Federal State Educational Standards assessment and development of the quality of preschool education. Assessing the quality of preschool education. system for monitoring the educational process of preschool educational institutions in accordance with the Federal State Standards of Preschool Education Sannikova L.N. Internal and external assessment of the quality of education

Report

“Improving the quality of preschool education

In the context of the implementation of the Federal State Educational Standard "DO"

Borisova Lyudmila Valentinovna,

Head of MBDOU "Solnechny"

Dear Colleagues!

The policy of reform in the preschool education system has identified the problem of improving the quality of preschool education. The development of modern society places new demands on all educational institutions, on the organization of the educational process in them, on the selection and justification of the content of basic and additional programs, on the results and effectiveness of their activities.

The preschool education system is a multifunctional network of preschool educational institutions, focused on the needs of society and representing a diverse range of educational

services taking into account the age and individual developmental characteristics of the child.

One of the priority areas for the development of the preschool education system of the Republic of Mordovia and our region is to improve the quality of preschool education in the context of the educational policy of the Russian Federation.

At the present stage of development of society, improving the quality of preschool education must be carried out in the following areas:

updating the content of preschool education in accordance with modern development trends

education, taking into account federal state standards;

activation of the creative and personal potential of teachers;

introduction of management into the activities of the director of a kindergarten.

The Federal State Educational Standard defines a new idea of ​​the content and organization of preschool education, namely:

Set of educational areas

Formation of a general culture, development of “qualities, formation of prerequisites for educational activities that ensure the social success of a growing person” ;

The complex thematic principle and the principle of integration of educational areas: in joint activities of adults and children (direct educational activities and activities during regime moments), independent activities of children, in interaction with families of preschool children.

Thus, new requirements are being imposed to ensure the stable functioning and development of a preschool institution. The most important tool for regulating these processes is the educational program.

Our kindergarten implements the main general educational program of preschool education “Childhood” under the editorship of a team of authors under the leadership of T.I. Babaeva in groups of general developmental and combined orientation.

The goal of our kindergarten’s activities in implementing the main general education program is: the formation of a general culture, the development of physical, intellectual and personal qualities, the formation of prerequisites for educational activities that ensure social success, preservation and strengthening of children’s health.

For the successful implementation of the basic general education program of preschool education, conditions have been created for carrying out educational activities and improving the quality of preschool education:

. software and methodological support for kindergarten;

. staffing (administrative staff, teaching staff, medical service, accounting service);

. logistics (groups, offices, equipment);

. subject-spatial development environment;

. innovation activity;

. information and technological support for the activities of the institution.

The problem of the quality of preschool education is very relevant in modern conditions of reforming the education system.

A lot has changed in a short period of time: a large number of different types of preschool institutions, programs, educational technologies have appeared, children and parents have changed, the educational environment has changed, society itself has changed, in which new situations constantly arise. I believe that all this forces teachers of the preschool education system to switch from simply transferring knowledge to children to developing the ability to learn, obtain and analyze knowledge oneself.

I am sure that the quality of preschool education depends critically on the staffing of specialists working in the preschool sector, their level of professional preparedness, initiative, independence, creative activity and responsible performance of their duties. We pay great attention to the process of continuous self-education and self-development of teachers, improving their qualifications through various forms of work. In the kindergarten "Solnechny" information and advisory seminars, meetings with the head, teaching hours, master classes were held, the topics of which included issues of implementing the Federal State Educational Standard for Education.

Of great importance, in my opinion, is information and technological support for the activities of the kindergarten, the introduction of computer technologies, the use of electronic programs and manuals to increase the efficiency of teachers, exchange experiences, and reduce labor intensity in work. And here I would especially like to note that our kindergarten is actively engaged in high-quality and colorful promotion and updating of its website in accordance with the requirements of the Federal State Educational Standard of Preschool Educational Institution. The life of the kindergarten is widely represented in the publications of the regional newspaper.

In the current school year, according to state standards, we purchased TSO equipment (laptop, printer with scanner, wide-screen TV) to show presentations to children and their parents in an innovative mode of operation.

In order to meet the educational needs of teachers and prepare them for work in the implementation of the Federal State Educational Standard for Education, conditions have been created for taking advanced training courses on the basis of the Interregional Educational Institution of Education in Saransk, in other regions via distance learning, on-line via the Internet (webinars).

An important condition for the quality of preschool education is the organization of a subject-spatial developmental environment, the content of which provides the child with opportunities for self-development.

I think we should emphasize that preschool childhood is the most susceptible period of development to the influence of adults. The main function of an adult at this age stage is to adapt the child to life in the world around him, developing such significant abilities that the personality-oriented model represents as the ability to understand the world, act in the world (preserving the existing, transforming and creating a new one), and displaying attitudes towards the world.

We use new approaches to modeling the developmental environment - after all, our preschool educational institution is typical, so there are different options for its organization with multifunctional use of all the capabilities of the premises. To ensure an optimal balance of joint and independent actions of children, centers for different types of children's activities have been created in each group: motor, play, visual, theatrical, research, as well as conditions for the integration of educational areas. When zoning groups, periodic updating of materials and equipment is provided, focused on the interests of different children. To reveal the creative uniqueness of each child, special centers are equipped: a natural one, in which preschoolers happily experiment, growing plants and conducting research on wildlife; mini art studio, where every child can feel like a real artist, the creator of a unique craft; a center for theatrical and musical activities, where children’s acting and directing abilities are demonstrated. With great interest, pupils study in mini-centers on road safety, which are organized in each group, as well as in the foyer of the kindergarten - the ABC of Safety center, where children continue to get acquainted with the rules of the road, fire safety, and rules of behavior in extreme situations .

Thanks to the effective use of financial resources, we have the opportunity to purchase didactic and methodological aids, replenish the development environment with modern equipment and toy equipment. This year, for all age groups, we purchased visual and teaching materials and toys for working with children, partially replenished outdoor outdoor equipment, and significantly updated the kindergarten’s methodological base.

I consider another important aspect of improving the quality of education to be the creation of favorable conditions for a child to stay in kindergarten and live there for a full-fledged preschool age.

In 2014 Thanks to the assistance of the district administration, a partial reconstruction was carried out in the kindergarten - a laundry block was created, including a washing, drying and ironing workshop. The vegetable storage room was repaired.

In just over two years Thanks to the sponsorship of KETZ BL-GROUP LLC and with the personal participation of the director of the enterprise, V.S. Rudakov. The water supply and sewer lines were completely replaced along the entire perimeter of the kindergarten, new plumbing equipment was installed in all group cells of the kindergarten (children's shower trays with shower heads, sinks, toilets, a bathtub with a lower screen in the toilet room of the nursery group). In all auxiliary rooms of the kindergarten water faucets were replaced in the garden. The toilet rooms were repaired in all group cells. The ceiling lamps in the rooms were partially replaced. The front porch of the kindergarten was repaired, a lightweight side stained-glass window was made of blue polycarbonate, which gives the entrance a special beauty, aesthetics and is very popular with adults and children. The electric stove was repaired. (switches with frying panels). A major renovation of the pre-school gym was carried out. Children's colorful and warm floor carpeting was purchased for the new gym. The sponsor disposed of luminescent waste, which is especially important for protecting the life and health of children.

The employees are constantly working to improve the territory of the kindergarten (trees and bushes are regularly pruned, natural shady canopies are arranged, grass is mowed, flowers are planted and weeded, etc.), which is very important for instilling in pupils a sense of aesthetics and beauty.

In our kindergarten, much attention is paid to the nutritious nutrition of children. During warm and cold periods, natural fortification through fruits, vegetables and salads is introduced into the diet of pupils.

I consider health improvement to be one of the main keys to the successful upbringing and education of a child. In this aspect, in 2015, with the permission of the chief physician of the Kovylkino Interdistrict Hospital, the kindergarten was allocated 3 bactericidal quartz lamps, which allows us to disinfect the premises where our children are during their absence, while observing the quartz regime .E there is a daily air flight aeration, motor, respiratory and articulatory gymnastics, barefoot,dynamic minutes.V period of respiratory diseases - garlic and onion therapy.During the warm period, children willingly take airy sunbathing and are very fond of wet rubbing.

To increase the interest of teaching staff to participate in various competitions, we use material incentives for employees, which gives positive results. In the past academic year, our preschool educational institution successfully took part in the republican competition “Professional GP”, in 2014 we took first place in the republican competition on patriotism “Raising Patriots of Russia”. This academic year our kindergarten became a laureate of the republican competition - competition "Green Light" for the best organization of work on the prevention of children's road traffic injuries among educational organizations of the Republic of Mordovia.

I am firmly convinced; everything that surrounds a child in kindergarten and at home in the family is a tool for his development and, most importantly, that this tool does not harm the little person, but is chosen correctly. I believe that the quality of education and the quality of life of a preschool child are a single whole .

Very soon, all educational institutions will joyfully open their doors to the largest inhabitants of the Planet.

Dear colleagues, on the eve of the new school year I sincerely wish you bright pedagogical victories, good health, talented students, understanding parents, attention from the state, personal and professional growth!

May your wisdom, talent, sensitivity, care and attention be enough for every child, and may your know-it-alls, fidgets and little ones sincerely love you, be proud of you and trust you!

Relevance of the problem In accordance with the new Federal Law “On Education in the Russian Federation”, preschool education is highlighted as a level of general education; accordingly, the state now guarantees not only accessibility, but also the quality of education at this level

Relevance of the problem The Federal State Educational Standard for Preschool Education is being introduced, which, according to the new law “On Education in the Russian Federation” means “a set of mandatory requirements for preschool education approved by the federal executive body exercising the functions of developing state policy and legal regulation in the field of education”

Quality of preschool education Currently, pedagogical research on the problem of quality is being developed in the following directions: the concept of quality of education; methods for assessing the quality of education; education quality management mechanism; information technology, monitoring and quality of education, education quality management system, etc.

Quality of preschool education Methodological approaches to determining the quality of education are ambiguous: a person-centered model of education - quality is determined by the level of personal development; systematic approach - quality is determined by the knowledge system and the readiness of a graduate of one educational system to enter another; activity approach - the graduate’s readiness to perform some new functions, methods, skills; the culturally consistent model defines quality as the creativity of the individual, etc.

Quality of preschool education In management theory, quality is a complex concept that characterizes the effectiveness of all aspects of activity: strategy development, production organization, marketing and much more. The International Organization for Standardization defines quality as the totality of the properties and characteristics of a product or service that give it the ability to satisfy stated or intended needs.

Quality of preschool education Quality management theory is based on the premise that quality management activities cannot be effective after the product has been produced; this activity must be carried out during the production of the product. There may also be quality assurance activities that precede the production process. These two statements are of great importance for the development of effective technology for quality management of preschool education

Quality of preschool education To ensure quality, it is not enough to establish a defect; it is necessary to identify and analyze the causes of its occurrence, as well as to design and organize measures to improve the level of quality. This is what quality management is all about.

Quality of preschool education Today there are no unified approaches to determining the parameters by which the quality of preschool education and its results could be identified. ??? What do you think, on what basis can preschool educational institutions judge the quality of preschool education?

Quality of preschool education These main parameters for assessing the quality of preschool education include (I.B. Edakova and others) 1. knowledge, abilities and skills (KUN). Excluding KUN from the assessment of the quality of education is just as unacceptable as it is unacceptable to reduce the entire quality assessment education only to them; 2. indicators of personal development, such as creativity, motivation, volition, curiosity, ingenuity, degree of moral development, etc.;

Quality of preschool education 3. level of readiness of the child for school, which is the basis for continuity with it and ensures preparation for mastering the program of the first stage of general education; 4. psychological and pedagogical conditions for the development of a child in a preschool educational institution. It provides for the creation of special conditions;

Quality of preschool education 5. professional competence of the teacher: the quality of educational work in kindergarten depends on his skill, physical and mental state, workload, etc.; 6. growth or decline in the prestige of preschool educational institutions in society. The public authority of a kindergarten is a direct consequence of the results of the educational process. This is not a complete list of parameters by which one can judge the quality of preschool education

Quality of preschool education For children: “a good kindergarten” is where they “play a lot” and learning is carried out in a playful way that is interesting to them; For parents: effective education of children, “training without fatigue,” guaranteeing the preservation of their mental and physical health, maintaining the children’s desire to learn and the success of their education, including prestigious subjects: foreign. language, choreography

Quality of preschool education For teachers: preservation of the mental and physical health of children, positive assessment by the heads of preschool educational institutions and parents, successful development of educational activities by all children, maintaining the interest of preschoolers in the educational process and rational use of children’s educational time and teachers’ working time, providing the educational process with all necessary aids and equipment

Quality of preschool education For directors of preschool educational institutions: the success of the activities of teachers and pupils, full assimilation of general education, maintaining the health of children, preparing children for school, rational use of teaching time and working hours of teachers, high assessment of the activities of teachers by parents and children and increasing the prestige of the preschool educational institution

Quality of preschool education In the studies of L.L. Ivanova and others, the main factors and conditions for the management of preschool education are highlighted, on which its quality primarily depends: financing of preschool educational institutions; content of preschool education; staffing; formation of a development environment; pedagogical culture of the team; finding a management model that is adequate to the assigned tasks; positive motivation of children and their parents; methodological and logistical support of the educational process, etc.

Quality of preschool education 1.5. The standard is aimed at achieving the following goals: 3) ensuring state guarantees of the level and quality of preschool education based on the unity of mandatory requirements for the conditions for the implementation of educational programs of preschool education, their structure and the results of their development

Quality of preschool education During the implementation of the Program, an assessment of the individual development of children can be carried out. Such an assessment is carried out by a teacher within the framework of pedagogical diagnostics (an assessment of the individual development of preschool children, associated with an assessment of the effectiveness of pedagogical actions and underlying their further planning).

Quality of preschool education In the same paragraph: The results of pedagogical diagnostics (monitoring) can be used exclusively to solve the following educational tasks: 1) individualization of education (including supporting the child, building his educational trajectory or professional correction of his developmental characteristics); 2) optimization of work with a group of children

Quality of preschool education Ibid: If necessary, psychological diagnostics of children's development is used (identification and study of individual psychological characteristics of children), which is carried out by qualified specialists (educational psychologists, psychologists). A child’s participation in psychological diagnostics is permitted only with the consent of his parents (legal representatives). The results of psychological diagnostics can be used to solve problems of psychological support and conduct qualified correction of children's development.

Quality of preschool education 4.1. The Standard's requirements for the results of mastering the Program are presented in the form of targets for preschool education, which represent social and normative age characteristics of a child's possible achievements at the stage of completing the level of preschool education. The specifics of preschool childhood (flexibility, plasticity of the child’s development, the high range of options for its development, its spontaneity and involuntary nature), as well as the systemic features of preschool education (the optional level of preschool education in the Russian Federation, the absence of the possibility of holding the child any responsibility for the result) make it unlawful The requirements for specific educational achievements from a preschool child determine the need to determine the results of mastering the educational program in the form of targets.

Quality of preschool education 4.5. Targets cannot serve as a direct basis for solving management problems, including: certification of teaching staff; assessment of the quality of education; assessment of both the final and intermediate levels of children’s development, including through monitoring (including in the form of testing, using methods based on observation, or other methods of measuring children’s performance); assessment of the implementation of municipal (state) tasks through their inclusion in the quality indicators of the task; distribution of the incentive payroll fund for the Organization's employees.

Quality of preschool education Federal state requirements for the structure of the basic general education program of preschool education determined the need to include in the program such a section as a system for monitoring children’s achievement of the planned results of mastering the program

Relevance of the problem of studying monitoring and diagnostics as research methods What is pedagogical monitoring? What is the difference between monitoring and other methods of collecting information about the objects under study? Monitoring and diagnostics - what's the difference?

Definition Monitoring Diagnostics Educational monitoring is a system for organizing the collection, storage, processing and dissemination of information about the activities of the pedagogical system, providing continuous monitoring of its condition and forecasting its development. Pedagogical diagnostics is the process of recognizing various pedagogical phenomena and determining their state at a certain moment based on use parameters required for this

Stages Monitoring Diagnostics M.V. Krulekht, A.N. Mayorov and others identify the following stages of monitoring: identification and justification of objects; determination of criteria and indicators; selection of appropriate methods; preparation of tools, technological maps; collection of information; systematization and analysis of the obtained data; correlation with previous monitoring results; development of recommendations, correction K. Ingenkamp identifies such diagnostic stages as: comparison; analysis; forecasting; interpretation; informing about diagnostic results and monitoring the impact of various diagnostic methods on the diagnostic object

Functions Monitoring Diagnostics Integrative; diagnostic; expert; informational; pragmatic; providing feedback between the control and managed Information systems; evaluative; managerial; orientation; correctional research services

Methods Monitoring Diagnostics Methods for studying the educational process in natural conditions (observation, conversation, questioning, analysis of documents, products of activity, etc.) and specially changed conditions (experiment); methods of qualitative analysis and quantitative processing of results; methods of individual and group expert assessments; rating method According to the degree of “interference” in the teacher’s behavior, the following are distinguished: passive: observation, questioning, testing, interviewing, analysis of documentation; active: diagnostic experiment, creating situations, analyzing specific situations

Monitoring and diagnostics There is ambiguity in approaches to defining the concepts of “criterion” and “indicator”. In the technical literature, “criterion” means a rule that specifies the characteristics, indicators, and parameters necessary for a comprehensive assessment of objects. In the Encyclopedic Dictionary, the concept of “criterion” is defined as “a means for judgment, a sign on the basis of which an assessment, definition or classification of something is made, a measure of assessment”

Monitoring and diagnostics In pedagogy, the concept of “criterion” refers to various requirements that objects must satisfy. Criterion (measure) is a sign, property on the basis of which quality is assessed. Indicator - a qualitative or quantitative characteristic of each characteristic or property

Expertise and expert assessment V.A. Bukhvalov, S.L. Bratchenko, M.V. Krulekht, Ya.G. Pliner, V.A. Yasvin and others believe that the concept of expertise should not be reduced to assessment: assessment is a stage examination (V.A. Bukhvalov, Ya.G. Pliner); assessment - examination method (S.L. Bratchenko); assessment is the result of an examination (M.V. Krulekht) Thus, an expert assessment is part of an examination.

Types of expert assessments In group expert assessments, the method of coordinating the opinions of experts is important. In one case, the opinions of experts can be processed by the customer of the examination (in a preschool educational institution - the deputy head of water management, a teacher working in a group). In the other, experts reach a single conclusion based on a joint discussion of individual opinions

Expert opinion An expert opinion is the result of expert assessments. An expert opinion is a document drawn up in accordance with established requirements and containing a motivated expert assessment, i.e. opinion, judgment of an expert about the subject of examination

Expert opinion An expert opinion may include the following sections: a brief description of the problem and a statement of the objectives of the examination; composition of the expert group; list of information sources; general characteristics of the object being studied; expert assessments; expert advice

Expert The expert acts as the subject of expert assessments. An expert is a specialist who is competent in the issues being examined, has extensive practical experience and good scientific training. The effectiveness of expert assessments largely depends on the choice of the expert

Expert According to many authors, to assess the competence of an expert, it is advisable to use a system of various indicators: work experience, education, age, competence, creativity, etc. S.L. Bratchenko suggests that when choosing experts, one should be guided by the following characteristics: personal qualities, communicative competence, methodological and methodological literacy, professional training, practical experience

Internal expert council An internal expert council can act as a form of organizing expert assessments in preschool educational institutions. The internal expert council is a professional association of teachers, scientists and managers, which is created within the management structure of a preschool educational institution

Internal Expert Council An internal expert council in a preschool institution is created on the basis of an order from the head of the preschool educational institution. The activities of the internal expert council are regulated by the Regulations, which reflect the following sections - general provisions, goals and objectives of the internal expert council, composition of the internal expert council, organization of activities, documentation and reporting, competence and responsibility

The procedure for conducting expert assessments The information and analytical stage involves: collecting information about the object being studied; selection of indicators for analyzing the object under study; actual analysis: distribution of collected information according to selected indicators

The procedure for conducting expert assessments At the effective stage, the opinions of experts are agreed upon and conclusions are formulated on the analysis and assessment of the object being studied. Methodological recommendations for improving or developing this facility are also being developed.

In the context of the implementation of the Federal State Educational Standard, it is of great importance. Over the course of decades, educational institutions have developed a system of work that has a certain impact on the professional competence of teachers and their achievement of high results in teaching and raising children. However, the new quality of education in the context of the implementation of the Federal State Educational Standard requires adjustment of forms, directions, methods and assessment of methodological activities.

Relevance of the issue

Currently, the methodological support of the pedagogical process is presented as a specific system through which the teacher implements his own model of teaching, raising and developing children. It includes the selection of specific technologies, their implementation and testing in the process of activity, individualization and differentiation, and changing the content of training. The Federal State Educational Standard, as the basis for improving the quality of education, imposes certain requirements on an educational institution. By implementing them, the institution does not stop there and improves management mechanisms. This leads to a transition to a new level, within which an innovative school is formed. It solves organizational, economic and pedagogical problems. Thus, the quality of education improves. In the context of the implementation of the Federal State Educational Standard, the preschool educational institution plays no less important role than the secondary educational institution. At this stage, the foundation is laid for the subsequent development of each child’s individual abilities.

System characteristics

Management of the quality of education in the context of the implementation of the Federal State Educational Standard is focused on the formation of sustainable mechanisms for the development of an innovative model for monitoring the pedagogical process in institutions at different levels. This system makes it possible to achieve compliance with regional and social needs and assumes a planned process. In the process of work, the key psychological and pedagogical conditions are determined, through which the effectiveness of education is ensured.

Key elements

The implementation of the Federal State Educational Standard as a condition for improving the quality of education is based on:

Organizational base

The quality in the context of the implementation of the Federal State Educational Standard, as well as the pedagogical process in secondary educational institutions, must be assessed and improved in a systematic manner. For this purpose, theoretical provisions have been developed:

1. Quality management of the pedagogical process is designed to eliminate the discrepancy between the results of the educational work of the school and the realities taking place in the information society today.
2. The life cycle for obtaining results is a year.

Achieving the planned level of indicators of teaching activity is characterized by identifying new opportunities and needs of students. This encourages teachers to seek to abandon outdated techniques and forms of organizing their professional activities. By improving the quality of primary education in the context of the implementation of the Federal State Educational Standard, the educational institution carries out targeted development of the system of requirements. The pedagogical environment in the institution is constantly updated, maintaining contact with the information society.

Innovation

They should be understood as methods that significantly change the results of the pedagogical process. These approaches help improve or create new ones:

To introduce innovation, a systemic strategy for changing the student, the teacher, and the entire educational institution is built. The quality of education in the context of the implementation of the Federal State Educational Standard of Education is improved by designing processes at the technological, organizational, and content levels. These three elements, mutually penetrating each other, form an organic, unified system. When some components change, others are also adjusted. This, in turn, leads to transformations throughout the entire system. Recently there has been an intense search for new ideas. Issues of humanization, differentiation, profiling, and integration are being actively studied at the theoretical and practical levels. However, none of these concepts can be considered as the main, all-encompassing one in a complex pedagogical system.

What is the quality of education in the context of the implementation of the Federal State Educational Standard?

It is considered as a generalized measure of the effectiveness of the functioning of the pedagogical system of an educational institution. The quality of education in the context of the implementation of the Federal State Educational Standard is the result of educational and training processes. They are organized in accordance with the goals and objectives set in the program. The effectiveness of the entire pedagogical system will depend on how fully they meet the needs of children. The goal should be the holistic development of the younger generation, readiness for self-determination, creativity and self-improvement, and independent organization of each student’s own life. The quality of education in the context of the implementation of the Federal State Educational Standard is an integral characteristic. It reflects the level of compliance of pedagogical and work processes in an educational institution, expressed in indicators and criteria, with established state requirements, the results actually achieved, and individual and social expectations. This characteristic shows the degree of assimilation of the content of educational material, moral, mental and physical development that the child has achieved in accordance with his individual aspirations and capabilities. The quality of education in the context of the implementation of the Federal State Educational Standard acts as a key indicator of the success of an educational institution. In this regard, organizing events aimed at improving it is a priority for the administration of the institution.

Specification

The quality of education in the context of the implementation of the Federal State Educational Standard LLC, as well as other stages of the pedagogical process, is explained through the target components of the program, requirements for the learning environment, and expected results. Mastering state standards presupposes the formation in educational institutions of an innovative system for assessing children's achievements. This, among other things, necessitates the creation of a modern management system.

Expected performance

The key goal of implementing educational programs is to ensure planned results for graduates to achieve skills, knowledge, attitudes, competencies and skills at each level. They are determined by the personal, social, family, and state needs, as well as the capabilities of each child, his individual characteristics and state of health.

Individual results

These include:

Metasubject indicators

These include:

1. UUD and interdisciplinary concepts mastered by students.
2. Ability to use knowledge and skills in practice.
3. Independence in planning and learning, organizing interaction with peers and teachers.
4. Formation of an individual trajectory in education.

Subject results

Among them:

1. Skills acquired by children during the learning process that are specific to a particular subject area.
2. Activities aimed at obtaining new knowledge within the discipline, its transformation and application in various situations.
3. Formation of a scientific understanding of basic theories, types of relationships, mastery of terminology, techniques and methods.

Performance criteria

The requirements established for the implementation of basic training programs in an educational institution characterize the financial, personnel, material, technical and other conditions in which the learning of educational material must be carried out. The criterion for the effectiveness of the implementation of these standards is the creation of an environment that:

Participants' capabilities

The conditions in which educational programs are implemented must ensure:

One of the key goals facing the teaching staff and education authorities is updating outdated curricula, technologies and methods of their implementation, bringing them into line with the dynamics of the development of the entire system, the needs of children and their parents, taking into account the characteristics of the region.

Changing the principles of organizing preschool educational practice necessitates a systematic and consistent analysis of the productivity of teaching activities and the results achieved, which is regulated by clause. 13 clause 3 art. 28 of the Law of December 29, 2012 No. 273-FZ “On Education in the Russian Federation”. (hereinafter - VSOKO) is a special organizational model, which is an important part of the kindergarten management system, providing for the collection and subsequent assessment of the main indicators of the educational process.

The legislative framework currently does not have strict requirements for the organization of VSOKO, therefore kindergartens have the right to implement a monitoring complex taking into account the peculiarities of the functioning of the institution, carrying out assessment and analytical work in the following areas:

• personnel control, providing for the implementation of checks in accordance with the developed and approved cyclogram with advance notification of responsible employees;
• assessing the conditions for implementing program content;
• public opinion examination based on collecting feedback on the work of preschool educational institutions from representatives of families and invited specialists.

Conceptual and instrumental basis of VSOKO in preschool educational institutions in accordance with the Federal State Educational Standard

The responsibility of educational organizations to ensure the quality of education and upbringing of children, enshrined at the legislative level, in preschool educational practice causes some difficulties due to the lack of precise recommendations on regulatory mechanisms. In contrast to schools, where an analysis of the correspondence of the actual level of knowledge of students to the stated program goals is carried out, it is aimed at assessing the set of conditions for the implementation of selected basic educational programs. Of course, in this context, great knowledge is played by the starting indicators of personnel, material and technical, financial and economic support, as well as opportunities for the implementation of inclusion, therefore, during the implementation of the internal system for assessing the quality of education, many parameters have to be taken into account, taking into account the specific operating conditions of a particular institutions.

KEEP IT FOR YOURSELF SO YOU DON'T LOSE IT

Read recommendations for managing the activities of the teaching staff of a preschool educational institution during ESOKO in the magazine “Handbook of a senior teacher of a preschool institution”:
- What a senior teacher should know about VSOKO (checklist for verification)
- We are holding an interactive pedagogical council “VSOKO in a preschool educational organization” (application for download)

The multicomponent nature of the VSOKO complex in kindergartens determines its dual nature. On the one hand, this management tool provides for systematic monitoring and evaluation procedures to promptly identify real indicators of ensuring the educational process and eliminate deficiencies. On the other hand, assessment of the quality of preschool education, carried out by the kindergarten, is aimed at monitoring the compliance of the content of everyday educational activities with regulatory requirements established at the state level.

Conducting VSOKO in preschool educational institutions provided through:

1. Checking the completeness and accuracy of fulfillment of the conditions for the implementation of the selected educational program of preschool education.
2. Assessing the institution's staffing level, professional level and productivity indicators of teachers and non-teaching workers.
3. Statistics on the effectiveness of educational activities.
4. During the study of current and final reporting, survey results and questionnaires.
5. Attending events organized by educators to establish joint interaction and cooperation with specialists from other preschool educational institutions and the parent community. Carrying out public examination.

Due to the fact that data for internal quality assessment is obtained from numerous sources, and the results obtained influence the organization of the entire educational complex, kindergarten administration traditionally experiences significant difficulties in organizing monitoring and evaluation activities. To ensure functioning VSOKO in preschool educational institutions in 2019, the manager, based on data from previous reporting periods, should determine the optimal procedures for conducting self-examination that allow obtaining objective results without creating additional burden on employees, develop a plan for their implementation and ensure its consistent and planned implementation.

Goals and objectives of the internal system for assessing the quality of education in preschool educational institutions

The effectiveness of VSOKO, which is one of the priority areas for the development of preschool education, largely depends on how accurately and consistently the elements of the system are designed, how tightly the interaction is established between the participants in the educational process. The basis of the project as a management component is the construction of a comprehensive system of control and analysis of the educational environment for the prompt identification of shortcomings and priority areas for the development of the kindergarten; a system characterized by consistency, consistency, logic, objectivity, and effectiveness.

The goals of including VSOKO in preschool educational practice:

1. Collecting information about the state of all areas of work of a preschool educational organization, trends in reforming preschool educational practice in the conditions of new times.
2. Prompt identification of processes that influence the nature of the organization of educational activities.
3. Transfer of data on the effectiveness of the educational complex to teaching staff, parents, and employees of the management structure.
4. Creating conditions for consistent professional development by educators, including assessing available resources for opening innovative pedagogical platforms.
5. Making timely and effective management decisions, implementing effective administrative mechanisms.

System design VSOKO in preschool educational institutions according to the Federal State Educational Standard involves working to achieve the following objectives:

1. Development of uniform assessment criteria, characterized by objectivity, and permanent monitoring tools.
2. Identification of factors that most strongly influence the construction of the educational process.
3. Ensuring accessibility of preschool education for all categories of children, including those with developmental defects.
4. Improving mechanisms for improving teaching skills, in particular through the creation of a rating system and the calculation of incentive payments.
5. Involving representatives of the parent community into the kindergarten management system.
6. Approval of mechanisms for openness and transparency of the activities of a preschool educational organization.

It should be noted that VSOKO in preschool educational institution is primarily ensured by a regulatory framework approved at the federal level, but the inclusion of an invariant component remains the prerogative of the kindergarten. Thus, standard areas of internal assessment and control can be supplemented by various monitoring objects (for example, the process of introducing inclusion), which should reflect the specifics of the activity and current problems of the organization, but at the same time not be factors of additional burden on participants in the educational process.

To ensure the achievement of the goals and objectives of the internal system for assessing the quality of education, it is advisable to include this management tool in the annual work plan of the preschool educational institution (placed in a separate section) with the presentation of types of control, a list of monitoring and evaluation procedures, approximate dates and responsible persons. Drawing up an ESCA plan lies within the competence of the head of the organization or officials who are entrusted with this responsibility, which implies the interpretation and analysis of the received factual data with the subsequent development of adequate response measures.

Regulations on VSOKO in preschool educational institutions

Work to assess the quality of preschool education, carried out without the involvement of outside experts, involves the development of special local documentation. This:

1. Regulations on VSOKO in preschool educational institutions- a local act containing information about the goals, objectives, principles of the organization’s monitoring and evaluation system, its structure and the level of public participation.
2. Regulations for conducting control and assessment procedures.
3. Regulations on the creation of a working group for the implementation of VSOKO, which should include representatives of the management staff, educators, parents, representatives of the kindergarten methodological service and the creative teaching group.
4. Orders and instructions regulating the provision of an internal assessment system for the quality of education.

To avoid inconsistency, it is additionally necessary to make changes to other documents of the kindergarten - the Charter, the regulations for conducting self-examination (in order to eliminate duplicates, since self-examination is part of the HSQO), the regulations on the Governing Council. It is also mandatory to develop order to conduct VSOKO in preschool educational institution.

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The training program “Organization and quality control of educational activities in preschool educational institutions” will help you learn more about the regulatory regulation of the educational activities of preschool educational institutions, the requirements for the qualifications of a preschool teacher, the organization of VSOKO and receive methodological recommendations from experts.

When drawing up local documentation regulating the organization of the internal system for assessing the quality of education, it is important to reflect in it the following principles:

1. Optimality and completeness of the use of primary data sources in determining the quality indicators of the educational process while maintaining the possibility of their repeated use.
2. Maintaining the technological nature of the indicators used, which is achieved through the use of proven data collection channels and innovative measurement techniques, as well as consistent training of teachers and representatives of the parent community for their perception.
3. Rational reduction of verification criteria, based on real consideration of the needs of different levels of government, as well as the requirements of municipal education authorities.
4. Ensuring mutual complementarity of monitoring and assessment procedures with the establishment of interdependence.
5. Strict adherence to moral and ethical standards when implementing VSOKO procedures.

Work plan for HSSE in preschool educational institutions

In the conditions of modern preschool practice, the implementation of an internal system for assessing the quality of education in preschool educational institutions is possible only if the actions are carefully designed. Work plan for HSSE in preschool educational institutions involves the implementation of several stages:

Indicative plan for the implementation of VSOKO in preschool educational institutions

Stage	Procedure
Diagnostic	Analysis of legislative acts and norms regulating the content of the activities of preschool educational organizations in assessing the quality of education. Determination of basic and variable indicators that will be assessed according to VSOKO plan in preschool educational institution. General monitoring of the conditions for the implementation of program content. Complex problem analysis of the educational process.
Methodical	Approval of the goals and objectives of monitoring and assessment procedures, as well as the content, methods and forms of work on HSQE. Development of an organizational control structure (working group) representing the interests of all participants in the educational process. Design and testing of assessment and diagnostic tools.
Administrative	Approval by the head of the group of responsible persons with a strict distribution of responsibilities and deadlines for the implementation of monitoring elements. Publication and approval of local administrative documentation.

Basic and variable indicators of VSOKO in preschool educational institutions

Due to the fact that the main indicator of the quality of preschool education is the conditions for the implementation of program content, which is due to the need to ensure equal conditions for all children without exception, the largest number of indicators VSOKO in preschool educational institution allocated specifically in this direction. The Federal State Educational Standard for preschool education determines a number of requirements for the structure and scope of programs implemented in kindergartens - the formation of the main and special parts (AOP), a clear identification of program components, taking into account the age and individual development indicators of pupils, as well as the capabilities of all participants in the educational process in relation to the main areas of activity kindergarten.

The compliance of the main educational program of preschool education, implemented in kindergarten, with the requirements of the Federal State Educational Standard for Education within the framework of VSOKO should be assessed according to the following criteria:

1. The presence/absence of an approved educational program for preschool education, corresponding to the specifics of the functioning of the kindergarten and the priority areas of educational work, as well as an adapted program for preschoolers with disabilities.
2. Correspondence of target, content and organizational components to indicators of age-related and individual development of students.
3. Compliance of the target orientation, substantive and organizational components of the program content, as developed by the participants in the educational process, with the educational needs and capabilities of children, and with the regional component.

An important element internal system for assessing the quality of education in kindergarten is monitoring and control of the psychological and pedagogical conditions of the kindergarten, which takes into account the nature of the interaction of participants in the educational process (teachers, preschoolers and parents), the availability of opportunities for socialization, personal development of pupils in the process of various types of activities, games and correction of developmental defects (if there are such ones).

The internal system for assessing the psychological and pedagogical conditions for organizing the educational process is based on conducting control and evaluation procedures according to differential criteria established taking into account species diversity, which is reflected in the table.

Criteria for assessing the psychological and pedagogical conditions of social and personal development of preschool children within the framework of VSOKO

Directions of social and personal development of preschool children in kindergarten	Criteria for assessing psychological and pedagogical conditions in preschool educational institutions according to VSOKO
Cognitive activity	Educators create conditions for preschoolers to develop ideas about the properties of the world around them, basic geographical concepts, knowledge about space, the solar system and planet Earth, which is our common home, and also promote independent cognitive activity in the natural sciences, instill an interest in culture among the people of the world ( Not really).
Constructive activity	During VSOKO in preschool educational institutions according to the Federal State Educational Standard the following requirements are verified: the teacher creates conditions for the development of preschool children’s interest in design by demonstrating the principles of planning, correlation and selection of parts, creating various designs (from simple to complex) according to instructions and with the inclusion of additional components. Specialists implementing the evaluation function are also recommended to check the presence of different types of constructors in the group, the activity of their use, and evaluate the pedagogical methods used to encourage the creative activity of students and their active group interaction.
Research, search and design activities	Effective pedagogical work in this direction involves introducing preschoolers to elementary geometric concepts, mathematical operations, principles of measuring time and space and other concepts, the content and volume of which is determined taking into account age indicators. When implementing the VSOKO complex, it is assessed whether the educator instills basic concepts of technological progress using available ICT tools, and also whether the environmental component is implemented within the framework of the selected program content.
Theatrical activities	The level of organization of theatrical activities in kindergarten is assessed by the activity of involving pupils in independent and group dramatizations and productions, building connections between theatrical and other types of activities within the framework of the educational complex, and using an individual approach to reveal the natural talents of children.
Speech and communication activity	When implementing internal system for assessing the quality of education in preschool educational institutions The organization of communicative activity of preschoolers as a key area of ​​development should be given special attention, tracking over time: The presence in the group space and beyond of conditions that promote consistent and systematic speech activity in preschoolers. The effectiveness of the use of pedagogical methods that promote training of the articulatory apparatus, expansion of vocabulary, speech creativity and correction of deficiencies during accompanying or specially organized speech therapy practice.
Socially oriented activities	The main indicators of successful socially oriented education are: Creating conditions for the development of self-esteem, self-confidence, and respectful attitude towards others in preschoolers. Introducing students to moral and spiritual values. Instilling an active life position, independence, initiative, and the foundations of civic consciousness. Formation of safe behavior skills in children in kindergarten, at home, on the street and in nature, in crowded places.
Physical development	At conducting VSOKO in preschool educational institutions in this area of ​​pedagogical work the following should be assessed: How effectively do educators and instructors promote the introduction of preschool children to a healthy lifestyle? Are conditions for physical activity created in classes and during organized group activities, and is an individual approach implemented? Is consistent and systematic work being carried out to prevent and reduce the incidence of illness among pupils?

An equally important group of criteria VSOKO in preschool educational institutions in accordance with Federal State Educational Standards is the analysis of the developing subject-spatial environment, which should be characterized by content richness. The procedure for assessing the subject-spatial environment is carried out by responsible educators during observation and subsequent filling out standard forms with scoring. Receiving a positive assessment within the framework of internal control is possible if the subject-spatial environment:

• provides the ability to implement selected program content;
• promotes the harmonious psychophysical development of preschool children, their emotional well-being and cognitive activity;
• characterized by multifunctionality, transformability, accessibility, variability and safety.

IN report on VSOKO in preschool educational institution It is mandatory to make an assessment of personnel conditions, during which the qualifications of teachers and non-teaching staff of the kindergarten, the official and quantitative composition of the staff, and the real competencies of the employees are checked. Monitoring involves consideration of the following criteria:

1. Compliance of the qualifications of teaching staff, educational and support staff with the requirements presented in the Unified Qualification Directory of Positions of Managers, Specialists and Employees, as well as the requirements for the implementation of the selected program content.
2. The profile orientation of the qualifications of educators according to the position held.
3. The professional ability of the teaching staff to provide support for students’ cognitive initiative, creative individuality, emotional well-being, ensure variability in the educational process, and interact constructively with parents.

As for the procedure for checking material and technical support, in the process of implementation internal system for assessing the quality of education in preschool educational institutions Using the method of monitoring teaching aids, educational and methodological support and the subject-spatial environment, the following points are revealed:

1. Do the available means of training and education correspond to the age and individual development indicators of the child population?
2. Are there enough educational and methodological kits and special equipment for the implementation of OOP CE?
3. Do the created material and technical conditions comply with fire safety requirements and SanPiN?

At the final stage VSOKO in preschool educational institution An assessment of the financial support of a preschool educational organization is being carried out. To do this, a check is made of the standards for financing the undertaken obligations to fulfill the state task, the structure and volume of expenses for the implementation of educational educational programs of preschool education, the variability of their distribution, taking into account the real educational needs of the child population. At this point, the list of main criteria for internal assessment of the quality of education is considered complete, but their number can be replenished with variable ones, if necessary. Variable criteria for HSEC in kindergartens are considered to be the personal achievements of pupils, including those related to socialization and adaptation, the level of morbidity (decrease dynamics are expected), success in competitive, olympiad and competitive activities, parental satisfaction with the quality of services, the level of readiness of preschool educational institution graduates for schooling.

How to present and interpret the results of VSOKO in a preschool educational institution

At the final stage of the control and evaluation procedures, a analytical report on the results of VSOKO in the preschool educational institution- a reporting document in which it is necessary to present the goals and objectives of monitoring, the composition of the working group, the research methods used and the results. If deficiencies are identified during the control process, the working group develops and provides the head of the kindergarten with a plan of recommended actions to improve the situation. Unsatisfactory results of the internal system for assessing the quality of education are also taken into account when developing a kindergarten development program.

As a result of the implementation of the HSQA, the working group should:

1. Obtain complete and objective information about the actual operating conditions of the institution and the immediate zone of its development.
2. Identify a set of factors influencing the organization of the educational process and its provision, both in a positive and negative way.
3. Submit to report on VSOKO in preschool educational institution reliable information, which is subsequently transmitted to teachers, support staff and the parent community.
4. Provide recommendations and proposals on how to improve the quality of preschool education for prompt management decisions.
5. Draw up a prognostic plan for the development of the education and training system in kindergarten, highlighting priority goals and objectives.

Despite the fact that in methodological and expert materials the implementation of a system of internal assessment of the quality of education in kindergartens is given enough attention, this aspect of ensuring the educational process remains problematic due to the emergence of organizational difficulties and limited resources. Therefore, once a year it is advisable to conduct teachers' council about VSOKO in preschool educational institutions, devoting the meeting to explaining the procedure for performing self-examination and monitoring, as well as considering the best ways to reform the internal quality assessment system.

In conditions of limited resources, an effective method for improving ESQE for a preschool educational organization is design-targeted. This method has the potential to solve the problem, since it provides for: certainty of planned results and indicators, criterion and time certainty, the use of special management mechanisms, and the presence of a performance monitoring system.

Solving the problem of improving VSOKO based on the project-target method includes mandatory stages that correspond to the logic of project management. These stages include:

1. Making a decision on the need to manage the design-target method to solve a specific problem.
2. Determining the goal and result (product) of the project.
3. Organization of activities for the implementation of the project.
4. Selection and application of innovative project management methods that ensure efficient use of resources in conditions of their scarcity.

In the practice of project management, it is accepted that the beginning of any activity begins with an analysis of the initial state of the problem, identifying trends, contradictions and determining ways to overcome them. During the teachers' council on searching for improvement VSOKO in preschool educational institution to be:

1. Study modern regulatory and conceptual documents in force in the field of assessing the quality of education, identify new approaches and trends.
2. Conduct an analysis of the VSOKO (or its components) functioning in the kindergarten and determine the range of tasks that need to be solved to ensure compliance of monitoring with the requirements and conceptual documents.
3. Determine the timing and estimate the resources required to implement the project.

It is also important to focus the attention of teachers on the fact that at the stage of determining the goal of the project, it is important to understand that the content of project activities to improve the ESOQA, as well as its effectiveness, are determined precisely by the goal. To do this, it is necessary that the goal be formulated specifically (in the form of a product), operationally (through tasks), and also correlated with expected results, stages and deadlines. Goal setting for the improvement project internal system for assessing the quality of education in preschool educational institutions ends with the formulation of expected results, for which the goal, objectives, and intermediate results are correlated. Monitoring the effectiveness of a project to improve HSQO can be carried out at each of its stages and in general based on the results through key indicators.

The effectiveness of project-targeted management of improvement of HSQOS is associated with conditions that could ensure the effective use of available resources. It is advisable to include such conditions:

1. Organizational support of the project, namely regular meetings of the working group, during which technical specifications are not only formulated for the participants, but also a preliminary examination of their implementation takes place. During the period between meetings of the working group, participants independently organize work to fulfill the formulated technical specifications, prepare materials for discussion and examination.
2. Motivational support. Since VSOKO in a preschool educational institution acts as one of the organizational mechanisms for the activities of each kindergarten teacher, it is advisable to ensure the active participation of teachers in all areas of the project. Forms of such participation can be both traditional for an educational organization (thematic pedagogical council, meeting of a methodological association, parent meeting, etc.) and innovative (working group, expert group, interdisciplinary professional association, tutoring, coaching, microgroup management, etc.)
3. Scientific, methodological and information support, the main tools of which are the official website of the organization and a report on the results of self-examination.

At the end of the teachers' council, it is important to note that the use of project-targeted management in improving internal systems for assessing the quality of preschool education can ensure the effective implementation of institutional powers for self-regulation of kindergartens in the context of modernizing the all-Russian, regional and municipal systems for assessing the quality of general education.

The concept of “quality” is multifaceted and capacious. The development of a systematic approach to quality management begins with the development of product quality standards (Taylor system, 1905). “Product quality” is understood as the totality of consumer properties of this product that are significant to the consumer. The set of these qualities determines the standards. Quality standards are then selected and the achieved quality is compared with the standard. Previously, the Temporary (approximate) requirements for the content and methods of education and training implemented in a preschool educational organization, approved by order of the Ministry of Education of the Russian Federation dated August 22, 1996 No. 448, were in effect in the status of such a temporary federal standard of preschool education. They formulated the basic requirements for the conditions of stay children in a preschool educational organization, and ensuring the quality of educational services was considered as compliance with the requirements for software of the educational process and pedagogical technologies, the nature of interaction between an adult and a child, as well as for the developmental environment of the preschool educational organization.

Today, the main directions of analysis of the quality of modern preschool education are presented as follows:

• quality of conditions;
• quality of the education process;
• quality of educational process results.

Let's analyze what areas to improve quality conditions of preschool education highlighted by modern science and practice.

First of all, this is the financing of preschool educational institutions, i.e. transition to equity financing:

• - payment for educational services - at the expense of the state - federal level;
• - expenses for maintaining and strengthening the material base - at the expense of the founder - regional level;
• - payment for the maintenance of children, care, supervision and health services - at the expense of the parents, while simultaneously providing targeted support to low-income families.

At the same time, the assessment of the quality of conditions is carried out differentially - depending on the type of service: care, supervision and health services or educational services (Table 5.3) 1.

Table 5.3

Differentiation of the content of care, supervision and health services and educational services for children from three to five years old

		Regulations
Developmental	Education - at least six hours a day
(educational) service	1. Regulated activities (educational and other specially organized forms of work), including:	Daily	40 min (twice a day for 15-20 minutes)
	Speech development	Two times a week
	Development of movements	Three times a week
	Familiarization with the surrounding world, including the development of elementary natural scientific concepts and ideas about man in history and culture	Once a week
	Drawing	Once a week
	Lesson on modeling, appliqué, design	Once a week
	Development of musical activity	Two times a week
	Development of elementary mathematical concepts	Once a week

1 URL: http://goo.gl/PpXUeB

Components and content of the service for children from three to five years old		Regulations	Approximate time distribution per day
	Morning exercises	Daily
	Entertainment	Once a week
	Holiday	Once a month
	Note. Long lasting! In general, more than 15-20 n is carried out on the basis of preschool education. D/vocal load on the dsts of vocative activity. G educational active When organizing, a periodic shift is formed bv activities are carried out in ig	b one type of educational activity - 1in. Educational activities of the general education program [for uniform distribution of education, a schedule is developed for a large group size and is organized in groups of 8-10 people, for which activities include 1 types of activities. Educational form
	2. Unregulated types of activities (joint activities of the teacher and the child in group and individual forms of work), including:	Daily	3 hours 20 minutes, including:
		Daily
	Motor activity	Daily
	Research activities	Daily
	Subject-practical activity	Daily
	Creative, artistic and speech activities (drawing, dramatization, reading and looking at books, etc.)	Daily
	Education and training in the process of performing routine tasks	Daily	During the day
	Note. It is advisable to use integrated forms and activities
	3. Free time and recreation for children (providing the child with the opportunity to freely express their interests)	Daily	1 hour 30 minutes (during the day)

Components and content of the service for children from three to five years old		Regulations	Approximate time distribution per day
care, supervision and health	Child care and supervision - at least 6 hours a day
	1. Organization of regime processes, including:	Daily	5 hours 45 minutes, including:
		Once a day
	Walk	Every day twice a day
	Hygiene procedures (washing, dressing, undressing, toilet)	Daily
	Hardening and other health procedures	Daily
	Meals (breakfast, lunch, afternoon snack, dinner)	Daily
	2. Assisting the child in performing routine processes, including:	Daily	During the day
	In hygiene procedures
	In dressing, undressing
	In meals
	3. Monitoring the emotional state and well-being of the child during the day (during games, activities, routine processes)
	4. Work with parents (daily informing parents about the state of health, well-being, development of the child)	Daily

Educational activities that go beyond these requirements may be provided as an additional educational service in accordance with established rules. Therefore, every preschool educational organization is already able to influence the quality of the conditions of educational work through the development of projects for the provision of additional services. If the municipal task of an organization may include the provision of not only general education services, but also additional education services, then these services can be financed from the budget of a constituent entity of the Russian Federation by providing subventions to the local budget. If not, then they will be provided as paid educational services.

Service quality parameters can be the following:

• 1) compliance of the place of service provision with safety requirements: SanPin, SNiP, fire safety requirements;
• 2) compliance of the place where the service is provided with the required level of equipment and materials;
• 3) compliance of the personnel providing the service with the established staffing requirements;
• 4) compliance of the educational program (programs) with the Federal State Educational Standard for Preschool Education;
• 5) achieving the specified quality indicators for the provision of services;
• 6) consumer satisfaction with the quality of service.

In this case, paragraphs 1-3 characterize the quality of the conditions, paragraph 4 - the quality of the process, paragraphs 5-6 - the quality of the result of the implementation of the educational program. In general, assessment of the quality of education in accordance with these requirements is described in the Federal Law “On Education in the Russian Federation”: quality of education is a comprehensive characteristic of educational activities and training of a student, expressing the degree of their compliance with federal state educational standards and the needs of an individual or legal entity, in the interests of which educational activities are carried out, including the degree to which the planned results of the educational program are achieved.

Let's consider which directions for improving the quality of the preschool education process are highlighted by modern science and practice. Improving the quality of the educational process involves optimizing the specially organized interaction between educators and students that develops over time and within a certain educational system, aimed at achieving the set goal and designed to lead to the transformation of the personal properties and qualities of students. The quality of such interaction means the optimal selection of goals and objectives that mediate each other, content and methods, techniques and organizational forms of education. It is important:

• - so that the quality of the preschool education process corresponds to the goals of the upbringing and development of preschool children, educational standards, as well as the needs of consumers of educational services;
• - so that the goals are correlated with the methods used in the upbringing and training of preschool children and cultural and educational work with their parents and take into account the effect of all factors influencing the educational process;
• - so that the content and forms of organization of the educational process are interconnected and ensure the unity of interactions of all subjects of the educational process, as well as the logic of pedagogical support for the subject-development environment and psychological support for the teaching staff of the preschool educational organization.

It should be remembered that the organization of the subject-developmental environment (micro- and macroprograms of a preschool educational organization) must be adequate to the educational program implemented in the organization, the characteristics of the educational process, and satisfy the needs of children for free independent activity and the realization of their creative abilities. The parameters of such an assessment are presented when listing the psychological and pedagogical requirements for the implementation of the educational program in the Federal State Educational Standard for Preschool Education and in the Unified Framework Concept for the Quality of Preschool Education. For example :

• 1) focus of the educational program:
  • - formation of a common culture;
  • - development of physical, intellectual and personal qualities;
  • - formation of prerequisites for educational activities;
  • - maintaining and strengthening the health of preschool children;
  • - correction of deficiencies in the physical and (or) mental development of children;
  • - ensuring the social success of children;
• 2) compliance of the educational program with the principles, approaches and criteria:
  • - age adequacy;
  • - developmental education;
  • - scientific validity and practical applicability;
  • - completeness, necessity and sufficiency;
  • - unity of educational, developmental and training goals and objectives of the education process for preschool children;
  • - a comprehensive thematic principle for constructing the educational process, ensuring its motivation;
  • - integration of educational areas;
• 3) reflection in the educational program of the main models of constructing the educational process (joint activities of adults and children, independent activities of children), including:
  • - leading activity of age (play);
  • - organization of specifically children's activities (motor, communicative, cognitive-research, productive, musical and artistic, labor, reading (perception) of fiction);

subject-subject interaction (cooperation) between adults and children;

• - opportunities to take into account the needs and interests of children;
• - the absence of other models of constructing the educational process that are inadequate for preschool age (educational, school-based, etc.);
• 4) compliance of the forms of work with children proposed in the educational program:
  • - the principle of age adequacy;
  • - subject-subject model of the organization of the educational process;
• 5) use for the development of an educational program of an approximate basic general education program of preschool education (from the register of exemplary basic general education programs of preschool education approved by the federal authorized body);
• 6) compliance of the total volume of the educational program:
  • - requirements for the total time of implementation of the basic general education program;
  • - type of educational organization, including existing priority areas of activity;
  • - children's stay regime;
• 7) compliance of the mandatory part of the educational program with the requirements:
  • - to the volume of the mandatory part of basic educational programs;
  • - to the content of the compulsory part of the main educational programs, including ensuring the implementation of all areas of development in compulsory educational areas;

• 8) compliance of the part of the educational program formed by participants in the educational process with the requirements:
  • - to the volume of the part formed by the participants in the educational process;
  • - to the content of the part formed by the participants in the educational process, including a reflection of the specifics of the conditions for the implementation of the educational process and (or) priority areas of activity;
• 9) compliance with the requirements of current regulatory legal documents for the following sections of the educational program:
  • - explanatory note;
  • - organizing the regime of children’s stay in an educational organization;
  • - the content of psycho-pedagogical work on children’s mastery of educational areas;
  • - content of correctional work;
  • - planned results of children mastering the basic general education program of preschool education;
  • - a system for monitoring children’s achievement of the planned results of mastering the program;
• 10) relationship between sections of the educational program (absence of contradictions in content, integrity of the educational program).

The examination is carried out on the basis of methods of quantitative and qualitative data analysis, documentation, observation, including participant observation, visual assessment, conversation, and expert assessments.

Let us now consider which directions for improving the quality of preschool education results are highlighted by modern science and practice. This area is considered as part of quality monitoring.

The term “monitoring” comes from the Latin word “monitor” and means monitoring the state of the environment and technogenic systems, etc. It was first used in ecology (N.F. Reimers and others), and then began to be used in economics and sociology (I V. Bestuzhev-Lada and others), medicine (A. V. Tolstykh), psychology and pedagogy. At the same time, external and internal monitoring of the quality of an educational organization is highlighted.

Internal monitoring of the quality of education in an educational organization refers to activities related to information support for the management of an educational organization, based on a systematic analysis of the quality of implementation of the educational process, its resource provision and its results.

Internal monitoring of the quality of education is focused on solving the following tasks:

• - systematic monitoring and analysis of the state of the education system in an educational organization to make informed and timely management decisions aimed at improving the quality of the educational process and educational results;
• - maximum elimination of the effect of incompleteness and inaccuracy of information about the quality of education, both at the stage of planning educational results and at the stage of assessing the effectiveness of the educational process and achieving the appropriate quality of education.

Monitoring structure in a preschool educational organization can be presented as a combination of the following elements: 1) subjects of monitoring; 2) monitoring activities; 3) a set of monitoring indicators; 4) tools and tools for monitoring activities.

To do this, monitoring subjects must adhere to the basic principles that allow them to realize their subjective position. So, II. I. Tretyakov substantiates the following basic principles of educational monitoring: purposefulness; scientific character; normativity; integrity and continuity; optimality; effectiveness and efficiency; competence and duality. E.I. Terzioglo supplements this list with the principles of continuity, educational expediency, and the principle of diagnostic and prognostic orientation. If we systematize all of the above principles of educational monitoring, then you get the following picture:

• - focus - compliance of monitoring activities with the overall strategic direction of the goal;
• - scientific character - organization of monitoring based on the latest achievements of pedagogical science and best practice, which is built on scientifically based characteristics of the educational process, excludes the everyday approach to their assessment, corresponds to the basic laws of the psychologist - pedagogical cognition and management of pedagogical objects and phenomena;
• - normativeness - support for the organization and implementation of monitoring on regulatory documents;
• - integrity and continuity - monitoring objects should be considered in the interrelation of all its components;
• - optimality - monitoring objects require the use of adequate technology;
• - efficiency and effectiveness - the system of procedures used in the process of monitoring research should contribute to the transfer of the system to a new qualitative state;
• - competence - experts conducting monitoring must have knowledge of methods of studying the object and means of its regulation and correction;
• - duality - study of an object in the aspect of diversification (increasing diversity) or convergence (preserving diversity) in order to establish the sustainable development of the object of study;
• - the principle of continuity means a view of monitoring as an integral, dynamically developing, non-self-regulating system in which extraneous structural and functional rearrangements occur, which are not only quantitative, but also qualitative. Pedagogical monitoring should determine the moments of transition from one quality to another, adjust, maintain or weaken the corresponding trends in the educational process;
• - the principle of educational expediency is that pedagogical monitoring is not an end in itself, but acts as a means of in-depth study and a reliable tool for pedagogical management of the educational process. When using methods and techniques of pedagogical monitoring, technologies cannot be used that harm to any extent the interests, dignity, and personal rights of the child and other participants in the educational process;

integrity, continuity of the processes of tracking, diagnostics, forecasting and management of the educational process.

Purpose of monitoring in a preschool educational organization - determining the effectiveness of the educational process that promotes positive changes in the child’s personality, i.e. studying the dynamics of the formation of integrative qualities in children, which they must acquire as a result of mastering a complex of educational areas and, in general, the main general educational program of preschool education by the age of seven.

In this regard, the following can be highlighted monitoring items:

• the integrative qualities of the student’s personality are the main indicator of the effectiveness of the educational process;
• professional position of the teacher, which is expressed in the unity of human consciousness and activity;
• organizational conditions that ensure the effectiveness of the educational process (material and technical equipment, staffing with qualified specialists, subject-development environment, software and methodological support for the educational process).

At the same time, researchers highlight a number of conditions, allowing you to successfully organize and conduct monitoring in a preschool educational organization:

• a sufficient level of organizational culture of the preschool organization, the ability of the team for adequate self-esteem, predictive self-analysis of professional activities and pedagogical self-government;
• distribution of powers among members of the monitoring service;
• generated™ information flows;
• protection of information from distortion;
• timeliness of processing of received information;
• constructive nature of the analysis of the information received;
• publicity of monitoring results.

These conditions are reflected in the monitoring program (Table 5.4).

Table 5.4

Monitoring program

For example, the Moscow Center for Quality Education suggests using the following general table (Table 5.5 )TO

In addition, based on the inclusion of parental expectations in assessing the quality of preschool education, public assessment parameters include studying the provision of:

• opportunities for families to choose an individual educational “route” for their child (based on a variety of content, forms and methods of working with children);
• guarantees to parents that by the end of preschool childhood their child will receive the necessary (minimum - standard) level of preparation for successful education in primary school;
• ensuring social protection of the child from incompetent pedagogical influences.

These levels have their own specific interpretation depending on the organizational and legal forms and type diversity of organizations providing services in the field of preschool education. For example, as part of S. V. Nikitina’s dissertation research, a model was developed multi-level assessment of the quality of preschool education, including characteristics of the main components of this system (target, criteria, technological, organizational). Wherein:

• indicators characterizing the objective component are: dynamics of development levels of students; dynamics of the quality of implementation of the main directions of the content of preschool education; dynamics of management quality;
• the subjective component of the quality of preschool education is reflected in the degree of satisfaction of consumers (parents) with the quality of educational services, manifested in the dynamics of the average values ​​of indicators of this satisfaction.

Draft list of monitoring objects and VMKO indicators characterizing them

	monitoring	Indicators	Assessment methods	Responsible
I. Results
	Results of students’ mastery of the basic general education program of preschool education	Students’ mastery of educational areas (%) etc.	Monitoring study		educational
	Pupils' health	Dynamics in the share of pupils with health problems. The percentage of pupils who go in for sports. Absence rate due to illness	Monitoring study	Senior warrior, group teachers	educational
	Achievements of students	The share of pupils who participated in regional, district, city, all-Russian and other events (competitions, exhibitions, festivals)	Monitoring study	Senior teacher, group teachers	educational
	Parents' satisfaction with the quality of educational results	The share of parents who spoke positively about the quality of work of the preschool educational organization (parents’ satisfaction with the implementation of the basic general education program of preschool education, the comfort of their children’s stay in the preschool educational organization)	Anonymous survey		educational

	monitoring	Indicators	Assessment methods	Responsible
II. Implementation of the educational process
	The main educational program of preschool education of a preschool educational organization	Compliance of the main educational program of a preschool educational organization with federal state requirements for the structure of the main general education program of preschool education and the student population	Expertise	Senior teacher	educational
	Additional educational services	Statistical data on requests and wishes from parents. Proportion of students enrolled in additional education programs	Anonymous survey, monitoring study	Senior vosg 1 reader	educational
	Variable forms of preschool education	Availability of variable forms: CIPR, GKP, family kindergarten, lekotek, early help service	Expertise	Senior teacher	educational
	Developmental subject environment of a preschool educational organization	Compliance of play spaces, toys and equipment with regulatory requirements, age characteristics, capabilities and interests of children	Expertise	Senior teacher	educational
III. Conditions
	Logistics security	Compliance of material and technical support with federal state requirements for the conditions for the implementation of the basic general education program of preschool education	Expertise	Head, senior teacher	educational

	monitoring	Indicators	Assessment methods	Responsible
	Educational and material support	Compliance of educational and material support with federal state requirements for the conditions for the implementation of the basic general education program of preschool education	Expertise	Head, senior teacher	educational
	Medical and social security	Compliance of medical and social security with federal state requirements for the conditions for the implementation of the basic general education program of preschool education	Expertise	Head, head and teacher	educational
	Staffing	Compliance of staffing with federal state requirements for the conditions for the implementation of the basic general education program of preschool education and the unified qualification directory of positions for managers, specialists and employees (section “Qualification characteristics of job positions! I and kov11 >>)	Expertise	Head, senior teacher	educational
	Psychological and pedagogical security	Compliance of psychological and pedagogical support with federal state requirements for the conditions for the implementation of the basic general education program of preschool education	Expertise	Head, senior teacher	educational

	monitoring	Indicators	Assessment methods	Responsible
	Information and methodological support	Compliance of information and methodological support with federal state requirements for the conditions for the implementation of the basic general education program of preschool education	Expertise	Head, senior teacher	educational
	Financial support	Compliance of financial support with federal state requirements for the conditions for the implementation of the basic general education program of preschool education	Expertise	Head, senior teacher	educational

The indicated levels of manifestation of the quality of preschool education allow us to classify it as social category in accordance with the public-state principle of education management, but not the category of state control of the quality of education based on its results. Such an assessment, related to monitoring the achievement of educational targets, expressed in the results of mastering the educational program by each child, is no longer carried out in kindergartens and is not the basis for certification and accreditation. The accreditation procedure itself no longer applies to preschool educational organizations.

External monitoring of the quality of education is a form of state control of the quality of education. The rules for monitoring the education system and the list of mandatory information about the education system subject to monitoring were approved by Decree of the Government of the Russian Federation dated August 5, 2013 No. 662 “On monitoring the education system.” As part of the monitoring, the following information is collected on the development of preschool education:

• a) the level of accessibility of preschool education and the number of people receiving preschool education;;
• b) the content of educational activities and the organization of the educational process according to educational programs of preschool education;
• c) staffing of preschool educational organizations and assessment of the level of wages of teaching staff;
• d) logistics and information support for preschool educational organizations;
• e) conditions for obtaining preschool education by persons with disabilities and disabled people;
• f) the health status of persons studying in preschool education programs;
• g) changing the network of preschool educational organizations (including the liquidation and reorganization of organizations carrying out educational activities);
• h) financial and economic activities of preschool educational organizations;
• i) creation of safe conditions when organizing the educational process in preschool educational organizations.

An independent assessment of the quality of education is carried out on the basis of the Decree of the Government of the Russian Federation of August 20, 2013 No. 719 “On the state information system of state supervision in the field of education” and Methodological recommendations for conducting an independent system for assessing the quality of work of educational organizations, approved by the Deputy Minister of Education and Science of the Russian Federation on October 14, 2013 .

Such an assessment is carried out at the initiative of legal entities or individuals - in relation to organizations engaged in educational activities and the educational programs they implement in order to:

• determining the compliance of the education provided with the needs of the individual and legal entity in whose interests the educational activities are carried out;
• assisting them in choosing an organization carrying out educational activities and an educational program;
• increasing the competitiveness of organizations engaged in educational activities and the educational programs they implement in the Russian and international markets.

An independent assessment of the quality of education is carried out by a legal entity or an individual entrepreneur (an organization that carries out quality assessment). Such an organization carrying out quality assessment establishes:

• 1) types of education, groups of organizations carrying out educational activities, and educational programs implemented by them;
• 2) conditions, forms and methods of conducting an independent assessment of the quality of education and the procedure for its payment.

For example, to evaluate an educational program as a mechanism for managing the quality of work of an educational organization, the following are required:

• - analysis of the conditions for implementing the program of the federal state educational standard for preschool education;
• - analysis of compliance of the structure and content of the program with the federal state educational standard for preschool education, the charter of the organization, and the license for educational activities;
• - analysis of the compliance of methods, means, forms of the educational process with the age, interests and needs of students;
• - analysis of the completeness of program implementation;
• - analysis of the effectiveness of the implemented program;
• - analysis of the compliance of the content of education of pupils of a preschool educational organization with the level and focus of the program.

The main mechanism is to measure parameters characterizing the quality of preschool education according to the degree of their compliance with the requirements of regulatory documents (scaling): fully compliant, partially compliant or not compliant.

Skorolupova O. L., Fedina II. V. Quality of preschool education: conceptual approaches to definition and assessment // Preschool education. 2012. No. 2. P. 13-27.

Methodological recommendations for maintaining a system of internal monitoring of the quality of education in an educational institution. URL: http://goo.gl/q5QIIQN

Methodological recommendations for maintaining a system of internal monitoring of the quality of education in an educational institution. URL: http://goo.gl/q5QHQN

Nikitina S.V. Development of the territorial system of preschool education in the process of optimizing the assessment of its quality: abstract of thesis. dis.... cand. ped. Sci. Veliky Novgorod, 2010.