Means of control and evaluation of the quality of preschool education. Implementation of a system for assessing the quality of education in preschool educational institutions. Position on the high in the dhow

Changing the principles of organizing preschool educational practice necessitates a systematic and consistent analysis of the productivity of pedagogical activity and the results achieved, which governs subpara. 13 p. 3 art. 28 of the Law of December 29, 2012 No. 273-FZ "On Education in the Russian Federation". (hereinafter - VSOKO) - a special organizational model, which is an important part of the kindergarten management system, which provides for the collection and subsequent assessment of the main indicators of the educational process.

At the moment, there are no strict requirements for the organization of VSOKO in the legislative framework, therefore kindergartens have the right to implement a monitoring complex, taking into account the peculiarities of the functioning of the institution, carrying out evaluation and analytical work in the following areas:

• personnel control, providing for the implementation of inspections in accordance with the developed and approved cyclogram with advance notification of responsible employees;
• evaluation of the conditions for the implementation of program content;
• examination of public opinion based on the collection of 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 GEF

The obligation 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. Unlike schools, where an analysis is made of the correspondence between the real level of students' knowledge and the stated program goals, it is aimed at assessing a 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, technical, financial and economic support, as well as opportunities for the implementation of inclusion, therefore, in the course of conducting an internal system for assessing the quality of education, many parameters must be taken into account, taking into account the specifics of the conditions of activity of a particular institutions.

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For recommendations on managing the activities of the teaching staff of the preschool educational institution during the VSOKO, read in the journal "Handbook of the senior educator of a preschool institution":
- What should the senior educator know about VSOKO (checklist to check)
- We hold an interactive teachers' 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 the implementation of systematic monitoring and evaluation procedures for the prompt identification of real indicators of the provision of the educational process, and the elimination of shortcomings. On the other hand, the 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 the regulatory requirements established at the state level.

Conducting VSOKO in preschool educational institution provided through:

1. Checking the completeness and accuracy of fulfilling the conditions for the implementation of the selected educational program of preschool education.
2. Assessing the staffing level of the institution, the professional level and productivity indicators of teachers and non-teaching staff.
3. Statistics of the effectiveness of educational activities.
4. In the course of studying the current and final reports, the results of surveys and questionnaires.
5. Visits to events organized by educators to establish joint interaction and cooperation with specialists from other preschool educational institutions, the parent community. Implementation of public examination.

Due to the fact that data for internal quality assessment is obtained from numerous sources, and the results obtained affect the organization of the entire educational complex, the kindergarten administration traditionally experiences significant difficulties in organizing monitoring and evaluation activities. To ensure the functioning VSOKO in preschool educational institution in 2019, the manager, based on the data of previous reporting periods, should determine the optimal self-examination procedures that allow obtaining objective results without creating an 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 VSEKO, 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 between the participants in the educational process is established. The basis of the project as a management component is the construction of a comprehensive system for monitoring and analyzing the educational environment for the rapid identification of shortcomings and priority areas for the development of the kindergarten; a system characterized by consistency, consistency, consistency, objectivity, and effectiveness.

Goals of including VSEKO in preschool educational practice:

1. Collection of information on the state of all areas of work of a preschool educational organization, trends in reforming preschool educational practice in the new era.
2. Operational 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 the teaching staff, parents, employees of the management structure.
4. Creation of conditions for the consistent professional development of educators, including the assessment of available resources for the opening of innovative pedagogical platforms.
5. Making timely and effective management decisions, implementing effective administrative mechanisms.

System design VSOKO in preschool education according to GEF provides for the achievement of the following tasks:

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

It should be noted that VSOKO in preschool is primarily provided by the regulatory framework approved at the federal level, but the inclusion of an invariant component remains the prerogative of the kindergarten. Thus, the 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 the participants in the educational process.

In order 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 (taken out 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 a WSOKO 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 evidence, followed by the development of adequate response measures.

Regulations on VSOKO in DOW

The work on assessing the quality of preschool education, conducted without the involvement of third-party experts, provides for the development of special local documentation. This:

1. Regulations on VSOKO in DOW- a local act containing information about the goals, objectives, principles of the monitoring and evaluation system of the organization, its structure and the level of public participation.
2. Regulations for conducting control and evaluation 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 methodological service of the kindergarten and the creative pedagogical group.
4. Orders and instructions regulating the provision of a system for internal assessment of the quality of education.

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

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To learn more about the normative regulation of the educational activities of a preschool educational institution, the requirements for the qualification of a teacher of preschool education, the organization of VSEKO and to receive methodological recommendations from experts, the curriculum "Organization and quality control of educational activities in a preschool educational institution" will help

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

1. The 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 multiple use.
2. Preservation of the technological nature of the indicators used, which is achieved through the use of proven data collection channels and innovative measurement methods, as well as consistent training of educators and representatives of the parent community for their perception.
3. Rational reduction of verification criteria, based on the real consideration of the needs of different levels of government, as well as the requirements of municipal education authorities.
4. Ensuring mutual supplementation of monitoring and evaluation procedures with the establishment of interdependence.
5. Strict observance of moral and ethical standards in the implementation of WSOKO procedures.

Work plan for VSOKO in DOW

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

Indicative plan for the implementation of WSOKO in preschool educational institutions

Stage	Procedure
Diagnostic	Analysis of legislative acts and norms regulating the content of the activities of preschool educational organizations to assess the quality of education. Definition of basic and variable indicators that will be evaluated according to VSOKO plan in preschool educational institution. General monitoring of the conditions for the implementation of program content. Complex problematic analysis of the educational process.
Methodical	Approval of the goals and objectives of monitoring and evaluation procedures, as well as the content, methods and forms of work on WSOKO. 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 a group of responsible persons with a strict distribution of responsibilities and deadlines for the implementation of monitoring elements. Publication and approval of administrative local documentation.

Basic and variable indicators of VSOKO in preschool educational institutions

In view of 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 allocated in this direction. The Federal State Educational Standard of preschool education defines a number of requirements for the structure and volume of programs implemented in kindergartens - the formation of the main and special parts (AOP), a clear allocation of program components, taking into account the age and individual indicators of the development of pupils, as well as the capabilities of all participants in the educational process are correlated with the main areas of activity kindergarten.

Compliance of the main educational program of preschool education implemented in kindergarten with the requirements of the Federal State Educational Standard of DO within the framework of VSEKO should be assessed according to the following criteria:

1. Presence / absence of an approved BEP DO, corresponding to the specifics of the functioning of the kindergarten and priority areas of educational work, as well as an adapted program for preschoolers with disabilities.
2. Correspondence of the target, content and organizational components with indicators of the age and individual development of pupils.
3. Compliance with the target orientation, content and organizational component of the program content in the part developed by the participants in the educational process with the educational needs and capabilities of children, the regional component.

An important element internal system for assessing the quality of education in kindergarten is the 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 (educators, preschoolers and parents), the availability of opportunities for socialization, personal development of pupils in the process of various activities, games and correction of developmental defects (if there are such).

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

Criteria for evaluating the psychological and pedagogical conditions of the social and personal development of preschoolers in the framework of the VSEKO

Directions of social and personal development of preschoolers in kindergarten	Criteria for evaluating psychological and pedagogical conditions in preschool educational institutions for VSOKO
cognitive activity	Educators create conditions for the development in preschoolers of ideas about the properties of the world around them, basic geographical concepts, knowledge of space, the solar system and the planet Earth, which is our common home, and also contribute to independent cognitive activity in the natural science direction, instill interest in the culture of the people of the world ( Not really).
constructive activity	During VSOKO in preschool education according to GEF the fulfillment of the following requirements is checked: the educator 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 the instructions and with the inclusion of additional components. Specialists implementing the evaluation function are also recommended to check the fact that there are different types of constructors in the group, the activity of their use, to evaluate the applied pedagogical methods to encourage the creative activity of pupils and their active group interaction.
Research, search and design activities	Effective pedagogical work in the direction provides for the acquaintance of preschoolers with elementary geometric concepts, mathematical operations, the 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 VSEKO complex, it is assessed whether the educator instills elementary concepts of technical progress using available ICT tools, and also whether the environmental component is implemented within the selected program content.
Theatrical activities	The level of organization of theatrical activities in kindergarten is assessed by the activity of introducing pupils to independent and group dramatizations and performances, building a connection between theatrical and other types of activity within the framework of the educational complex, and using an individual approach to reveal the natural talents of kids.
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 in dynamics: The presence in the group space and beyond of conditions conducive to consistent and systematic speech activity of preschoolers. The effectiveness of the use of pedagogical methods that contribute to the training of the articulatory apparatus, the expansion of vocabulary, speech creativity and the correction of shortcomings in the course of accompanying or specially organized speech therapy practice.
Socially oriented activity	The main indicators of successful socially-oriented education are: Creating conditions for the formation of preschoolers' self-esteem, self-confidence, respect for others. Familiarization of pupils with moral and spiritual values. Instilling an active life position, independence, initiative, the foundations of civic consciousness. The formation of safe behavior skills in children in kindergarten, at home, on the street and in nature, in crowded places.
Physical development	At holding VSOKO in preschool educational institution in this area of ​​pedagogical work should be evaluated: How effectively educators and instructors contribute to introducing preschool children to a healthy lifestyle. Are conditions for physical activity created in the classroom and in the course of organized group activities, is an individual approach being implemented? Is consistent and systematic work carried out to prevent and reduce the incidence of pupils.

No less significant group of criteria VSOKO in preschool educational institutions in accordance with GEF 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 in standard forms with scoring. Obtaining a positive assessment within the framework of internal control is possible if the subject-spatial environment:

• provides the possibility of implementing the selected program content;
• contributes to 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 educators and non-teaching staff of the kindergarten, the official and quantitative composition of the staff, and the real competencies of employees are checked. Monitoring includes consideration of the following criteria:

1. Compliance of the qualifications of teachers, teaching and support staff with the requirements presented in the Unified Qualification Directory for the 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 the cognitive initiative of pupils, creative individuality, emotional well-being, ensure the variability of the educational process, interact constructively with parents.

With regard to the logistics verification procedure, in the process of implementation internal system for assessing the quality of education in preschool educational institutions the method of monitoring teaching aids, educational and methodological support and the subject-spatial environment reveals the following points:

1. Do the available means of education and upbringing correspond to the age and individual indicators of the development of the children's contingent.
2. Are there enough educational and methodological kits and special equipment for the implementation of the BEP DO.
3. Do the created material and technical conditions meet the requirements of fire safety and SanPiN.

At the final stage VSOKO in preschool an assessment of the financial support of a preschool educational organization is carried out. To do this, the financing standards of the undertaken obligations to fulfill the state task, the structure and volume of expenses for the implementation of the BEP DO, the variability of their distribution, taking into account the real educational needs of the children's contingent, are checked. 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. It is customary to consider the personal achievements of pupils, including those related to socialization and adaptation, the incidence rate (a decrease in dynamics is expected), success in competitive, olympiad and competitive activities, parental satisfaction with the quality of services, the level of readiness of graduates of preschool educational institutions for schooling, as variable criteria for ESEKO in kindergartens.

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

At the final stage of the control and evaluation procedures, a analytical report on the results of VSOKO in preschool educational institutions- 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 shortcomings were 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 WSOKO, the working group should:

1. Obtain complete and objective information about the real conditions of the functioning of the institution, the nearest zone of its development.
2. To identify a set of factors that influence 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 broadcast to teachers, support staff and the parent community.
4. Provide recommendations and suggestions on how to improve the quality of preschool education for prompt management decision-making.
5. Draw up a prognostic plan for the development of the system of education and upbringing in kindergarten, highlighting priority goals and objectives.

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

In conditions of limited resources, an effective method for improving VSEKO for a preschool educational organization is a project-targeted one. This method has the potential to solve the task, since it provides for: the certainty of the planned results and indicators, the criteria and time certainty, the use of special management mechanisms, the availability of a performance control system.

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

1. Making a decision on the need to control the design-target method for solving a specific problem.
2. Definition of the purpose and result (product) of the project.
3. Organization of project implementation activities.
4. Selection and application of innovative project management methods that ensure the efficient use of resources in the face 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 for the search for improvement VSOKO in preschool to be:

1. To study modern normative and current conceptual documents in the field of education quality assessment, to identify new approaches and trends.
2. Conduct an analysis of the functioning of the kindergarten (or its components) and determine the range of tasks that need to be solved in order to ensure that the monitoring meets the requirements and concept documents.
3. Determine the timing and estimate the resources needed 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 the project activity to improve the WSEKO, as well as its effectiveness, is 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 the expected results, stages and deadlines. Goal setting of the improvement project internal system for assessing the quality of education in preschool educational institutions ends with the formulation of the expected results, for which the goal, objectives, as well as intermediate results are correlated. Monitoring the effectiveness of the project to improve the WSOKO can be carried out at each of its stages and in general based on the results through key indicators.

The effectiveness of project-target management of the improvement of WSOKO is associated with conditions that could ensure the efficient use of available resources. It is appropriate to include such conditions:

1. Organizational support of the project, namely regular meetings of the working group, during which the participants not only formulate technical tasks, but also undergo a preliminary examination of their implementation. In the period between meetings of the working group, the participants independently organize work to fulfill the formulated terms of reference, prepare materials for discussion and examination.
2. Motivational support. Since VSOKO in preschool educational institutions is 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. The forms of such participation can be both traditional for an educational organization (a thematic pedagogical council, a meeting of a methodological association, a parent meeting, etc.), and innovative (a working group, an expert group, an interdisciplinary professional association, tutoring, coaching, leadership of microgroups, etc.)
3. Scientific, methodological and information support, the main tools of which are the official website of the organization, 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-target management in improving internal systems for assessing the quality of preschool education can ensure the effective implementation of institutional powers for kindergarten self-regulation in the context of modernizing the all-Russian, regional and municipal systems for assessing the quality of general education.

The quality of education in kindergarten in the conditions of the Federal State Educational Standard.

Annotation. The article is devoted to highlighting some aspects of the formation of the human resources potential of a modern kindergarten in accordance with the requirements of the Federal State Educational Standard.

Keywords: personnel potential, quality of education, Federal State Educational Standards, preschool organization, kindergarten workers, organization development.

The urgency of the problem of forming the personnel potential of a preschool educational organization in the context of the implementation of the Federal State Educational Standard for Preschool Education (FSES DO) is determined by the need to manage the quality of preschool education and is due to the increased attention of scientists and practitioners to creating the most optimal conditions for the education of future schoolchildren.

The concept of the personnel potential of a preschool educational organization is directly related to the concept of the quality of preschool education.

The quality of preschool education in the current conditions of the implementation of the Federal State Educational Standard is understood by researchers T.I. Aliyeva, L.G. Bogoslavets, A.A. Mayer, L.A. Paramonova as the correspondence of the educational results of students to the targets of the Federal State Educational Standard, the successful development of the preschool educational organization itself, as well as the activities of each teacher and leader in the direction of ensuring the quality of educational services provided in kindergarten.

Considering the quality provision of educational services in the field of preschool education in the context of the Federal State Educational Standard, we mean the assessment of the results achieved by educators, physical education instructors, music directors and other specialists working with preschoolers in the training and development of each kindergarten pupil in the main areas ( educational areas): socio-communicative, cognitive, speech, artistic and aesthetic, physical development.

However, in recent years, in the psychological and pedagogical literature and periodicals, more and more often, they mean both the quality of the educational process itself and the conditions in which it is implemented.

Considering the statement of N.S. Golitsyna that for a modern preschool organization the concept of "quality of preschool education" is associated primarily with its competitiveness in the educational services market of an urban settlement, district and district, it can be argued that this concept is considered as a set of properties of an educational service provided by a kindergarten general developmental type "Squirrel", which ensures the satisfaction of the internal needs of parents (legal representatives) of pupils for the development of the personality of each child - a preschooler attending kindergarten.

Therefore, we can conclude that the issue of the need to manage the quality of preschool education and the formation of the personnel potential of preschool education at the level of each organization, each kindergarten is becoming more and more urgent, which is impossible without a sufficiently qualified staff.

Quality management of education in MBDOU "Smile" can be considered as a process:

Design;

Setting goals and determining ways to achieve these goals of preschool education;

Organization of the educational process and motivation of its subjects for quality work;

Implementation of control of deviations from goals;

Tracking changes in the development of preschoolers (psychological and pedagogical diagnostics, monitoring the quality of education);

Regulation and analysis of performance .

But, unfortunately, in the publications of recent years, a negative trend has been noted: the personnel situation in municipal educational organizations has become complex.

According to the works of A.Ya. Kibanova, O.A. Kurevina, L.G. Peterson and others, the contradiction that has arisen between previously acquired knowledge, practical experience and radical changes in the field of education and labor relations, the transfer of experienced and qualified personnel to commercial structures, the renewal of personnel, the replenishment of its specialists who have undergone professional retraining and do not have sufficient work experience , led to a low professional level of personnel potential of a number of kindergartens.

The staffing of preschool educational organizations in the context of the implementation of modern reforms of the education system must comply with the requirements of the Federal State Educational Standard for Preschool Education and the Professional Standard for the Teacher of Preschool Education, which actualizes the need to plan prospects and effectively solve daily, current and long-term tasks, achieve strategic goals for the formation of human resources and development of the organization.

The concept of "human resources", according to the works of L.G. Zaitsev, M.I. Sokolova, reflects the resource aspect of the socio-economic development of a separate organization. Therefore, the personnel potential of the MBDOU kindergarten of the general developmental type "Squirrel" with the priority implementation of activities for the cognitive and speech development of children can be defined as the totality of the abilities of all people employed in this organization and solving certain tasks of the educational process.

The concept of personnel potential in our case is used in the sense of hidden opportunities, abilities that can manifest themselves under certain conditions at a certain stage in the development of a preschool educational organization.

A.L. Atasov, L.G. Zaitsev, M.I. Sokolova and other modern researchers understand the human resources as a measure of the abilities and capabilities of employees to materialize their knowledge and skills in order to ensure the viability and development of a preschool educational organization.

Today, there is often a statement that in many institutions of preschool education there is a professional failure of personnel, the inability or unwillingness of kindergarten workers to switch from development mode and constant, daily business activity, the inability of workers to reorganize, master new methods of work, expanding the range of educational technologies used, studying scientific and methodological literature, revealing a system of work using modern technologies, which is a problem not only for a single preschool organization, but for the entire education system, that is, it is a nationwide problem, the relevance of which is associated with a significant increase in the role of the personnel potential of kindergarten employees in the development of each municipal preschool educational organization.

The strengths of the professional activity of the kindergarten staff include the willingness and ability to learn what is necessary in the profession, self-education and self-development, mastering information, computer literacy, the ability to find mutual understanding with other participants in the educational process, knowledge of the basics of pedagogy and psychology of a modern preschool child, including those with disabilities, the basics of interaction with parents (legal representatives) of kindergarten students. The weaknesses of my work are related to the objective difficulties of implementing the Federal State Educational Standard.

After analyzing the management system of a preschool educational organization in recent years and the quality of the educational process of MBDOU "Smile", it can be argued that the personnel potential is formed by the integration and dynamics of such moments and aspects of the life of each kindergarten employee as:

Personal properties;

General health;

Professional and qualification knowledge, skills, experience;

Creative inclinations, interest;

The ability and orientation of the personality of the managerial, pedagogical and service personnel of the kindergarten.

Agreeing with the statement of A.Ya. Kibanova, the formation of the personnel potential of the MBDOU kindergarten of the general developmental type "Belochka" with the priority implementation of activities for the cognitive and speech development of children, as well as the degree of labor efficiency of each employee corresponding to it, does not depend on any one element, but on their totality, balance and for an individual employee, and for groups of personnel of a preschool educational organization, which, in turn, affects the quality of education in a preschool educational institution.

The efforts of the entire teaching staff are aimed at improving the quality of the educational process, but there are still a number of problems and contradictions that need to be addressed: the need to improve the quality of preschool education and the lack of readiness of individual employees and teachers to solve this problem in practice; the need of all subjects of the pedagogical process of the kindergarten for the quality preparation of future students and the lack of effective measures for the self-development of each employee involved in the educational process of the kindergarten.

The results of practical research of the staff of the kindergarten "Smile" were innovative pedagogical projects, a development program, the main educational program, innovative technologies for organizing the educational process and new approaches to managing the quality of preschool education in a kindergarten of a general developmental type with priority implementation of activities for the cognitive and speech development of children in conditions for the introduction of the GEF of preschool education.

Agreeing with the statement of V.V. Alekseev, we can conclude that the personnel potential of the kindergarten "Smile" has certain quantitative, qualitative and structural characteristics that determine the principles on which the management of personnel policy in an educational organization should be based:

Compliance of the labor potential with the nature, volume and complexity of the performed labor functions and types of work;

The conditionality of the structure of the labor potential by the material factors of the educational process;

Efficient use of labor potential;

Creation of conditions for the professional and qualification development of personnel, promotion and expansion of the profile, skills and abilities of employees.

The combination of qualitative and quantitative characteristics of human resources, as well as the principles of managing them, gives an idea of ​​the state of the personnel of a preschool educational organization and trends in its change for the purposes of managing the formation and development of human resources, including:

planning,

Analysis and development of measures to improve the efficiency of the use of kindergarten labor resources.

The requirements of the Federal State Educational Standards for the conditions for the implementation of the main educational program among the most significant are the psychological and pedagogical service, material, technical and financial conditions, developing the subject-spatial environment and staffing.

Taking into account that the Federal State Educational Standard for Preschool Education directs the efforts of all employees of the kindergarten to achieve the goals: to increase the social status of preschool education, ensuring equal opportunities for each child - preschooler in receiving high-quality preschool education and state guarantees of the level and quality of education, the level of the formation of the human resources potential of the municipal budgetary preschool educational institution of the kindergarten "Ulybka" with the priority implementation of activities for social and communicative development and the following conclusions were made:

1. Professional training of personnel is characterized by a sufficiently high educational level and experience in managerial and pedagogical work, but it is necessary to establish a systematic nature of the system for advanced training and professional development of each employee.

2. It is necessary to intensify work with the personnel reserve, making forecasts of potential vacancies for positions included in the staff of a preschool organization, analyzing the age structure of employees, taking into account the expected vacancy of positions due to retirement; average dismissal and other reasons.

3. It is advisable to draw up a plan for filling positions in the context of vacancy forecasts, taking into account the expected vacancy of the positions of employees of the preschool educational institution and analysis of the next certification, interviews with employees about the prospects for their promotion, identifying the inclinations of specialists for the purpose of preliminary selection in the personnel reserve (survey, personal sheets, competitive selection, recommendations).

4. The organization of permanent seminars in order to train personnel with new professional thinking, employees of the department of labor and employment, experienced teachers and leaders will bring an opportunity to increase the level of theoretical and methodological preparedness of the preschool staff.

5. It is necessary to intensify work in the information and analytical direction: the creation of creative groups to ensure close ties with the population, study public opinion, exchange experience of the most qualified personnel; analysis of issues of training and placement of personnel, hearing reports from deputy heads on solving personnel problems; organization of a "round table", "straight line" with the involvement of the media: the newspaper "Zarya", Internet resources.

7. A significant decision could be the opening of a permanent section covering the activities of the kindergarten administration in developing the personnel potential of a preschool educational organization on the official website - “Personnel decides everything”, “New appointments”, “Hurry up to learn”.

8. It is advisable to organize a system of vocational training, retraining, advanced training, including distance learning, in new specialties, advanced training of employees in the system of coursework and methodological work, training in specialized areas of activity for short-term programs of persons in the personnel reserve and reserve management personnel of a preschool educational organization.

9. It is possible to conduct scientific research, personnel monitoring and audit of an educational organization, the creation of databases on successfully working personnel; ensuring a closer connection of students studying at universities with the practice of work of a preschool educational organization.

Thus, addressing the issues of building human resources to ensure the quality of preschool education makes it possible to make sure that properly organized management of the formation and development of human resources is a necessary basis for the development of an organization in the context of the Federal State Educational Standard. At the same time, the management system for the formation and development of personnel potential ensures continuous improvement of methods of working with personnel based on the use of achievements of domestic and foreign science and best practices.

WITHbibliography:

1. Alekseev, V.V. The personnel potential of the industry. [Text] / V.V. Alekseev. - M.: Knowledge, 2012. - 64 p.

2. Atasov, A.L. Management activity: Practice and reserves of the organization. [Text]/A.L. Atasov. - M.: Sphere, 2011. - 251 p.

3. Bagautdinova S.F. Management of preschool education. [Text] / S.F. Bagautdinova, L.N. Sannikova.- M.: Flinta, 2015.-150 p.

4. Golitsyna, N.S. The system of methodological work with personnel in a preschool educational institution. [Text] / N.S. Golitsyna. - M.: PRIOR, 2007. - 405 p.

5. Zaitsev, L.G. Strategic management. [Text] / L.G. Zaitsev, M.I. Sokolova. - M.: Delo, 2012.-144 p.

6. Kibanov, A.Ya. Organization personnel management. [Text] / Ed. A.Ya.Kibanova. - M.: INFRA - M, 2006. - 638 p.

7. Kurevina, O.A. The concept of education: a modern view [Text] / O.A. Kurevina, L.G. Peterson. - M.: APKiPRO, 2014. -136 p.

Is it possible to combine the main groups in a preschool institution contained in Law No. 273-FZ, GOST DO and GOST R 52113–2003 into a single scheme? Let's try together with the magazine's expert.

The problem of improving the level of services provided is in the center of attention of almost all sectors of the social sphere. On the one hand, this is due to a change in state policy in the provision of social services to the population, where the criteria for the effectiveness and efficiency of budgetary investment play a key role. On the other hand, there is a general unwillingness of the social sphere to present such indicators to society and the state as convincing evidence of its continuous improvement and development.

In order for a preschool institution to need documented requirements that list all the main quality characteristics with specific parameter values. In the manufacturing sector, requirements are set for almost all mass-produced products. In the non-manufacturing sector, this is difficult to do. The official requirements currently available in most social sectors do not cover the whole variety of qualitative characteristics of objects and phenomena. There is also no scientifically substantiated system of parameters for assessing the quality of education in a preschool institution.

In addition to indicators, the assessment system includes such elements as sources of information, subjects, objects and assessment procedures, methods and methods of measurement, which are also not well developed.

In this regard, the system for assessing the quality of education in a preschool institution can only be discussed in the future tense. However, many structural elements of this system are already defined in various regulatory documents. Thus, the Decree of the Government of the Russian Federation of August 5, 2013 No. 662 approved the rules for monitoring the educational system. According to paragraph 2 of these rules, monitoring is carried out for the purpose of information support for the development and implementation of the state policy of the Russian Federation in the field of education, continuous system analysis and assessment of the state and prospects for the development of the educational system. In accordance with paragraph 13 of part 3 of Art. 28 of the Federal Law of December 29, 2012 No. 273-FZ "On Education in the Russian Federation" (hereinafter - Law No. 273-FZ), educational organizations are required to conduct self-examination and ensure the functioning of the internal system for assessing the qualitative characteristics of the educational system. This law includes norms for the control of the qualitative characteristics of educational activities by state supervision bodies, for an independent assessment of the qualitative characteristics of educational activities in order to provide information on the level of organization of the work of institutions engaged in educational activities.

Internal and external assessment of the quality of education in a preschool institution

In accordance with regulatory documents in the field of assessing the qualitative characteristics of educational activities, two subsystems are distinguished: internal and external. Internal evaluation includes an evaluation by the leaders and employees of the educational organization of their work, as well as an evaluation of the activities of the educational organization by parents who are consumers of the services of this organization.

An external assessment of the quality of education in a preschool institution involves an assessment by supervisory authorities, professional communities, public and other organizations. At its core, any external evaluation is independent of the organizations that are being evaluated. However, in Law No. 273-FZ, an independent assessment of qualitative characteristics has a narrower interpretation, within which the subjects of assessment, general assessment criteria and other requirements are established. The assessment of the founder (owner) can be considered both as an internal and as an external assessment, depending on the scale of the object of assessment. In table. 1 shows the main characteristics of the external and internal subsystems for assessing the quality of education in a preschool institution.

Table 1

The main characteristics of the external and internal subsystems for assessing the quality of education in a preschool institution

Elements of the system for assessing the quality of preschool education	Subjects of evaluation
	Internal evaluation			External and internal evaluation	External evaluation
	Employees	Parents brought upnicknames	Administration of a preschool organization	Founder	Supervisory authorities	Professional experts	Public Experts
Assessment Procedures	self-examination	Not installed	Internal quality assessment system	Control, monitoring, rating	Licensing, state supervision	Certification, examination	Independent quality assessment
Indicators and evaluation criteria	Established by the Ministry of Education and Science of Russia and a preschool organization	Established by a preschool organization	Established by requirements, regulations, standards, as well as a preschool organization	Established by requirements, regulations, standards, as well as the founder	Established by requirements, regulations, standards	Established by requirements, regulations, standards. Determined by experts	Installed by the Ministry of Education and Science of Russia. Additional indicators are established by public councils
Assessment Methods		Survey	All known quality assessment methods				Ranking publicly available data

Thus, the regulatory legal acts establish some assessment procedures (monitoring, self-examination); separate lists of criteria have been approved. However, a holistic model of the system for evaluating educational activities has not been built to date: a number of basic concepts do not have unambiguous definitions, the content of the list of indicators has not been singled out, methods and mechanisms for evaluation have not been described. All these questions are addressed to the heads of educational organizations and education authorities for independent search for solutions.

Indicators of the quality of education in a preschool institution

According to paragraph 1 of part 2 of Art. 23 of Law No. 273-FZ, a preschool educational institution carries out educational activities in preschool educational programs, as well as childcare and childcare. That is, two main types of activities have been identified that should form the basis of a system of indicators for assessing the quality of education in a preschool institution. At the same time, the very concept of "quality of education" is defined as a complex characteristic of educational activities and training of a student, expressing the degree of their compliance with federal state educational standards, educational standards, federal state requirements and (or) the needs of an individual or legal entity in whose interests educational activities are carried out, including the degree of achievement of the planned results of the educational program (clause 29, part 1, article 2 of Law No. 273-FZ).

The educational activities of the kindergarten are regulated by the federal state educational standard for preschool education, approved. by order of the Ministry of Education and Science of Russia dated October 17, 2013 No. 1155 (hereinafter referred to as the Federal State Educational Standard), which establishes the requirements:

to the structure of the educational program of preschool education and its volume; the conditions for the implementation of the main educational program of preschool education; the results of mastering the main educational program of preschool education, which are presented in the form of targets for preschool education and, according to a special instruction, are not subject to direct assessment and cannot serve as indicators in assessing the quality education.

In this case, it is not easy to determine the quality of education in a preschool institution, since there is no standard for child care and supervision. However, the general content of this type of activity is given in paragraph 34 of Art. 2 of Law No. 273-FZ: babysitting and childcare - a set of measures for catering and household services for children, ensuring their personal hygiene and daily routine.

In addition, Law No. 273-FZ separately identifies the requirements for the protection and promotion of the health of students, which apply to both types of activity. Supervision and care and educational activities are also subject to the requirements of:

SanPiN 2.4.1.3049–13 "Sanitary and epidemiological requirements for the arrangement, maintenance and organization of the operating mode of preschool educational organizations", approved by the Decree of the Chief State Sanitary Doctor of the Russian Federation dated May 15, 2013 No. 26; PPB-101-89 "Fire Safety Rules for General Education schools, vocational schools, boarding schools, orphanages, preschool, out-of-school and other educational institutions”, approved by order of the State Education of the USSR dated 04.07.1989 No. 541 “On the Enactment of the Fire Safety Rules”.

The combined requirements of all these regulatory legal acts can serve as the basis for determining the relevant parts in the system of education quality parameters in a preschool institution. However, there are other subjects of evaluation, the requirements of which must also be taken into account. First of all, we are talking about the consumers of ECE services.

The national standard of the Russian Federation GOST R 52113–2003 “Services to the population. The nomenclature of quality indicators”1 (hereinafter referred to as GOST R 52113–2003) establishes the procedure for determining the lists of indicators that correspond to the objectives of quality management, where the main reference point is customer satisfaction. This document defines four main universal groups of indicators of qualitative characteristics. They are a general guide for providers of any service, and therefore their application in each specific area, including in the field of assessing the quality of education in a preschool institution, requires the author's interpretation. The first group: purpose indicators, which highlight the main properties of the service, its compatibility with other services and requirements, the conditions for the provision of the service, specific characteristics associated with a particular type of service. The second group: security indicators, where 10 types of security are distinguished. The third group: indicators of the reliability of the provision and results of the service. The fourth group: indicators of the professional level of personnel. Based on these four groups, it is possible to present the parameters of the system for assessing the quality of education in preschool educational institutions in terms of meeting consumer requirements as follows (see Table 2.)

table 2

Approximate parameters of the system of indicators of the quality of education in a preschool institution (based on GOST R 52113–2003)

Name of groups of quality indicators	Scorecard parameters
Purpose of the service	1. Main features of the service: convenient mode of operation; the presence of medical workers, speech therapists and other highly specialized specialists; the occupancy of groups, the number of pupils per teacher; the volume of labor duties of staff in the implementation of supervision and care for children, taking into account additional requests of the family; the amount and procedure for paying for kindergarten services, the availability of benefits, etc. 2. Service compatibility: functional (continuity in the content of work with educational organizations of a different level of education); informational (correspondence of the volume, type and form of providing information about the child and the services provided to the requirements of the parents). 3. The quality of the service: the state of the material and technical base; sanitary and hygienic conditions; ethics of personnel communication; the possibility of obtaining additional services; availability of conditions for the provision of services to children with disabilities, other categories of consumers with special needs; aesthetics and comfort of the premises
Service security	Electrical safety. Fire safety. Sanitary and hygienic safety. Safety of gaming equipment, including those installed in walking areas. Safety of landscaping of interiors and walking areas. Security created by special protective equipment (fencing, organization of access control, equipping with alarms, etc.). Process equipment safety. Specific types of security for certain types of services (swimming training, physiotherapy, etc.)
Service reliability	Stability of the production schedule of the kindergarten, fulfillment of obligations stipulated by the contract with parents
Professional level of staff	General and profile training of personnel. Qualification level of personnel and skills to perform complex work, including those based on the results of participation in professional skills competitions. Knowledge of and compliance with the requirements of documents regulating the professional activities of teaching staff (including safety requirements). Compliance with professional ethics of behavior, which includes such qualities as: ethics, goodwill, courtesy, communication skills; attentiveness and courtesy in relations with consumers of services; the ability to create a homely atmosphere, show patience, endurance, avoid conflict situations

From Table. Table 2 shows that using the indicators recommended by GOST R 52113–2003, it is possible to significantly expand the idea of ​​the qualitative characteristics of educational activities in preschool education, which is given by the Federal State Educational Standard. For example, indicators appear that characterize the main properties of the service, which are established and controlled by the founder (owner). Reliability indicators and compatibility indicators are added, which are guided not only by the parents of the pupils, but also by the pedagogical workers of the next level (school).

Combining the main groups of indicators of quality characteristics contained in Law No. 273-FZ, Federal State Educational Standards and GOST R 52113-2003, we obtain a generalized scheme of the system of indicators of the quality of education in a preschool institution.

Obviously, there can be so many indicators that potentially fit into the presented scheme that their collection and processing will take up a significant part of the time of kindergarten workers. To prevent this from happening, it is necessary to limit the list of assessed indicators of the quality of education in a preschool institution, i.e., to highlight individual key (indicative) indicators.

Regulations

• Federal Law No. 273-FZ of December 29, 2012 “On Education in the Russian Federation”
• Decree of the Government of the Russian Federation of August 5, 2013 No. 662 “On monitoring the education system”
• Decree of the Chief State Sanitary Doctor of the Russian Federation dated May 15, 2013 No. 26 "On approval of SanPiN 2.4.1.3049-13" Sanitary and epidemiological requirements for the device, content and organization of the operating mode of preschool educational organizations ""
• Order of the Ministry of Education and Science of Russia dated October 17, 2013 No. 1155 "On approval of the federal state educational standard for preschool education"
• Order of the State Education of the USSR dated 04.07.1989 No. 541 "On the Enactment of the Fire Safety Rules"
• GOST R 52113–2003 “Public services. Nomenclature of quality indicators”, approved. and put into effect by the resolution of the State Standard of Russia of July 28, 2003 No. 253-st

1 Approved and put into effect by the Decree of the State Standard of Russia dated July 28, 2003 No. 253-st. It becomes invalid from January 1, 2016 in connection with the publication of the order of Rosstandart dated November 6, 2014 No. 1482-st. Instead, GOST R 52113–2014 is being put into effect.

Ensuring the continuity of control over the compliance of the educational process and the results of activities with external state requirements for the quality of education in a general educational organization. Organizational and methodological support for the collection, processing, storage of information on the state and dynamics of indicators of the quality of education.

Organization of a system for assessing the quality of education in preschool educational institutions

Municipal preschool educational institution

"Child Development Center - Kindergarten No. 98"city ​​of Magnitogorsk

Topical issues of development and functioning of the internal system for assessing the quality of education in educational institutions. Ensuring the continuity of control over the compliance of the educational process and performance results with external state and intra-organizational requirements for the quality of education in a general educational organization in accordance with paragraph 3 of article 28 of the Federal Law "On Education in the Russian Federation" is carried out through an internal system for assessing the quality of education (hereinafter referred to as VSEKO ).

VSOKO refers to continuous intra-organizational quality control of education in order to determine the level of its compliance with established standards and make management decisions aimed at improving the quality of education in a general education organization.

Target: Qualitative assessment and correction of activities, environmental conditions of the institution to prevent possible adverse effects on the quality of services provided.

Tasks:

1. Obtaining objective information about the functioning and development of preschool education in the Establishment, trends in its change and the reasons that affect the quality of education.
2. Organizational and methodological support for the collection, processing, storage of information on the state and dynamics of education quality indicators.

3. Providing all participants in the educational process and the public with reliable information about the quality of education.

4. Taking reasonable and timely management decisions to improve education and raising the level of awareness of consumers of educational services when making such decisions.

1. Conducting a self-examination.

Main principles monitoring are integrity, efficiency, information openness to the results.

OOP MDOU:

• Additional educational programs implemented at MDOU
• Joint educational activities in the daily routine and organization of directly educational activities
• Protection and promotion of children's health
• Implementation of a priority area of ​​activity in the system of additional education
• Logistics conditions

Assessment maps of the subject-developing environment, analytical reports of teachers once a month on how the subject-spatial environment in the group changes.

• Requirements for staffing conditions
• Financial conditions (financial security)
• The level of achievement of the results of mastering the main educational program
• The quality of the organization of the educational process;
• Innovative activity.

Compliance of the structure and content of the working training programs with the established requirements

Provision of groups with teaching aids, didactic material, visual aids

Data collection methods:

• survey;
• questioning;
• testing;
• document analysis;
• conversations;
• sociometric research;
• statistical research;

To create and implement internal monitoring of the quality of education, it does not follow that in all educational institutions this should be done in exactly the same way, therefore today each educational institution has the right to independently determine both the procedure and the content of the ESEKO program, taking into account its specifics, and it must implement it on its own.

The created system of types of practical activities of an educational institution should be regulated by documents that must be followed when developing a monitoring system for assessing the quality of education in a preschool organization.

• Order of the Ministry of Education and Science of the Russian Federation dated October 17, 2013 No. 1155 “On approval of the federal state educational standard for preschool education;
• SanPiN 2 2.4.1.3049-13 "Sanitary and epidemiological requirements for the device, content and organization of the work regime in preschool organizations";
• Letter of the Department for Supervision and Control in the Sphere of Education of the Ministry of Education of the Russian Federation dated July 31, 2012 No. 03-20 / n-20 “On the organization of internal monitoring of the quality of education in an educational institution”;

The legal regulation of the functioning of the system of internal monitoring of the quality of education consists in the preparation, adoption, approval and implementation of the local regulatory act "Regulations on the internal system for assessing the quality of education in DO" which establishes the content, structure and procedure for internal quality monitoring in the institution.

The following terms are used:

The quality of education - an integral characteristic of the education system, reflecting the degree of compliance with the personal expectations of the subjects of education, the conditions of the educational process, regulatory requirements, criteria determined by the state standard and social needs.

Condition quality - this is the implementation of sanitary and hygienic standards for the organization of the educational process; catering in a preschool institution; implementation of measures to ensure the safety of pupils in the organization of the educational process.

State standard determines the mandatory minimum content of educational programs, the maximum amount of teaching load for pupils, requirements for the level of development of integrative qualities of graduates of a preschool institution, requirements for the conditions for organizing the educational process.

Criterion - the sign on the basis of which the assessment is made, the classification of the assessed object.

Monitoring in the education system - a comprehensive analytical tracking of processes that determine quantitatively - qualitative changes in the quality of education, the result of which is the establishment of the degree of compliance of the measured educational results, the conditions for their achievement and the provision of the system of state and public requirements for the quality of education fixed in regulatory documents and local acts, as well as personal expectations of students.

Expertise - comprehensive study and analysis of the state of the educational process, conditions and results of educational activities.

Measurement - assessment of the level of educational achievements that have a standardized form and the content of which corresponds to the implemented educational programs.

An equally important requirement in the case of legal regulations for internal quality monitoring is the introduction of additions to the job descriptions of employees.

The instructions must state: In his activities, the employee (position) is guided by the charter, other local acts of the preschool educational institution, including the program for internal monitoring of the quality of education.

And in the function of an employee: the employee performs the functions assigned to his competence in accordance with the approved program for internal monitoring of the quality of education.

The algorithm for introducing a system for assessing the quality of educationalservants in preschool

Creation of a pedagogical asset of a preschool educational institution to develop a program for a system for assessing the quality of educational services of a preschool educational institution;

The working group develops a program for internal evaluation of the education quality system and develops a methodological work plan for the introduction of the VSOKO DOE program; Determines the parameters that characterize the compliance of the developed and implemented preschool educational institution with the Main General Education Program of Preschool Education with the requirements of the current regulatory legal documents; Develops technological maps, diagrams, tables, for internal monitoring of the assessment of the quality of education in preschool educational institutions.

(The activities of the working group should be reflected in the minutes)

How to organize the procedure for conducting a system for assessing the quality of educational services in a preschool educational institution;

Issuance of the Order on the assessment of the quality of educational services in preschool educational institutions (appointment of responsible persons, setting deadlines);

Collection and processing of data (data are registered in the monitoring program for assessing the quality of education)

Analysis of the results of assessing the quality of educational services in preschool educational institutions;

Analysis of the degree of compliance with the requirements of regulatory legal documents developed and implemented by the preschool educational institution of the Main general educational program of preschool education

Identify weaknesses in the DFID and identify ways to improve the content of the program

Identification of shortcomings in the implementation of the HFEI and identification of ways to solve problems

Determining the overall result of assessing the quality of educational services in preschool educational institutions

Making management decisions based on the results of assessing the quality of educational services in preschool educational institutions.

Inclusion of measures to improve the conditions for the implementation of the EITI in the annual work plan of the institution for the next academic year; Familiarization of parents and the founder with the results of the audit.

Encouragement of teachers whose pupils showed the best results in the development of OOPDO

Improvement of SOCO DOW.

The program of the system for assessing the quality of education in preschool educational institutions will allow:

1) Streamline the system for monitoring the quality of educational services in preschool educational institutions;

2) To increase the efficiency of quality management of educational services in preschool educational institutions;

3) Ensure the quality of educational services in accordance with the needs of consumers.

The concept of the quality of preschool education for this preschool organization is also disclosed and the functions of the assessment system are given:

• informational;
• incentive;
• formative;
• correctional.

The second part contains a description of the object, subject, methods, quality assessment technologies, its structural elements: self-examination, monitoring and control, description of organizational mechanisms, frequency and timing of assessment.

Organization of the evaluation system The internal evaluation system is based on the program, which determines the directions, form, timing, procedure and responsible executors. On its basis, an annual cyclogram is compiled, which is approved by the order of the head of the preschool educational institution and is mandatory for the employees of the preschool educational institution. The composition of the responsible executors is approved by the order of the head of the preschool educational institution. This may be a deputy for educational work, a senior educator, teachers and members of the parent committee.

Algorithm for the implementation of the evaluation system

• Definition and justification of the object of assessment.
• Data collection.
• Creation of databases for storage and operational use of information.
• Processing of received data.
• Analysis of the received data.
• Preparation of documents based on the results of the analysis of the received data.

Only teachers who work directly with a particular child and his parents are allowed to the results. When representatives of inspection organizations demand to show the results of diagnostics, they are shown only in a generalized form - how many children showed an average, high or low level of development, the results of a particular child are not given.

Types of control:

1. Operational - assessment of the current state of affairs in rather narrow areas of activity. 2. Precautionary - prevention of shortcomings and selection of rational solutions to problems (carried out before serious checks).

3. Srezovy - diagnostics of children according to the sections of the program.

4. Thematic - a deep study of the state of affairs. 5. Final - evaluation of the results of the work of the teaching staff at the end of the reporting period.

Questions for operational control are divided into three categories according to the object of assessment: the organization of the pedagogical process, the developing subject-spatial environment and the achievements of children. Questions of the first category assess the quality of the educational process. The first category includes questions about organizing a walk, preparing teachers for classes, using didactic and directing games, supporting children's initiative and independence by the teacher (the motor mode of children on a walk, observing nature, the availability of portable material, developing didactic games and organizing labor activity)

• content saturation - the availability of teaching aids, materials, inventory and equipment that will provide play, cognitive, creative and physical activity of children;
• variability - the presence of spaces for playing, designing, solitude, and so on, a variety of materials and their periodic replacement;
• transformability - the possibility of changes depending on the educational situation, interests and abilities of children;
• accessibility - free access to the premises, to toys and materials;
• safety - compliance with sanitary and epidemiological standards and fire safety rules.

Achievements of students speak about the quality of the results of the educational process. The third category includes issues for consideration: pedagogical observations, the preschooler's portfolio, and the results of pedagogical diagnostics. Thematic control consists in a thorough study of the state of affairs in a particular area of ​​work with children. Based on the results of the analysis of the results of the current control, a specific action plan is adopted to correct the educational process. Final control helps to study the final results of the work of the DOW team. It is held at the end of the semester and the academic year.

Quality control of the educational process, conditions and results helps to detect and eliminate shortcomings, gives the leader reliable information for making managerial decisions.

Prepared by the senior teacher Tsybulko Tatyana Dmitrievna

Report

“Improving the quality of preschool education

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

Borisova Ludmila Valentinovna,

Head of MBDOU "Solnechny"

Dear Colleagues!

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

The system of preschool education 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 characteristics of the development of the child.

One of the priority areas for the development of the system of preschool education in 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, it is necessary to improve the quality of preschool education 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 head of the kindergarten.

GEF defines a new idea of ​​the content and organization of preschool education, namely:

Set of educational areas

The formation of a common culture, the development of "qualities, the formation of the 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 the joint activities of an adult and children (directly educational activities and activities during regime moments), independent activities of children, in interaction with families of preschoolers.

Thus, new requirements are 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 the team of authors led by T.I. Babaeva in groups of general developmental and combined orientation.

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

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

. software and methodological support of the kindergarten;

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

. logistics (groups, offices, equipment);

. subject-spatial developing environment;

. innovative activity;

. information technology support of the institution.

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

A lot has changed in a short time: a large number of different types of preschool institutions, programs, educational technologies have appeared, children and parents have changed, the developing environment has changed, the society itself has changed, in which new situations constantly arise. I believe that all this makes teachers of the preschool education system move from a simple transfer of knowledge to children to the formation of the ability to learn, acquire and analyze knowledge yourself.

I am sure that the quality of preschool education to a decisive extent depends on the staffing of specialists working in the preschool sphere, their level of professional readiness, 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" informational and advisory seminars, meetings with the head, teaching hours, master classes were held, the topics of which included issues of the implementation of the Federal State Educational Standard.

Of great importance, in my opinion, is the information and technological support of the activities of the kindergarten, the introduction of computer technology, the use of electronic programs and manuals to improve the efficiency of teachers, share experiences, reduce labor intensity in work. And here I especially want 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 for Preschool Education. The life of the kindergarten is also widely represented in the publications of the district newspaper.

In the current academic year, according to the state standard, we purchased TCO tools (a laptop, a printer with a scanner, a widescreen 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 mode of implementation of the Federal State Educational Standard, conditions have been created for passing advanced training courses on the basis of the Regional Regional Education and Research Center of Saransk, in other regions in a remote form, in an on-line form via the Internet - these are webinars.

An important condition for the quality of preschool education is the organization of a subject-spatial developing environment, the filling 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 know the world, act in the world (preserve the existing, transform and create a new one), and manifest attitudes towards the world.

We use new approaches to modeling the developing environment - after all, our preschool educational institution is typical, therefore, various options for its organization are provided with a multifunctional use of all the possibilities of the premises. To ensure the optimal balance of joint and independent actions of children in each group, centers have been created for various types of children's activities: motor, play, visual, theatrical, research, as well as conditions for the integration of educational areas. When zoning groups, periodic updating of material and equipment is provided, focused on the interests of different children. To reveal the creative uniqueness of each child, special centers are equipped: natural, in which preschoolers are happy to 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; the center of theatrical and musical activities, where the acting and directing abilities of children are manifested. With great interest, pupils are engaged 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, rules of conduct in extreme situations .

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

Another important aspect of improving the quality of education, I believe, is the creation of favorable conditions for a child to stay in kindergarten and live in it for a full-fledged preschool age.

In 2014 Thanks to the assistance of the district administration, a partial reconstruction was made in the kindergarten - a laundry block was made, which includes a washing, drying and ironing workshop. The vegetable store was repaired.

In a little over two years thanks to the sponsorship of KETZ BL-GROUP LLC and with the personal participation of the director of the enterprise Rudakov V.S. completely replaced water supply and sewer communications around 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 bathroom with a bottom screen in the toilet room of the nursery group). water faucets were replaced in the garden. Toilet rooms were repaired in all group cells. Ceiling lamps were partially replaced in the rooms. (switches with frying panels). The sports hall of the preschool educational institution was overhauled. Children's colorful and warm floor carpet was purchased for the new sports hall. Luminescent waste was disposed of by the sponsor, 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 shade 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 full nutrition of children. During warm and cold periods of time, natural fortification is introduced into the diet of pupils through fruits, vegetables and salads.

I consider health improvement to be one of the main guarantees of successful upbringing and education of a child. In this aspect, in 2015, with the permission of the head physician of the Kovylkinsky interdistrict hospital, 3 bactericidal quartz lamps were allocated to the kindergarten, which makes it possible to disinfect the premises where our children are during their absence, while observing the quartz regime .E held daily air aeration, motor, respiratory and articulation gymnastics, barefoot, dynamic minutes. In period of respiratory diseases - garlic and onion therapy.In the warm period of time, children willingly take air 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 "Lgoped-professional", in 2014 we took first place in the republican competition in patriotism "Raising Patriots of Russia". This academic year, our kindergarten became a laureate of the republican review competition "Green Light" for the best organization of work on the prevention of child road traffic injuries among educational organizations of the Republic of Mordovia.

I'm firmly convinced; everything that surrounds a child in a kindergarten and at home in a family is a tool for his development and, most importantly, that this tool does not harm the little person, but is correctly selected. 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 academic 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 your know-it-alls, fidgets and why-and-nothings sincerely love you, are proud of you and trust you!