Act on the loss of an individual child development card. Card of the psychological development of a child with health insurance. Individual child development chart

PRESCHOOL'S INDIVIDUAL DEVELOPMENT MAP

SurnameZavarzin_______________________________________

NameStepan_____________________________________________

middle nameIvanovich _______________________________________

Date of Birth_21.07.2008.________________________________

Name of parents:

motherZavarzina Natalia Ivanovna____________________________

father Zavarzin Ivan Semyonovich ______________________________

Information about the educational institution:Municipal autonomous preschool educational institution "Kindergarten of the combined type No. 41" Berezka "Balakovo, Saratov region

Individual card child development

Surname, name: Zavarzin Stepan

Date of birth: 21.07.2008

Information about educational institutions that the child attended:

OU name MADOU kindergarten № 41

Date of receipt 08.08.2011

Deduction date May 29, 2015

1. GENERAL INFORMATION

Surname, name: Zavarzin Stepan

Group number 7 preparatory to school

	Early age (2-3 years)		Jr preschool age (3-4 years)		Middle preschool age (4-5 years old)		Senior Preschool Age (5-6 years old)		Senior Preschool Age (6-7 years old)
Height (cm)
Weight, kg)
Health group
Family (complete, incomplete)									full, two children
The degree of adaptation to the conditions of the preschool educational institution ( filled in the cell corresponding to the age of admission to the preschool educational institution)
Leading hand

Physical development(to be completed by the physical education instructor)

Group _№7 preparatory to school

Physical culture instructor Kukushkina S.A.

Diagnosed parameters	2014-2015 beginning of the year			2014-2015 end of the year
	result			result
			Doesn't monitor breathing			high level
			Impact force not worked out			high level
			Does not follow the flight path			high level
Medicine ball throw			No power to throw			high level
Flexibility			Not formed			average level
Equilibrium			Weak static balance			Above average
Endurance			Interest in physical culture is not formed			engaged with interest
			inadequate			high level
			physical qualities in the stage of formation			physical qualities are formed
			improve physical qualities: flexibility, balance, strength			continue to build flexibility

3.Mental development

Surname first name Zavarzin Styopa

Educators: Denisova N.D., Rastrepina L.V.

Educator-psychologist: Ivannikova N.V.

Diagnosed parameters	2014 - 2015the beginning of the year		2014 - 2015 end of the year
	development	Development parameters	development	Development parameters
MENTAL PROCESSES:
Thinking:
Visual-effective		prevails		prevails
Visual-figurative		age appropriate		age appropriate
Logical		In the stage of formation		age appropriate
Attention:		scattered		involuntary attention predominates
Memory
Auditory		Prevails Remembers quickly		age appropriate
Visual				formed
Imagination
Speech		inhibited
PERSONAL QUALITIES
Self-assessment		adequate		adequate
Strong-willed quality		Tries to see it through		Able to finish what he started with everyone
Temperament		phlegmatic person		phlegmatic person
With adults		Keeps in touch
With peers		Doesn't have contact with all children		Trying to be friends
Status in group		Quarrels often		trying to be a leader
General output		At the stage of formation, memory, thinking, communication qualities		The development of mental processes corresponds to age
		Develop mental processes: memory, thinking: teach interaction skills with other children		Mental processes are formed. the child comes into contact with children and adults

Legend: low level 1b), below average (2b), average (3b), above average (4b), high (5b)

4. SUMMARY INFORMATION ABOUT THE CHILD'S ACHIEVEMENT OF THE PLANNED RESULTS OF LEARNING OOP BEFORE IN EDUCATIONAL AREAS

Surname, name of the child: Zavarzin Stepan

Group number 7 preparatory to school

Educators: Denisova N.D. L.V. Rastrepina

Date: September-May

DIAGNOSTICS OF A CHILD'S ACHIEVEMENT OF THE PLANNED OOP LEARNING RESULTS BEFORE (EDUCATIONAL ACHIEVEMENTS)
EDUCATIONAL AREA				2014-2015 beginning of the year		2014-2015 end of the year
				(1-5 points)		(1-5 points
Speech development	Lexico-grammar				find it difficult to compose stories from the picture		composes a related story based on the painting
					does not determine the place of sound in a word		has a rich vocabulary
	Active dictionary,				Weak vocabulary		picks up words synonyms
	Coherent speech				is in a hurry, does not express his thoughts consistently		likes to retell fairy tales
	Preparation for teaching literacy (preparatory group)				The ability to distinguish all sounds by ear and in works is not sufficiently developed native language		can do sound analysis of a word
	Perception of artistic literature				likes to listen and tell fairy tales		reads poetry with expression
Cognitive development	The world	Familiarization with the social. the world			confused in the name of the city's enterprises		consolidated knowledge about his hometown
		Familiarization with the subject. the world			Does not classify items		has an idea of \u200b\u200bgeneralizing words
		Acquaintance with the natural world			has little idea of \u200b\u200bwildflowers		figured out the classification of plants
		Moral patriot. education			treats elders with respect		formed ideas about the patriotism of our people in the Second World War
	FEMP	Quantity and count			Does not own direct and reverse accounts,		likes to solve and compose problems
		Orientation in space and time			find it difficult to determine the position of an object in space		defines parts of the day, days of the week, seasons.
		Shape, size			compares items by size		distinguishes and names geometric shapes
	Pozn-research. active	Sensory development			confuses shades of colors
		Logical thinking, d / games			likes to invent fables		age appropriate
Social and communicative development	Socialization				the child is not in contact with all children		trying to be a leader
					independently maintains order in the group		he is happy to help
					observes the elementary rules of conduct in kindergarten		knows and observes the elementary rules in nature
Artistic and aesthetic development	Visual activity		Drawing		paints objects not neatly, work on the painting technique		distinguishes between genres of fine art
			Molding		owns the techniques of modeling, but does not make efforts to this		loves to sculpt by design
			Application		poor scissors		likes to create images by design
			Applied creativity		prefers natural material		creates crafts from natural materials
	Construction Modeling Activities				builds with pleasure from any constructor		developed creative imagination
	Music				develop an ear for music		knows and names musical instruments
Physical development					teach yourself to organize outdoor games
OLS					pay attention to the peculiarities of his health and body (I need to wear glasses)		familiar with TB in the gym
findings					Attention is not developed, the ability to determine the place of sound in a word is not formed, not sociable		Attention is more stable, speech is formed, trying to make friends with children
					Continue to shape speech development		development is age appropriate
Signature of teachers

Legend: low level 1b), below average (2b), average (3b), above average (4b), high (5b)

5. Map of the formation of prerequisites for educational activities at the stage of completion of preschool education

Surname, name of the child: Zavarzin Stepan

Group number 7 preparatory to school

Educators: Denisova N.D. L.V. Rastrepina

	2014-2015 beginning of the year		2014-2015 end of the year
	(1-5 points)		(1-5 points)
Health and physical activity		observes basic rules of food intake		observes the rules of hygiene
Target benchmarks
Sensory		does not orientate on a sheet in a cage		skills are age-appropriate
Intellectual		in the stage of formation
Regulatory		does not keep in touch with everyone		communicates on an equal footing with peers
Creative		shy		gladly performs leading roles at the holidays
Communicative		Doesn't always know how to negotiate		maintains contact with adults
Ability to form speech utterance		find it difficult to find words for definitions		corresponds to the age norm
Idea of \u200b\u200byourself, of the world around you		Knows family members, lack of knowledge about hometown, symbols		Loves his city, knows the address, his pedigree
		the child is not sociable, interest in fiction is not formed, poor vocabulary		knowledge and skills are formed
		develop an eye, the ability to navigate on a sheet in a cage, form speech, teach builds relationships with children		ready for school

Legend: low level 1b), below average (2b), average (3b), above average (4b), high

6.Individual educational route of the child

for the first half of the 2014-2015 academic year

Surname, name of the child: Stepan Zavarzin

Group number 7 preparatory group for school

Educators : Denisova N.D .. Rastrepina L.V ..

Relevance: has an average level of development in the educational field: "Speech development", "Artistic - aesthetic development", communication qualities are not formed

Purpose:To increase the level of development of the program in the educational area "Speech development", "Artistic - aesthetic development", status in the group

Tasks:

Generate interest in fiction

To develop and enrich the phonemic and lexical - grammatical structure of speech; Develop productive activities (drawing, modeling, application)

Introduce to the fine arts

Form communication skills, develop memory

Implementation of an individual route

Time spending		Result of work	Note
daily	D / and "Find out who's talking", "Guess what's in the bag" ("Magic bag"), "Guess what I'm doing", "Say what sounds", "How the bell rings", "Guess and tell, who screams like. Conversations on the topics of the week and consolidation of the material covered. Reading fairy tales by A.S. Pushkin , Zhukovsky V.A. and other writers.	There is a positive trend in development. In the middle of the year, it has a level of development above average. He became more interested in works of art, developed and enriched the lexico-grammatical and phonemic structure, began to accurately and evenly paint over objects.
2 times per week	Experimenting with water, sand and snow, natural and household materials.
Daily optional	Games: "Who will finish the sentence correctly", "choose the desired picture", "Guess the riddles" "Close the chain",
2 times per week	Sculpting objects using pinching techniques (cat ears), pulling. Game exercise "Feel and blind", "Cut straight." Reinforce the techniques for cutting symmetrical objects from paper folded in half. Exercise in smooth turns of the hand when drawing rounded lines, curls in different directions.
daily	Outdoor games ("The Hunter and the Hares", "Sly Fox", "Trappers") In games, give leading roles, work out the power of throwing a medicine ball
	Board games (small constructor).
daily	Didactic, outdoor games of choice In role-playing games, give leading roles.
Psychologist	Did. Attention games, relaxation, fairy tale therapy, attention exercises	The level of development of attention, concentration and switching increased. The child copes with tasks of a mathematical nature, logical problems.
Teacher speech therapist	Did. Exercise "Caterpillar", "Whose house?" memorizing pure phrases for the sound "Ш"	Sounds are delivered, speech development is normal

School readiness level

(For pre-school age groups)

Important! At the end of the article, a video seminar is presented on the topic "Organization of the work of the psychological and pedagogical service"

Sample chart of individual development of a child
Download in.docx

IN modern conditionsrequiring constant improvement of the quality of education, individualization of education becomes important, the possibility of assessing the individual preparation of a student.

This is a system of psychological and pedagogical influences of a teacher on a student, aimed at identifying the level of motivation and increasing the effectiveness of training. It allows you to make it easier for the student to study, so that he is less tired, and achieves better results in accordance with his capabilities.

New career opportunities

Try it for free! For passing - a diploma of professional retraining. The training materials are presented in the format of visual abstracts with expert video lectures, accompanied by the necessary templates and examples.

This system involves improving the quality of teaching for each student due to: reliance on the personal and cognitive resources of students, i.e.:

• updating them in the classroom;
• creating conditions for the development of cognitive interest or personal qualities;
• minimizing the consequences of students' cognitive and personal limitations.

Individual student development card

Personal and cognitive limitations are qualities that can prevent a student from studying at the level of his abilities, block his desire for a high educational result.
Individualization of training presupposes that teachers know the individual and cognitive style (ISS) of students.

IRS manifests itself in the following aspects:

• the form in which the student operates with information (the language of cognitive processes - images, symbols, words);
• the "way" by which information is processed (logic, intuition, associative links);
• information processing speed;
• time and conditions for the implementation of full-fledged cognitive activity;
• method and efficiency of managing the process of cognitive activity;
• distribution of productive and reproductive types of cognitive activity;
• conditions and ways of overcoming failures and achieving goals;
• conditions and factors affecting the increase or decrease in cognitive activity.

Individualization is carried out along three main lines: educational interaction, the organization of training time for students and the form of educational assignments. Individualization of teaching is necessary at all stages of the lesson - when questioning for verification homeworkexplaining new material.

It is necessary to distinguish between individualization and differentiation of learning. The latter determines the difficulty or ease, the level of accessibility of the task. Different shapes tasks during differentiation are aimed at changing the level of difficulty, with individualization - at increasing the efficiency of completing educational tasks.

An individual development map of a student child is drawn up according to the following scheme:

1. An employee of the psychological service conducts diagnostics of the personal and cognitive characteristics of students, organizes information meetings with children, parents, class teachers. Based on the information received, a child's individual development map is drawn up in the prescribed form.

2. The employee of the psychological service and the class teachers jointly carry out preparation for the consultation, develop recommendations for the class and individual students.

3. At the council, subject teachers get acquainted with the recommendations for the class and individual students.

4. In the event of learning and behavioral difficulties in the classroom for individual students, subject teachers refer to the recommendations provided by the individual student card.

If there is insufficient information in the individual development map of a student child, subject teachers make a request to a psychologist with a request:

• find out the reason for these difficulties;
• develop recommendations for optimizing learning and learning interaction;
• invite parents for joint counseling in order to coordinate actions;
• find literature to improve the effectiveness of teaching in this class;
• help in establishing effective interaction with the student.

5. The class teacher and the teacher-psychologist monitor how subject teachers organize an individual approach in the classroom.

It is convenient for subject teachers to use not an individual student card, but class cards.

How the map of the individual development of the child is drawn can be seen in the presented samples.

• Surname, name:Semyonov Sasha.
• A type nervous system: weak.
• left.
• Activity pace:at the beginning of the school day - a sharp maximum jump, in the middle of the first half of the day - a sharp decline in the rate of activity, by the end of the first half of the day - a slight rise, by the beginning of the second half of the day - a decrease, by the end of the day the rate of activity increases.
• due to sharp jumps in the rate of activity, fatigue sets in quickly, the time of greatest efficiency is the first half of the day, sometimes self-preparation.
• auditory, kinesthetic.
• Motivation to learn:average.

1. Ability to follow instructions is very low.
2. Mathematical abilities (the ability to perform mathematical actions, identify patterns and, based on them, predict) - a low level.
3. Verbal thinking (identifying connections between concepts, finding similar concepts, analyzing and synthesizing concepts, structure of language) is below the norm.

1. Classroom position is neglected.
2. The level of anxiety at school rises in situations where Sasha experiences a strong sense of loneliness, when he lacks the warmth and support of adults.

1. To even out the pace of activity, it is necessary to avoid high loads at the beginning of the school day. At the same time, this is the best time for tests. It is necessary to teach work according to the instructions: ask the boy to repeat it, draw up an algorithm or work plan. Additional classes on the development of thinking are useful. Learning motivation can be increased by appealing to the boy's maturity and by demonstrating confidence in his success.
2. It is necessary to show interest in Sasha's successes and celebrate his achievements both in school and in other areas not related to her, especially in the presence of parents. In cases of emotional breakdowns, switch attention, for example, asking the boy to wash the board or go for chalk. It is useful at such moments for an adult to talk to him quietly or use humor.

1. The amount of homework. Due to rapid fatigability, it is necessary to teach the boy to carefully plan his homework.
2. Oral subjects. It is useful for Sasha to use visual images when answering.
3. Written items. Due to weak internal control, the boy needs external control from adults.
4. Taboo (strictly prohibited). You cannot ignore any behavior of Sasha, it is important to understand what exactly he wants to say with this behavior.
5. "Harbingers of the storm" are behavioral signs of the ensuing emotional outburst. In situations of strong emotional arousal, he can scream loudly, fight, refuse to fulfill any requests, swear.

Sample 1
Download in.docx

Individual development map of a student child: sample

• Surname, name:Ivanov Grisha.
• Nervous System Type:middle.
• The dominant hemisphere of the brain:right.
• Activity pace:at the beginning of the school day - the maximum sharp jump, by the middle of the first half of the day there is a sharp decline in the pace, which lasts until the end of the day.
• Fatigue and performance:working capacity is maintained in the first half of the day.
• Leading representational system:visual.
• Motivation to learn:average.

The level of formation of cognitive processes:

1. Ability to follow instructions is below normal.
2. Mathematical abilities (the ability to perform mathematical actions, identify patterns and, based on them, predict) - below normal.

Personal and communication characteristics:

1. The level of anxiety at school is normal, but it can increase in situations of presenting oneself in front of the class and is expressed in aggressive behavior towards classmates.

1. It is necessary to teach how to work according to the instructions: ask the boy to repeat, draw up an algorithm or work plan. Additional classes on the development of thinking are advisable. It is helpful to increase learning motivation by demonstrating the boy’s success to the class and eliciting peer approval for his learning success.
2. Support Grisha's endeavors, celebrate successes in front of the class, make him responsible for completing a task and support the manifestation of the masculine principle.

1. The amount of homework. Able to perform its full volume, but individually (without the help of friends) and under the close supervision of an adult.
2. Oral subjects. When preparing them, it is necessary to recite the read aloud to an adult (teacher) several times.
3. Written items. It is necessary to teach the boy to plan the execution of tasks, to encourage the right thing done.
4. Taboo (strictly prohibited). Disregard vulgar jokes about girls (it is important to show Grisha how he looks at this moment from the outside).

Sample 2
Download in.docx

Child's individual development chart: sample

• Surname, name:Petrov Vasya.
• Nervous System Type:medium-weak.
• The dominant hemisphere of the brain:ambidextrous (left-right).
• Activity pace:the maximum jump at the beginning of the school day is replaced by a decline in the rate of activity until the middle of the second half of the day, then there is a slight rise and then a final decline in the rate of activity.
• Fatigue and performance:despite the sharp ups and downs of the rate of severe fatigue during the day is not observed.
• Leading representational system:auditory.
• Motivation to learn:very high.

The level of formation of cognitive processes:

1. Ability to follow instructions is normal.
2. Mathematical abilities (the ability to perform mathematical actions, identify patterns and, based on them, predict) are normal.
3. Verbal thinking (identifying connections between concepts, finding similar concepts, analyzing and synthesizing concepts, the structure of language) is normal.

Personal and communication characteristics:

1. The position in the team is popular.
2. The level of anxiety at school - increases in situations in which Vasya needs to defend his dignity and the right to his own opinion, as well as when answering at the blackboard in front of the class in the lesson.

1. The cognitive sphere does not require additional influences.
2. It is useful in the classroom, whenever possible, to give the boy creative tasks, the result of which must be presented to the class. You can involve him in class activities related to drawing or decorating the office, that is, give assignments where he can show his creative abilities.

1. The amount of homework. Able to perform full volume after extended outdoor activities.
2. Oral subjects. The boy needs to practice before public oral answers, for example, to reproduce the material covered in the presence of other people (teachers, classmates).
3. Written items. Give the opportunity to complete tasks in your own way.
4. Taboo (strictly prohibited). To say in front of classmates: "You, Vasya, as always, well done, you did the best!"
5. "Harbingers of the storm" are behavioral signs of the ensuing emotional outburst. Not observed.

Sample 3
Download in.docx

Group map of individual development: psychological profile of class 9 "B"

1. The type of nervous system (NS) and performance

The class is dominated by medium-weak (35%) and weak (35%) types of NS. A significant part of the class (47%) is able to withstand the load only in the first half of the day. To prevent premature fatigue of students with medium-weak type of NS, do not allow unexpected changes in the daily routine. It is necessary to clearly follow the regime moments, inform in advance about changes in the daily routine.
Pupils with a weak type of NS (35%) are characterized by rapid fatigability and decreased performance throughout. For such students, a positive relationship with the teacher is very important. Negative assessment can induce psychosomatic responses to learning difficulties. For the prevention of rapid exhaustion and psychosomatic manifestations, it is advisable to ask students at the beginning of the lesson, school day, week. Create a calm environment, if possible, avoid overexcitation. Whenever possible, encourage, emotionally support during control activities.

Pupils with an average type of NS (7%) are able to work productively only for one part of the day (first or second half), then their working capacity decreases to a minimum.
With an even distribution of the load throughout the day, 20% of students are able to remain functional throughout the entire school day.

It should be borne in mind that 20% of students' working capacity decreases by the middle of the first half of the day; in 7% - the first half of the day is effective, and severe fatigue occurs by the middle of the day.

2. Cognitive sphere

Representative system type (RS).
The leading information perception system (64% of students) is analytical. It is typical for this category of students to prove, argue, convince, argue, debate. The material is learned more effectively if it is logical, has an evidence base, and is reasoned.

Kinesthetic type - 42%. This category of students is characterized by the desire for physical activity in the lesson (turn a pen, leaf through a notebook, sort out a stand, etc.). Must be allowed within acceptable limits. They learn the material more effectively when they do something: build, draw, paint, etc.
Auditory (perception of information in the form of signs) and visual (perception of information in the form of visual images) MS are leading in 28 and 7% of students, respectively. With auditory MS, it is effective to repeat aloud, read aloud, pronounce words, discuss the topic, etc. With visual MS, it is effective to use visual materials (diagrams, tables, pictures, films, etc.) in teaching.

72% of students are able to clearly follow instructions and act according to the instructions of the teacher (textbook); 28% - have difficulty performing tasks according to instructions.

Verbal thinking is normal in 85% of students. Low level - at 16%. For the development of verbal thinking, it is effective to use schemes, graphs; to solve problems, it is advisable to use algorithms, to pronounce the conditions of the task.

3. Social sphere

Characteristic features are demonstrativeness, striving for showiness, unusualness, competition in self-expression and attracting attention to oneself.
The strong point of the class is its high creative potential and the desire to realize it.
- good intuition. Pupils clearly distinguish between sincere and insincere adults. Sometimes it is better to tell them something bluntly and openly than to talk about morality. The class responds vividly to examples of adults from their own life or other life examples. In a team, it is useful to conduct disputes, discussions.

The emotional background of the class is characterized by instability, a high level of sensitivity, and acute emotional reactions to situations that are perceived as unfair.
There are many leaders in the class competing for influence, which leads to frequent changes in social roles and restructuring of relationships.

The authority for this group is a consistent, clear, fair, balanced, not infected with violent emotions transmitted from the class, an adult. Summary card of individual 9th \u200b\u200bgrade for a subject teacher.

Authorized users can download the map in higher resolution at the end of the article.

Organization of work of the psychological and pedagogical service

Olga Donichenko, director of the district center of MPP support

Attached files

• Summary map of individual psychological parameters.doc

Irina Zemskova
Child's individual development chart

Municipal budgetary preschool educational institution

Kirillovsky kindergarten №36

Individual route map

child development

Last name, first name

Date of Birth

Home address

2016-2017 g.

Family professionals and child

Group educators: Zemskova Irina Sergeevna,

Musical director

Nurse

Head of kindergarten

General information about child

The child was admitted to kindergarten in September 2014. Before that I attended kindergarten….

Family characteristics

Family composition Complete

Family type Well-off

Place of work

Father:

Place of work

Other family members:

Family connection Full name Age Place of study

Who is involved in education baby: parents

The nature of the relationship between parents and children - cooperation (relationship of mutual respect, joint experience of joy and grief)

Comprehensive diagnostic results child

A family (expert observations).The family is prosperous, the parents are morally stable, they have a culture of upbringing. There is a relationship of mutual respect between parent and child.

Child: Alexei

Pedagogical diagnostics of educators group:

* speech developed with defects, memory is at a low level, interest in new things is not always;

* average level of ability to creative transformation of images, improvisation;

* development sensory ability is weak;

* low learning ability;

* weak developed hand motor skills;

* waiting for constant help from an adult,

* not always independent.

(in terms of characteristics, thinking and memory suffer)

Musical director

Possesses weak musical abilities. His intonation is not pure, weak developed a sense of rhythm... Lyosha is emotionally responsive, shows interest in musical activity, a desire to get involved in it. Actively performs all the proposed tasks.

Psychological diagnostics

Alyosha is a sociable, friendly, positive boy who easily makes contact with peers and teachers. Development intelligence does not match age the norm: attention is arbitrary, understanding of the instructions of an adult is not immediate, poor the child's active speech is developed, there are speech defects, poor vocabulary. Low awareness in the areas of the surrounding world, does not know how to establish causal relationships, analyze, highlight the main thing.

The boy is weak developed imagination, weak use of facial expressions, gestures, speech.

Cognitive activity average: likes to draw, does not like to do logic tasks, to tell by picture... Good coordination of movements, gross and fine motor skills.

In his behavior, Alyosha strives to adhere to the rules and social norms. He worries about how adults will appreciate him, tries to meet their expectations.

It is necessary to carry out special work to further development abilities of the child, combining the efforts of the musical director, educators, parents.

Individual child development program

Relevance: the level of mastering the program development of speech below average.

purpose individual route:

contribute to the formation of grammatically correct speech, its activation and enrichment.

Tasks individual route:

1. Liaison development, grammatically correct dialogical and monologue speech;

2.enrichment of the active vocabulary child;

3. development of speech creativity;

4. development sound and intonational culture of speech, phonemic hearing;

5. acquaintance with book culture, children's literature; listening comprehension of texts of various genres of children's literature;

6. formation of sound analytical-synthetic activity as a prerequisite for teaching literacy.

7. implementation of independent creative activity;

The work of the group educators with the child

the date Individual work Independent work Working with parents

September-

Exercises for development phonemic hearing and development articulatory apparatus: "Orchestra",

"What sounds like?",

"Find a Pair",

"Quiet - Loud",

"Remember the words",

"Telephone",

"Name the first sound of the word",

"Broken TV"

Pronunciation

tongue twisters,

articulatory gymnastics Create conditions for playing with other children "Orchestra", "What sounds like?"

(musical instruments, pouch or box)

(card index number 4, №5)

Enrichment of the vocabulary.

The lexical material:

Words denoting objects;

Words denoting the qualities and properties of objects;

Words indicating various actions

A game « Picture - basket» ,

"We eat, we fly, we float",

"What do you see around?",

"Tell me which one?",

"High Low",

Find the exact word,

"Name it in one word",

"Who has whom",

.

Create conditions for games with didactic material in the speech corner

(place didactic material for the game "Name it in one word" and Find the exact word) Recommend games to enrich vocabulary

"Let's look for words in the kitchen"

february Exercises for development of fine motor skills of hands.

Self-massage of hands and fingers, tying laces, fastening buttons and locks, identifying objects by touch, modeling from plasticine,

Rolling the pencil with edges between the fingers Create conditions for development of fine motor skills

(mittens with buttons, ribbed pencils, plasticine, lacing, etc.) Recommend self-massage at home with a massage ball.

March, April Development verbal creativity

playing the storyteller;

Deformed words;

"Continue the verse";

"Drawing in several hands"

"Misrepresentation of a fairy tale";

"Tales inside out"

"Salad from fairy tales";

« Cards on the table»

"Beginning and the end" Create conditions for games

"Making up stories";

Game "Why?"

Why do children need a kindergarten? Parents? Educators? Other employees? However

Mit mom Alyosha with a recommendation

datsii J. Rodari, who offered techniques development verbal creativity of children.

May Exercises for the formation of grammatical skills.

Retelling of the text on issues

"Fill in the blanks",

A game "One - many", "Fix broken toys", "Feed the animal", "Who is the most observant",

"Complete the sentence",

"Let's make the juice"

Place storylines in the speech corner images to compose a story and didactic material for games

"Feed the animal", etc. Suggest to parents card index games and exercises for the formation of word formation skills

(card file number 2)

The expected result of the work of educators with the child

As a result of the work carried out, there is an increase in general intellectual skills, enrichment of the active vocabulary child, development of speech creativity, mastering communication skills of communication with peers, development sound and intonation culture of speech, development of coherent speech.

Dynamics development(September October):

on initial stage monitoring indicators of phonemic hearing were at a low level, that is, the sound pronunciation of 3-5 sounds was impaired. Speech, facial expressions and pantomime were inexpressive. Errors in distinguishing the sounds of the native language were noticed. After the individual classes with a teacher and work of parents on recommendations, indicators development phonemic hearing improved, that is, the pronunciation of 2-3 sounds is now impaired. Child possesses quite expressive speech, facial expressions and pantomime.

INDIVIDUAL CHILD DEVELOPMENT MAP

____________________________________________________

Surname, name of the child

___________________________________________________________________________________

date of Birth

pupil of the municipal budgetary preschool

educational institution child development center - kindergarten number 17 "Zvezdochka"

urban district Bolshoy Kamen

Designing a Map of the Individual Development of a Preschool Child

in accordance with the requirements of FGOS DO

The creation of a Map of the Individual Development of a Preschooler Child (CID) is very relevant today, since the Standard of Preschool Education puts forward the requirements for the individualization of the educational process. The wide variety of educational programs that has arisen in education makes it necessary to highlight the parameters general characteristics the child in the transition from one stage of education to another.

Child's individual development chart - a document that includes the main indicators of the development of a child attending a preschool educational institution in dynamics.Purpose of using the card - identification and generalization in one document of the individual physical, personal characteristics of the pupil, the assimilation of the program material and, as a result, the design of an individual educational route (IOM) within the educational process of MBDOU No. 17 "Zvezdochka". An individual development card is started up once upon admission of a pupil to a preschool educational institution and is filled in for each pupil throughout the entire period of visiting a kindergarten by specialists who conduct educational and correctional work with the child. The map contains indicators of development at the beginning and end of the school year, recommendations of specialists for designing an individual educational route, which solves the problem of creating psychological and pedagogical support for the development of a child. The effectiveness of psychological and pedagogical support lies in the organization of close interaction between all participants in the educational process to create favorable conditions for the upbringing, correction and development of children in kindergarten. To implement the main goal of psychological and pedagogical support, it is necessary to provide information exchange, a single information space, which we tried to do when designing the structure of an individual development map.

The data obtained as a result of pedagogical diagnostics should coordinate the further activities of teachers with preschoolers. Under the special control of educators and specialists, there should be children who have shown a low and high level of development of the development of any educational areas. To work with these children, it is logical to build an individual educational route for the child in order to correct the deficiencies or special abilities of the child identified in the process of pedagogical diagnosis that require an individual approach to their development.

Pedagogical diagnostics is carried out by observation, play or conversation. It is important that the examination takes place in an atmosphere of benevolence: the child should be encouraged and provided with emotional support.

In addition, the results of all children are recorded in the Group Summary Table. Analysis of the results obtained will allow you to see the level of development of children in a particular group and to develop correctional and developmental programs for the group as a whole.

To fill out the card, the teacher does not need to organize special situations. It is assumed that the teacher has already formed a certain image of the child and, in assessing, he uses the information that has accumulated over a certain time of observation. If the educator doubts the assessment, then he needs to additionally monitor the child in certain types of free activities. The proposed forms for filling them out by the teacher are focused on the fact that as a result, the map will provide information about the general picture of the development of all children in the group and about the place of each child in it. That is, the teacher will be able to see whether the development of various areas of the initiative of a particular preschooler corresponds to the age standard

1. to be filled in when the child enters kindergarten and is conducted until graduation to school.

2. In fillingcards all preschool teachers take part.

3. Diagnosis, health group,physical culture group, physical development is indicated according to the data of the child's medical record.

4. The assessment of the results of mastering the preschool education program is indicated in accordance with the Preschool assessment diagnostics

(monitoring) on \u200b\u200ba 5-point scale:

1 point - the child cannot fulfill all the assessment parameters, does not accept the help of an adult;

2 points - the child, with the help of an adult, performs some of the assessment parameters;

3 points - the child fulfills all assessment parameters with partial help from an adult;

4 points - the child performs all the assessment parameters independently and with partial help from an adult;

5 points - the child performs all assessment parameters independently.

Regulatory development options mean values \u200b\u200bfor each child or group-wide developmental parameter can be calculatedmore than 3.8. The same parameters in the range of average values2.3 to 3.7 it could be consideredindicators of problems in child development, as well as minor organizational difficulties pedagogical process in Group. Average valuesless than 2.2 will indicate a pronouncedinconsistency of the child's development with age , as well as the need to adjust the pedagogical process in the group for a given parameter / given educational area.

Criteria for assessing the level of development of a child : high (H), medium (M), low (H)

5. The average is displayed based on all received data.

Legend:

n.g. - the beginning of the year

since. - the end of the year

Date of admission to MBDOU No. 17 "Zvezdochka" __________________________________________________________________

Criteria for assessing the level of development of a child: high (B), medium (C), low (H)

Development indicators

2 Early group

20 ___- 20 ___ academic year

1 Junior group

20 ___- 20 ___ academic year

2 Junior group

20 ___- 20 ___ academic year

Average

group

20 ___- 20 ___ academic year

Senior group

20 ___- 20 ___ academic year

Preparatory

to school group

20 ___- 20 ___ academic year

autumn

spring

autumn

spring

autumn

spring

autumn

spring

autumn

spring

autumn

spring

The health status of the child

Doctor, head nurse

Diagnosis

Health group

Physical development level

2. Assessment of the results of mastering the preschool education program

PA "Physical Development"

Physical education instructor

Physical fitness

The quality of the basic movements

NGO "Social and communicative development"

Educator

Play activity

Work

OOZH and OBZH

Communication with peers and adults

Development indicators

2 Early group

20 ___- 20 ___ academic year

1 Junior group

20 ___- 20 ___ academic year

2 Junior group

20 ___- 20 ___ academic year

Average

group

20 ___- 20 ___ academic year

Senior group

20 ___- 20 ___ academic year

Preparatory

to school group

20 ___- 20 ___ academic year

autumn

spring

autumn

spring

autumn

spring

autumn

spring

autumn

spring

autumn

spring

NGO "Cognitive Development"

Educator

FEMP

Development of cognitive research (project) activities

Introduction to socio-cultural values \u200b\u200b(formation of a holistic picture of the world)

Acquaintance with the natural world

NGO "Speech Development"

Educator

Speech development

Perception of fiction

Teacher speech therapist

sound pronunciation

grammatical structure of speech

vocabulary

coherent speech

phonemic perception

Development indicators

2 Early group

20 ___- 20 ___ academic year

1 Junior group

20 ___- 20 ___ academic year

2 Junior group

20 ___- 20 ___ academic year

Average

group

20 ___- 20 ___ academic year

Senior group

20 ___- 20 ___ academic year

Preparatory

to school group

20 ___- 20 ___ academic year

autumn

spring

autumn

spring

autumn

spring

autumn

spring

autumn

spring

autumn

spring

PA "Artistic and Aesthetic Development"

Educator

Drawing

Molding

Application

Constructive-model activity

Musical director

Development of musical abilities

Development of musical and rhythmic movements

Personal development

Socialization of the child in the group

development of attention

development of perception

development of thinking

• memory development

• self-esteem

• development of fine motor skills

School readiness

Development indicators

2 Early group

20 ___- 20 ___ academic year

1 Junior group

20 ___- 20 ___ academic year

2 Junior group

20 ___- 20 ___ academic year

Average

group

20 ___- 20 ___ academic year

Senior group

20 ___- 20 ___ academic year

Preparatory

to school group

20 ___- 20 ___ academic year

autumn

spring

autumn

spring

autumn

spring

autumn

spring

autumn

spring

autumn

spring

Additional education in the following areas:

Teachers additional education:

Speech development

Circle "Speech"

Artistic and aesthetic development

Vocal and choreographic studio "Our stars"

Physical development

Classes in the swimming pool "Dolphin"

Average rate

development