seconds. “Go home!” - children return to their “house” (show their card - “key” to the teacher).

Grade:

Red circle - The child has never made a mistake.
Yellow circle - The child made one mistake.

Empty circle - The child made mistakes all 4 times.

Task No. 2

Didactic game “Run to me” (carried out 4 times).

Target: Reveal children's ability to compare objects by color.

Benefits:

1. Flags of different colors according to the number of children (red, yellow, green, blue)
2. One set of flags for the teacher.
3. Chairs according to the number of children.

Instructions:

1. The flags are in a vase. How many flags? (Many – individual answers). How many of us are there? (a lot of). Take one flag at a time. Are there any flags left in the vase? (in the vase there is a set for the teacher) What is more: flags or children? (checkboxes).
2. What color are the flags? (individual answers) The teacher summarizes: “All the flags are different colors - multi-colored).
3. Teacher: “Now I will take turns calling and showing a flag of one or another color. First, look at my flag, then at yours, and if the color of the flag is the same, run to me, but not immediately, but after I call “Run to me!”
4. The teacher shows the flag (counts silently to 3)
5. Calls: “Run to me!” - everyone who came running compares their flags with the teacher’s flag (same - not the same)
6. “Run away from me!” - the children return to their place.

Grade:

Red circle - The child has never made a mistake
Yellow circle - The child made a mistake once, but after the help of the teacher he did not make a mistake.
Green circle - The child made a mistake 2-3 times
Empty circle – The child made more than 3 mistakes.

Task No. 3

Didactic game“Long - short” (carried out 4 times).

The game is played with a subgroup of children of 3–5 people.

Target: Reveal children's ability to compare two objects in length by superposition or application and find the same ones.

Benefits:

1. Ribbons (ribbons, laces...) in two sizes: long – 25x3cm; short 12x3cm (according to the number of children in the subgroup).
2. Cardboard strips - measurements - 2 pieces according to the size of the ribbons.
3. Doll and Teddy Bear. The doll should be smaller in size than Mishka ( short ribbon should not be tied on Mishka’s belt, but the long one should be just right for him).
4. A large box (where all the belts will be located) and two smaller ones (for the Doll and for the Bear)

Instructions:

1. The Bear and the Doll played together with their multi-colored belts and mixed them up. Let's help them put the belts in their boxes. I’ll show you: the teacher takes a ribbon out of the box and applies it to the measuring strip, saying: “Long, the same - this is Mishka’s belt,” - he takes it and puts it in Mishka’s box, etc.
2. Each child completes the task twice (finds a belt for the Doll and for the Bear).
3. If the child finds the second belt the same as the first, he returns it to the box and takes the next one until he finds another.
4. The child is coming carry out the task after the “Go!” signal.

Grade:

Red circle – The child completed the task independently and correctly without the help of a teacher.
Yellow circle - The teacher guided the child with words, and he completed the task.
Green circle - The child made a mistake and corrects himself with the help of the teacher’s actions.

Task No. 4

Didactic game “Wide – narrow” (carried out 4 times).

Target: Reveal children's ability to distinguish the width of objects.

Benefits:

1. Small car, big car.
2. Two cardboard strips are the same in length, but different in width (two cars must pass on a wide strip at once)

Instructions:

1. Strips are laid out on the table - these are two roads: one is narrow, the second is wide. Only one small car can drive on a narrow path, but two cars can drive on a wide road: both large and small.
2. After the signal “Narrow!” - the called child must take a small car and drive it along a narrow road, saying “The car is driving along a narrow road.”
3. After the signal “Wide!” – the child rolls two cars at once, saying “The cars are driving along a wide road”
4. First, the teacher shows a sample of the task. Only after this do the children complete the task.

Grade:

Red circle – The child independently completed the task according to the teacher’s model.
Yellow circle - The teacher helps the child with words.
Green circle - The child made a mistake, completed the task together with the teacher.
Empty circle - The child did not cope with the task even with the help of an adult.

Protocol for examining sensory education and the development of elementary mathematical concepts in junior group II

No.	Last name, first name of children	Tasks
		№ 1		№ 2		№ 3		№ 4
		Start of the year	End of the year	Start of the year	End of the year	Start of the year	End of the year	Start of the year	End of the year
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22