Diagnostic technologies for assessing the quality of preschool education. How to combine the main indicators of the quality of education in a preschool institution. Goals and objectives of the internal system for assessing the quality of education in preschool educational institutions

In terms of implementation, the Federal State Educational Standard has great importance... Over the decades, a system of work has developed in educational institutions 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 adjusting the forms, directions, methods and assessment of methodological activities.

Relevance of the issue

Currently, methodological support pedagogical process presented as a specific system through which the teacher implements his own model of teaching, upbringing and development of children. It includes the choice of specific technologies, their implementation and development in the process of activity, individualization and differentiation, changing the content of training. Federal State Educational Standard as a basis for improving the quality of education makes certain requirements for an educational institution. Fulfilling them, the institution does not stop there, it 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 is improving. In the context of the implementation of the Federal State Educational Standard, a preschool educational institution plays no less important role than a secondary educational institution. At this stage, the foundation is laid for the subsequent development of the individual abilities of each child.

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 allows achieving compliance with regional and social needs, 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

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

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

The achievement of the planned level of indicators of pedagogical activity is characterized by the identification of new opportunities and needs of students. This encourages teachers to search to abandon outdated methods and forms of organizing their professional activities. Improving quality primary education in the context of the implementation of the Federal State Educational Standard, the educational institution carries out purposeful development of the system of requirements. Pedagogical environment the institution is in constant renewal, maintaining contact with the information society.

Innovation

They should be understood as methods that significantly change the results of the pedagogical process. These approaches contribute to improving or creating new ones:

To introduce innovations, a systematic strategy for changing the student, teacher, and the entire educational institution is being built. The quality of education in the context of the implementation of the Federal State Educational Standard of NEE is improved by designing processes at the technological, organizational, and content level. These three elements, mutually penetrating each other, form an organic unified system. When you change some components, others are also adjusted. This, in turn, leads to transformations throughout the system. Recently, there has been an intense search for new ideas. At the theoretical and practical levels, issues of humanization, differentiation, profiling, integration are being actively worked out. However, none of these concepts can be considered as the main, all-embracing 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 of the program. The effectiveness of the entire pedagogical system will depend on how fully they correspond to the needs of children. The goal should be the holistic development of the younger generation, readiness for self-determination, creativity and self-improvement, the 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, established by state requirements, results achieved in reality, individual and social expectations. This characteristic shows the degree of assimilation of the content of the educational material, moral, mental and physical development, which 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 is a key indicator of the success of an educational institution. In this regard, the organization of measures aimed at improving it is a priority task for the administration of the institution.

Concretization

The quality of education in the context of the implementation of FSES 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. The assimilation of state standards presupposes the formation of an innovative system for assessing the achievements of children in educational institutions. This, among other things, makes it necessary to create a modern management system.

Expected performance

The key goal of the implementation of educational programs is to ensure the planned results for the achievement of graduates at each level of skills, knowledge, attitudes, competencies and skills. They are determined by personal, social, family, 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. Learned UUD and interdisciplinary concepts.
2. Ability to use knowledge and skills in practice.
3. Independence in planning and teaching, organizing interaction with peers and teachers.
4. Formation of an individual trajectory in education.

Subject results

Among them:

1. Skills mastered by children in the learning process that are specific to a specific subject area.
2. Activities aimed at obtaining new knowledge within the discipline, transforming it and applying it in various situations.
3. Formation of a scientific understanding of the main theories, types of relations, knowledge of terminology, techniques and methods.

Performance criteria

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

Participant opportunities

The conditions in which the implementation of educational programs is carried out must ensure:

One of the key goals facing the teaching staff and educational authorities is the renewal of outdated curriculatechnologies and methods of their implementation, bringing them in 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.

The concept of "quality" is multifaceted and capacious. The development of a systematic approach to quality management originates from the development of product quality standards (Taylor's system, 1905). "Product quality" refers to the totality of consumer properties of these products that are significant for the consumer. The set of these qualities defines the standards. Then the quality standards are selected and the achieved quality is compared with the standard. In the status of such a temporary federal standard preschool education, there used to be Temporary (approximate) requirements for the content and methods of upbringing and teaching implemented in a preschool educational organization, approved by order of the Ministry of Education of the Russian Federation of August 22, 1996 No. 448. They formulated the basic requirements for the conditions of stay of children in a preschool educational organization, and ensuring the quality of educational services was considered as meeting the requirements for software educational process and pedagogical technologies, the nature of the interaction between an adult and a child, as well as to the developing environment of a preschool educational organization.

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

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

Let's analyze what directions of quality improvement conditions of preschool education distinguishes modern science and practice.

First of all, ego financing of preschool educational institutions, i.e. transition to equity financing:

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

At the same time, the assessment of the quality of conditions is carried out differentially - depending on the type of service: services for care, supervision and health improvement 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

		Regulations
Developing	Education - at least six hours a day
(educational) service	1. Regulated activities (educational and other specially organized forms of work), including:	Daily	40 minutes (twice a day for 15-20 minutes)
	Speech development	Two times a week
	Movement development	Three times a week
	Familiarization with the surrounding world, including the development of elementary natural-scientific ideas and ideas about a person in history and culture	Once a week
	Painting	Once a week
	Modeling, applique, design lesson	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		Regulations	Estimated distribution of time per day
	Morning gymnastics	Daily
	Entertainment	Once a week
	Celebration	Once a month
	Note. Long lasting! ns more than 15-20 n is carried out on the basis of basic preschool education. D / call load on dstc educational activity. D educational active When organizing, a periodic change is formed bv activities are carried out in the game	one type of educational activity - 1in. Educational activities oh general educational program [I am evenly distributing the images, a schedule is being developed for a large occupancy, the group is organized by 8-10 people, and the activities are foreseen for 1d. Educational form
	2. Unregulated activities (joint activities of a teacher and a child in group and individual forms of work), including:	Daily	3 h 20 min, including:
		Daily
	Motor activity	Daily
	Research activities	Daily
	Subject-practical activity	Daily
	Creative, artistic and speech activity (drawing, dramatization, reading and viewing books, etc.)	Daily
	Education and training in the process of performing regime moments	Daily	During the day
	Note. It is advisable to use integrated forms and activities
	3. Free time and leisure for children (providing the child with the opportunity to freely express their interests)	Daily	1 h 30 min (during the day)

Components and content of the service for children from three to five years		Regulations	Estimated distribution of time per day
for care, supervision and health improvement	Childcare and supervision - at least 6 hours a day
	1. Organization of regime processes, including:	Daily	5 h 45 min, including:
		Once a day
	stroll	Daily twice a day
	Hygiene procedures (washing, dressing, undressing, toilet)	Daily
	Hardening and other wellness procedures	Daily
	Food intake (breakfast, lunch, afternoon tea, dinner)	Daily
	2. Providing assistance to the child in the performance of regime processes, including:	Daily	During the day
	In hygiene procedures
	In dressing, undressing
	At mealtime
	3. Monitoring the emotional state and well-being of the child during the day (during games, classes, regime 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 can be provided as an additional educational service in accordance with the established rules. Therefore, each preschool educational organization is already in a position to influence the quality of the conditions of upbringing and educational work through the development of projects for the provision of additional services. If the municipal task of the organization can include the provision of not only general education services, but also additional education services, then these services can be financed from the budget of the constituent entity of the Russian Federation by providing subventions to the local budget. If not, then they will be provided as paid educational services.

The quality of service parameters can be as follows:

• 1) compliance of the place of service provision with safety requirements: SanPin, SNiP, fire safety requirements;
• 2) conformity of the place of service the required level provision of materials and equipment;
• 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 of Preschool Education;
• 5) achievement of specified quality indicators of service provision;
• 6) customer satisfaction with the quality of the service.

In this case, items 1-3 characterize the quality of conditions, item 4 - the quality of the process, items 5-6 - the quality of the result of the implementation of the educational program. In general, the assessment of the quality of education in accordance with these requirements is described in the Federal Law "On Education in the Russian Federation": the quality of education is a complex 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 of achievement of the planned results of the educational program.

Let us consider what directions of improving the quality of the preschool education process are highlighted by modern science and practice. Improving the quality of the educational process involves the optimization of a specially organized, developing in time and within the framework of a certain educational system of interaction between educators and pupils, aimed at achieving the set goal and designed to lead to the transformation of the personality traits and qualities of pupils. The quality of such interaction means the optimal selection of mediating goals and objectives, content and methods, techniques and organizational forms of education. It is important that:

• - so that the quality of the preschool education process is consistent with the goals of upbringing and development of children preschool age, educational standards, as well as the needs of consumers of educational services;
• - so that the goals correlate with the methods used in the upbringing and training of preschoolers and cultural and educational work with their parents and take into account the action of all factors that affect 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 of the subject-developing environment and psychological support of the pedagogical team of a preschool educational organization.

It should be remembered that the organization of the subject-development environment (micro- and macro-programs of a preschool educational organization) should be adequate to the educational program implemented in the organization, the peculiarities of the educational process, to 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 for the Quality of Preschool Education. For instance :

• 1) the focus of the educational program on:
  • - the formation of a common culture;
  • - development of physical, intellectual and personal qualities;
  • - formation of prerequisites for educational activities;
  • - preservation and strengthening of 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;
  • - the unity of educational, developmental and teaching goals and objectives of the process of education of preschool children;
  • - a complex-thematic principle of building the educational process, ensuring its motivation;
  • - integration of educational areas;
• 3) reflection in the educational program of the main models of building the educational process (joint activities of adults and children, independent activities of children), including:
  • - leading age activity (play);
  • - organization of specifically children's activities (motor, communicative, cognitive and research, productive, musical and artistic, labor, reading (perception) of fiction);

subject-subject interaction (cooperation) of an adult and children;

• - the ability to take into account the needs and interests of children;
• - the absence of other models of the construction of the educational process (educational, school-lesson, etc.) inadequate for preschool age;
• 4) compliance of the forms of work with children offered 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 educational program of preschool education (from the register of approximate basic general educational 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 main general education program;
  • - the type of educational organization, including the existing priority areas of activity;
  • - the mode of stay of children;
• 7) compliance of the compulsory part of the educational program with the requirements:
  • - to the volume of the compulsory part of the basic educational programs;
  • - to the content of the compulsory part of the main educational programs, including ensuring the implementation of all directions of development in compulsory educational areas;

• 8) compliance of the part of the educational program formed by the participants of 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 of the educational process, including the 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 the current regulatory legal documents for the following sections of the educational program:
  • - explanatory note;
  • - organization of the regime of stay of children in an educational organization;
  • - the content of psychological and pedagogical work on the development of educational areas by children;
  • - content of correctional work;
  • - the planned results of the development by children of the main general educational program of preschool education;
  • - a system for monitoring the achievement by children of the planned results of mastering the program;
• 10) the relationship between the sections of the educational program (no contradictions in the content, the integrity of the educational program).

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

Let us now consider what directions of improving the quality of the results of preschool education are highlighted by modern science and practice. This direction is considered within the framework of quality monitoring.

The term "monitoring" comes from the Latin word "monitor" and means monitoring the state of the environment and technogenic systems, etc. At first it was used in ecology (N.F. Reimers and others), and then it began to be applied 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 distinguished.

Internal monitoring of the quality of education in an educational organization is understood as the activity on information support for the management of an educational organization, based on a systematic analysis of the quality of the implementation of the educational process, its resource support 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 for making informed and timely management decisions aimed at improving the quality of the educational process and educational results;
• - the 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 in achieving the appropriate quality of education.

Monitoring structure in a preschool educational organization can be represented 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, the subjects of monitoring must adhere to the basic principles that allow them to implement their subject position. So, II. I. Tretyakov substantiates the following basic principles of educational monitoring: purposefulness; scientific character; normativity; integrity and continuity; optimality; showiness and effectiveness; competence and duality. EI Terzioglo supplements this list with the principles of continuity, educational expediency, the principle of diagnostic and prognostic orientation. If you systematize all of the above principles of educational monitoring, you get the following picture:

• - purposefulness - compliance of monitoring activities with the general strategic direction of the goal;
• - scientific character - the organization of monitoring based on the latest achievements of pedagogical science and advanced practice, which is built on scientifically grounded characteristics of the educational process, excludes the everyday approach to their assessment, corresponds to the basic laws of the psychologist - pedagogical knowledge and management of pedagogical objects and phenomena;
• - normativeness - reliance in 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 - the experts conducting monitoring must have knowledge of the methods of studying the object and the means of its regulation and correction;
• - duality - the 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 looking at monitoring as an integral, dynamically developing, non-self-regulating system, in which extraneous structural and functional rearrangements take place, which are not only quantitative, but also qualitative in nature. Pedagogical monitoring should determine the moments of transition from one quality to another, correct, maintain or weaken the corresponding tendencies of the educational process;
• - the principle of educational expediency lies in the fact that pedagogical monitoring is not an end in itself, but acts as a means of deep study and a reliable tool for pedagogical management of the educational process. In the use of methods and techniques of pedagogical monitoring, technologies that inflict any damage on the interests, dignity, rights of the child and other participants in the educational process cannot be used;

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

Monitoring purpose in a preschool educational organization - determining the effectiveness of the educational process that contributes to positive changes in the personality of the child, 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 distinguished monitoring items:

• integrative qualities of the personality of the pupil himself - the main indicator of the effectiveness of the educational process;
• the 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-developing environment, software and methodological support of the educational process).

At the same time, researchers stand out a number of conditions, allowing 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-assessment, predictive self-analysis of professional activity and pedagogical self-government;
• distribution of powers among members of the monitoring service;
• generated ™ information flows;
• protection of information from distortion;
• timeliness of processing the information received;
• the 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 the Quality of Education suggests using the following summary table (Table 5.5 )TO

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

• the family's ability 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 specifics of interpretation, depending on the organizational and legal forms and species diversity organizations providing services in the field of preschool education. For example, within the framework of the dissertation research by S.V. Nikitina, a model was developed multilevel assessment of the quality of preschool education, including the characteristics of the main components of this system (target, criterion, technological, organizational). Wherein:

• indicators characterizing the objective component are: dynamics of the development levels of pupils; 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, which is manifested in the dynamics of the average values \u200b\u200bof indicators of this satisfaction.

Draft list of monitored objects and VMCO indicators characterizing them

	monitoring	Indicators	Assessment methods	Responsible
I. Results
	The results of mastering by 11 pupils of the main general educational program of preschool education	The development of educational areas by pupils (%), etc.	Monitoring research		educational
	Pupils health	Dynamics in the proportion of pupils with deviations in health. The share of pupils who go in for sports. Percentage of absences due to illness	Monitoring research	Senior warrior, group educators	educational
	Achievements of pupils	The share of pupils who participated in district, district, city, all-Russian and other events (contests, exhibitions, festivals)	Monitoring research	Senior educator, group educators	educational
	Parental satisfaction with the quality of educational outcomes	The share of parents who spoke positively about the quality of the work of a preschool educational organization (satisfaction of parents with the implementation of the main general educational program of preschool education, the comfort of their children’s stay in a preschool educational organization)	Anonymous questioning		educational

	monitoring	Indicators	Assessment methods	Responsible
II. Implementation of the educational process
	The main educational program of preschool education of 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 educational program of preschool education and the contingent of pupils	Expertise	Senior educator	educational
	Additional educational services	Statistical data on requests and wishes from parents. The share of pupils engaged in additional education programs	Anonymous questioning, monitoring research	Senior teacher 1 student	educational
	Variable forms of preschool education	Availability of variable forms: CIPR, GKP, family kindergarten, lekotek, early assistance service	Expertise	Senior educator	educational
	Developing 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 educator	educational
III. Conditions
	Material and technical security	Compliance of material and technical support with federal state requirements for the conditions for the implementation of the main general educational program of preschool education	Expertise	Head, senior educator	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 main general educational program of preschool education	Expertise	Head, senior educator	educational
	Medical and social security	Compliance of medical and social security with federal state requirements for the conditions for the implementation of the main general educational program of preschool education	Expertise	Head, start and educator	educational
	Staffing	Compliance of staffing with federal state requirements for the conditions for the implementation of the main general educational program of preschool education and the unified qualification reference book for the positions of managers, specialists and employees (section "Qualification characteristics of job positions!	Expertise	Head, senior educator	educational
	Psychological and pedagogical security	Compliance of psychological and pedagogical support with federal state requirements for the conditions for the implementation of the main general educational program of preschool education	Expertise	Head, senior educator	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 main general educational program of preschool education	Expertise	Head, senior educator	educational
	Financial security	Compliance of financial support with federal state requirements for the conditions for the implementation of the main general educational program of preschool education	Expertise	Head, senior educator	educational

The indicated levels of manifestation of the quality of preschool education make it possible to refer it to 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 no longer a basis for certification and accreditation. The accreditation procedure itself no longer applies to a preschool educational organization.

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 on the education system subject to monitoring were approved by the RF Government Decree of 05.08.2013 No. 662 “On monitoring the education system”. The monitoring collects the following information on the development of preschool education:

• a) the level of accessibility of preschool education and the number of the population receiving preschool education ;;
• b) the content of educational activities and the organization of the educational process in educational programs of preschool education;
• c) staffing of preschool educational organizations and assessment of the level of salaries of teachers;
• d) material, technical and information support of preschool educational organizations;
• e) the conditions for obtaining preschool education by persons with disabilities health and disabled people;
• f) the state of health of persons enrolled 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 in the organization of the educational process in preschool educational institutions.

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 Guidelines for the implementation of an independent system for assessing the quality of the 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 on the initiative of legal entities or individuals - in relation to organizations engaged in educational activities and educational programs implemented by them in order to:

• determining the compliance of the education provided with the needs of an individual and a legal entity in whose interests educational activities are carried out;
• assisting them in choosing an organization that carries out educational activities and an educational program;
• increasing the competitiveness of educational organizations and educational programs implemented by them 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 evaluates quality). Such a quality assessment organization shall establish:

• 1) types of education, groups of organizations engaged in 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 the educational program as a mechanism for managing the quality of the work of an educational organization, it is necessary to:

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

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

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

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

Methodical 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: author. dis .... cand. ped. sciences. Veliky Novgorod, 2010.

Lyudmila Kochetova
Implementation of the system for assessing the quality of education in preschool educational institutions

One of the priority directions in the development of the preschool education system is to improve the quality of preschool education in the context of the educational policy of the Russian Federation;

Quality of preschool education - this is such an organization of the pedagogical process in kindergarten, in which the level of education and development of each child increases in accordance with his personal, age and physical characteristics in the process of education and training.

What does it depend on quality preschool organization?

From quality of the teacher's work,

From the relationships that have developed in the team,

From the conditions that the leader creates for the creative search for new methods and forms of work with children,

From objective appraisals the performance of each employee.

The quality of education in a preschool institution is the result of the activities of the team, which is determined by the following positions:

- like a child in an institution implements their right to individual development in accordance with age capabilities and abilities;

- how the pedagogical process in kindergarten is organized (regime, choice of programs and technologies, provision of benefits, system improving the professional growth of teachers through different shapes methodical work, etc.);

- what conditions are created in the preschool organization ( educational environmentfocused on intrinsic value of preschool childhood; positive microclimate in the team; quality work incentive system, creative direction of the team kindergarten and its leader; focus on educational family needs and demands; systematic brainstorming status educational process and making competent management decisions, etc.)

Preschool standard is the standard of conditions. But this does not mean that when building quality assessment systems you need to focus only on conditions.

Vice President, Member expert council for preschool education, etc.... etc. (I will not list all her titles) Oksana Skorolupova notes that quality assessment system is built not in order to call someone good or bad, but so that everyone learns to work qualitativelyso that all educators grow using these tools quality assessments.

To quality assessment system DO has become a tool to improve quality the activities of teachers, it is necessary to approach its construction comprehensively: evaluate not only the conditions built in the kindergarten, but also the pedagogical process itself and its results. Therefore, the tool education quality assessments are:

Self-examination,

Diagnostics,

Monitoring or control. By the way, among scientists there is no clear distinction between these concepts, since all system, and the facts are compared.

Most often, we use the main common forms control: operational, thematic, final.

What do you need evaluate?

In the inner education quality assessment system(ESCO) tracked quality of the educational process, conditions and results of preschool education.

Let's take a closer look at all three points.

1. The quality of the educational process:

What are his questions appreciate:

1.1 quality of the educational program, techniques and technologies used in educational process;

1.2 quality of educational activities - independent and joint activities of children and adults; (as far as the teacher is able to organize various activities, including and independent during the whole time);

1.3 quality interaction of teachers with parents and children in the process of education and training.

Note: It must be remembered that there should not be a classroom-lesson form of teaching, that is, if training model is being implemented, then this indicates the absence quality of education, since it does not correspond to state guidelines in preschool education.

In our preschool educational institution, some control tables have been developed that help us in assessment of the quality of the educational process. (See tables)

2. Quality of educational conditions:

The standard specifies 5 groups requirements:

Financial conditions - provision of state guarantees;

Material and technical conditions - characteristics and equipment of premises with equipment and methodological materials in accordance with regulatory requirements;

Developing subject-spatial environment - compliance with the requirements of the Federal State Educational Standard of DO;

Psychological and pedagogical conditions - personality-oriented interaction of teachers with children, pedagogy of support, providing a choice for a child;

Personnel conditions - job structure, sufficient number and required qualifications of personnel.

Procedure content appraisals includes the issues of certification of teachers, their readiness to improve pedagogical skills ( systematic course completion, participation in the work of the RMO, knowledge and use of modern pedagogical methods and technologies, educational pupils' achievements, participation in professional competitions of various levels, as well as quality work programs and calendar-thematic planning. Must include questions for evaluating the properties of RPSS:

Variability - the presence of space for play, construction, privacy, and so on, varied materials and their periodic replacement;

Transformability - the possibility of changes depending on educational situation, interests and opportunities of children;

Polyfunctionality - the ability to use the components of the RPPS in different types of activity;

Accessibility - free access to premises, toys and materials;

Safety - compliance with sanitary and epidemiological standards and fire safety rules.)

For estimates we use sl... control tables. (See tables)

3. Quality of results from before:

The dynamics of the development of content by children educational program in five educational areas... Comparing a child with himself - how much he has developed over a certain period of time;

Compliance of the results obtained with the planned goals. The goals are formulated on the basis of the targets of the Federal State Educational Standard of DO as social-normative age characteristics of the child's possible achievements.

Procedure content appraisals includes issues of pupils' achievements (including indicators of socialization, as well as participation in various levels of competitions, the results of mastering the main general education program, good manners of preschoolers (social and normative characteristics, parental satisfaction quality of educational results and results of pedagogical diagnostics (through pedagogical observations, preschooler's portfolio.)

For this we use sl. control tables, accounting and analysis schemes. (See tables)

What gives rating system?

Information

Internal rating system helps to find out the effectiveness of the pedagogical process, to obtain information about the state educational activities and feedback... Based on this information, the management of the kindergarten analyzes the effectiveness of education and training, makes management decisions. The positive results are accordingly used to stimulate teachers.

Motivation of teachers

Participation in assessing the quality of caregivers, managers, methodologists and parents increases the level of their pedagogical culture, interest in education, encourages a deeper study of child psychology and introspection of pedagogical work.

Formation of the child's personality

For full the formation of the child's personality, it is necessary to know the strengths and weaknesses of the preschooler, which helps to track quality assessment system... Based on its results, the teacher selects methods and techniques individually for each child. This approach has a positive effect on the level of development of children, as it helps the teacher not to lose sight of the shortcomings and difficulties in educating the child's personality.

Correction of actions

Among the results educational works are found both positive and negative. Internal quality control will help to quickly take measures to strengthen the positive and weaken the negative.

how evaluate?

Educational the organization independently determines the procedure assessing the quality of education within the framework of regulatory documents. The leader organizes the teaching staff for assessing the quality of educational process and conditions created. The Regulation on system of internal assessment of the quality of education in preschool.

In conclusion, it must be said that it is important for all of us to learn that the child is not estimated in comparison with others, but only with oneself. (How has the child changed during a certain time, how much has grown qualitatively). Only teachers working 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 generalized form - how many children showed a low, medium or high level of development. No child-specific results are given. (Skorolupova O.)

However, questions about the results assessing the quality of preschool education are heard at meetings of the pedagogical council, methodological council, meetings with the head. Openness of results appraisals carried out through a public report of the head and placement of analytical materials on the website of the preschool organization

Actuality of the problem According to the new Federal Law "On education in the Russian Federation" preschool education is highlighted as the level of general education, respectively, the state now guarantees not only the availability, but also the quality of education at this stage

Relevance of the problem The Federal State Educational Standard of 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 responsible for the development of state policy and legal regulation in the field of education"

The quality of preschool education At present, pedagogical research of the quality problem is being developed in the following directions: the concept of the quality of education; ways of assessing the quality of education; a mechanism for managing the quality of education; information technology, monitoring and quality of education, education quality management system, etc.

The quality of preschool education Methodological approaches to determining the quality of education are ambiguous: personality-oriented model of education - the quality is determined by the level of personality development; systemic 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; a culture-consistent model defines quality as a person's creativity, 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 set of properties and characteristics of a product or service that make it capable of satisfying a conditional or implied need.

Quality of preschool education The theory of quality management is based on the assumption that quality management activities cannot be effective after the product is manufactured; this activity must be carried out in the course of production. Quality assurance activities that precede the production process are also possible. These two statements are of great importance for the development of an effective technology for managing the quality of preschool education.

Quality of preschool education To ensure quality, it is not enough to establish a marriage; 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 To date, there are no unified approaches to determining the parameters by which it would be possible to identify the quality of preschool education, its results. ??? What do you think, on the basis of what in a preschool educational institution one can judge the quality of preschool education

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

The quality of preschool education 3. the level of the child's readiness for school, which is the basis for continuity with it and provides 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;

The 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 the 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.

The quality of preschool education For children: “a good kindergarten” is where they “play a lot” and learning is carried out in an interesting way for them; For parents: effective teaching of children, "learning without fatigue", which guarantees the preservation of their mental, physical health, maintaining the desire of children to learn and the success of learning, including prestigious subjects: foreign. language, choreography

The quality of preschool education For teachers: preserving the mental and physical health of children, a positive assessment by the heads of preschool educational institutions and parents, the successful development of OOP by all children, maintaining the interest of preschoolers in the educational process and rational use teaching time of children and working time of teachers, providing the educational process with all the necessary aids and equipment

The quality of preschool education For the leaders of preschool educational institutions: the success of the activities of teachers and pupils, the full assimilation of the PLO, the preservation of children's health, the preparation of children for school, the rational use of teaching time and working time of teachers, a high assessment of the activities of teachers by parents and children and an increase in the prestige of the preschool educational institution

The quality of preschool education In the research of L.L. Ivanova and others, the main factors and conditions of preschool education management are highlighted, on which its quality primarily depends: financing of preschool education; the content of preschool education; staffing; formation of a developing environment; collective pedagogical culture; finding a management model adequate to the set tasks; positive motivation of children and their parents; methodological and material and technical support of the educational process, etc.

The 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 can be made individual development children. Such an assessment is carried out by a pedagogical worker in 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).

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

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

The quality of preschool education 4.1. The requirements of the Standard for the results of the development of the Program are presented in the form of targets for preschool education, which represent the social and normative age characteristics of the child's possible achievements at the stage of completion of the preschool education level. The specifics of preschool childhood (flexibility, plasticity of the child's development, a wide range of options for his development, his spontaneity and involuntariness), as well as the systemic features of preschool education (the optional level of preschool education in the Russian Federation, the inability to impute any responsibility for the result to the child) makes it illegal requirements from a child of preschool age to specific educational achievements and determine the need to determine the results of mastering the educational program in the form of target guidelines.

The quality of preschool education 4.5. Targets cannot serve as a direct basis for solving managerial problems, including: certification of teaching staff; assessment of the quality of education; assessment of both the final and intermediate level of development of children, including in the framework of monitoring (including in the form of testing, using methods based on observation, or other methods of measuring the performance of children); assessment of the fulfillment of the municipal (state) task by including them in the performance indicators of the task; distribution of the incentive fund for wages of employees of the Organization.

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

The urgency 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, which ensures continuous monitoring of its state and predicting its development. Pedagogical diagnostics is the process of recognizing various pedagogical phenomena and determining their state at a certain moment based on their use. the parameters required for this

Stages Monitoring Diagnostics MV Krulekht, AN Mayorov and others distinguish the following stages of monitoring: identification and justification of objects; definition of criteria and indicators; selection of appropriate methods; preparation of tools, technological maps; collection of information; systematization and analysis of the data obtained; correlation with previous monitoring results; development of recommendations, correction K. Ingenkamp highlights such stages of diagnosis as: comparison; analysis; forecasting; interpretation; informing about the results of diagnostics and monitoring the impact of various diagnostic methods on the diagnostic object

Functions Monitoring Diagnostics Integrative; diagnostic; expert; informational; pragmatic; securing feedback between the controlling and the controlled information systems; estimated; managerial; orientation; corrective research service

Methods Monitoring Diagnostics Methods of studying the educational process in natural conditions (observation, conversation, questionnaires, analysis of documents, products of activity, etc.) and specially modified 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, there are: passive: observation, questioning, testing, interviewing, analysis of documentation; active: diagnostic experiment, creation of situations, analysis of specific situations

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

Monitoring and Diagnostics In pedagogy, the term “criterion” refers to the various requirements that objects must satisfy. Criterion (measure) - a feature, a property on the basis of which the quality is assessed. Indicator - a qualitative or quantitative characteristic of each trait 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 it is not worth reducing the concept of expertise to an assessment: assessment is a stage expertise (V.A. Bukhvalov, J.G. Pliner); assessment - the method of examination (S.L. Bratchenko); assessment is the result of the examination (M.V. Krulekht) Thus, the expert assessment is a part of the examination.

Types of expert assessments In group expert assessments, the method of agreement of expert opinions is important. In one case, the opinions of experts can be processed by the customer of the examination (at the preschool educational institution - the deputy head of the Department of Internal Affairs, the teacher working in the group). In the other, the experts adopt a common opinion 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 the established requirements and containing a motivated expert assessment, i.e. opinion, judgment of an expert on the subject of examination

Expert opinion An expert opinion may include the following sections: short description problems and formulation of the objectives of the examination; the composition of the expert group; list of information sources; general characteristics the object under study; expert assessments; expert advice

Expert Expert is 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 an 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 proposes to be guided by the following characteristics when choosing experts: 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 a preschool educational institution. The internal expert council is a professional association of teachers, scientists and managers, which is created in 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 the order of the head of the preschool educational institution. The activities of the internal expert council are regulated by the Regulation, which reflects the following sections - general provisions, goals and objectives of the internal expert council, the composition of the internal expert council, organization of activities, documentation and reporting, competence and responsibility

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

The procedure for conducting expert assessments At the effective stage, the opinions of experts are agreed and conclusions are formulated on the analysis and assessment of the object under study. And also being developed guidelines to improve or develop this object

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 human resources in a modern kindergarten in accordance with the requirements of the Federal State Educational Standard.

Keywords: human resources, quality of education, federal state educational standard, preschool organization, kindergarten workers, organization development.

The relevance 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 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 modern conditions implementation of FSES DO is understood by researchers T.I. Alieva, 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 of DO, 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 the 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): social and 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 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, first of all, with its competitiveness in the market of educational services of an urban settlement, district and okrug, it can be argued that this concept is considered as a set of properties of the educational service provided by the kindergarten of the general developmental type "Belochka", which ensures the satisfaction of the internal needs of parents (legal representatives) of pupils for the development of the personality of each preschooler attending kindergarten.

Therefore, we can conclude that the question 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 at 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;

Controlling deviations from goals;

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

Regulation and analysis of performance results.

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

According to the works of A.Ya. Kibanova, O.A. Kurevina, L.G. Peterson et al., The contradiction between the 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 the staff, its replenishment with specialists who have undergone professional retraining and do not have sufficient work experience , led to a low professional level of human resources in 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 DO and Professional standard a preschool teacher, which actualizes the need to plan prospects and effectively solve daily, current and long-term tasks, to achieve the strategic goals of building human resources and developing the organization.

The concept of "human resources", according to the works of L.G. Zaitsev, MI Sokolova, reflects the resource aspect of the socio-economic development of an individual organization. Therefore, the personnel potential of the MBDOU of the general developmental type "Belochka" 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 human resources in our case is used in the sense of hidden opportunities, abilities that can manifest themselves under certain conditions at a certain stage of development of a preschool educational organization.

A.L. Atasov, L.G. Zaitsev, MI Sokolova and other modern researchers understand the human potential 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, the assertion is often encountered that in many preschool educational institutions there is a professional failure of personnel, the inability or unwillingness of kindergarten workers to switch from the development mode and constant, daily business activity, the inability of workers to rebuild, master new methods of work, expanding the range of used educational technologies, studying the scientific and methodological literature, revealing the system of work with the use of modern technologies, which is a problem not only for a single preschool organization, but also for the entire education system, that is, it is a national 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 activities 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) kindergarten pupils. The weaknesses of my work are associated with the objective difficulties of implementing the Federal State Educational Standard.

Having analyzed the management system of a preschool educational organization for last years and the quality of the educational process of MBDOU "Smile", it can be argued that human resources are formed by the integration and dynamics of such moments and aspects of the life of each kindergarten worker, such as:

Personal properties;

General performance;

Professional qualification knowledge, skills, experience;

Creative inclinations, interest;

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

Agreeing with the statement of A.Ya. Kibanov, the formation of the personnel potential of the MBDOU of the general developmental type "Belochka" with the priority implementation of activities on the cognitive and speech development of children, as well as the degree of the corresponding efficiency of the work of each employee, depends not 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 preschool educational institutions.

The efforts of the entire teaching staff are aimed at improving the quality of the educational process, but still there are 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 high-quality training of future schoolchildren 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 team of the kindergarten "Smile" were innovative pedagogical projects, a development program, a basic educational program, innovative technologies for organizing the educational process and new approaches to managing the quality of preschool education in a general developmental kindergarten with the priority implementation of activities for the cognitive and speech development of children in the conditions for the introduction of the Federal State Educational Standard of preschool education.

Agreeing with the statement of V.V. Alekseev, it can be concluded 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 labor potential with the nature, volume and complexity of performed labor functions and types of work;

Determination of the structure of labor potential by material factors of the educational process;

Effective use of labor potential;

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

The set of qualitative and quantitative characteristics of human resources, as well as the principles of their management gives an idea of \u200b\u200bthe state of 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 using the labor resources of the kindergarten.

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

Considering that the Federal State Educational Standard of Preschool Education directs the efforts of all kindergarten employees to achieve the goals: to increase the social status of preschool education, ensuring equality of opportunities for each preschool child in receiving quality preschool education and state guarantees of the level and quality of education, the level the formation of the personnel potential of the municipal budgetary preschool educational institution of the kindergarten "Smile" with the priority implementation of activities on 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 the systematic nature of the system of 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 in connection with retirement; the average dismissal and other reasons.

3. It is advisable to draw up a job replacement plan in the context of vacancy forecasts, taking into account the period of expected vacations of ECE workers and the 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 to the personnel reserve (survey, personal sheets, competitive selection, recommendation reviews).

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

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

7. A significant decision can be the opening of a permanent column covering the activities of the kindergarten administration on the development of the human resources potential of the preschool educational organization on the official website - “Personnel decide everything”, “New appointments”, “Hurry to learn”.

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

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

Thus, solving the issues of forming human resources to ensure the quality of preschool education makes 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 the achievements of domestic and foreign science and advanced experience.

FROMlist of literature:

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

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

3. Bagautdinova, S.F. Preschool education management. [Text] / S.F.Bagautdinova, L.N. Sannikova, Moscow: Flinta, 2015, 150 p.

4. Golitsyna, NS The system of methodical work with personnel in a preschool educational institution. [Text] / N. S. Golitsyn.- 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. Kurevina, L.G. Peterson. - M .: APKiPRO, 2014.-136 p.