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

Relevance of the issue

At present, methodological support pedagogical process It is presented as a specific system through which the teacher implements his own model of teaching, educating and developing children. It includes the choice of specific technologies, their implementation and development in the process of activity, individualization and differentiation, and changing the content of training. GEF, as the basis for improving the quality of education, imposes certain requirements on the educational institution. Fulfilling them, the institution does not stop there, improves management mechanisms. This leads to a transition to a new level, within which an innovative school is being formed. It solves organizational, economic and pedagogical tasks. Thus, the quality of education improves. In the context of the implementation of the Federal State Educational Standard, preschool education plays an equally important role as a secondary educational institution. At this stage, the foundation is laid for the subsequent development of the individual abilities of each child.

System characteristic

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

Key elements

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

Organizational base

The quality in the context of the implementation of the Federal State Educational Standard, as well as the pedagogical process in secondary educational institutions, 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 educational work of the school and the realities that take place in the information society today.
2. The life cycle for obtaining results is a year.

Achievement of the planned level of indicators pedagogical activity characterized by the identification of new opportunities and needs of students. This encourages teachers to seek to abandon outdated methods and forms of organizing their professional activities. Improving the quality of primary education in the context of the implementation of the Federal State Educational Standard, the educational institution carries out a targeted development of the system of requirements. Pedagogical environment in 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 the improvement or creation of new ones:

To introduce innovations, a systemic 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 the IEO is improved by designing processes at the technological, organizational, and content levels. These three elements, mutually penetrating each other, form an organic single system. As one component changes, others change as well. This, in turn, leads to transformations throughout the system. Recently, there has been an intensive search for new ideas. At the theoretical and practical levels, issues of humanization, differentiation, profiling, and integration are being actively worked out. However, none of these concepts can be considered as the main, all-encompassing one in a complex pedagogical system.

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

It is considered as a generalized measure of the effectiveness of the functioning of the pedagogical system of an educational institution. The quality of education in the context of the implementation of the Federal State Educational Standard is the result of educational and training processes. They are organized in accordance with the goals and objectives set in the program. The effectiveness of the entire pedagogical system will depend on how fully they meet the needs of children. The goal should be the integral development of the younger generation, readiness for self-determination, creativity and self-improvement, 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 the pedagogical and work processes in the educational institution, expressed in indicators and criteria, with the established state requirements, the results actually achieved, individual and public expectations. This characteristic shows the degree of assimilation of the content of 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 acts as a key indicator of the success of an educational institution. In this regard, the organization of activities aimed at its improvement is a priority task for the administration of the institution.

Specification

The quality of education in the context of the implementation of the Federal State Educational Standard, LLC, as well as other stages of the pedagogical process, is explained through the target components of the program, requirements for the learning environment, and expected results. Development state standards involves the formation in educational institutions of an innovative system for assessing the achievements of children. This, among other things, necessitates the creation of 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 skills, knowledge, attitudes, competencies and skills by graduates at each stage. 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:

Meta-subject indicators

These include:

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

Subject Results

Among them:

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

Performance criteria

The requirements established for the implementation of basic training programs in an educational institution characterize the financial, personnel, material 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:

Member Opportunities

The conditions under which the implementation of educational programs is carried out should ensure:

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

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 system, 1905). Under the "quality of products" is understood the totality of consumer properties of these products that are significant for the consumer. The set of these qualities defines the standards. Then quality standards are selected, and the achieved quality is compared with the standard. In the status of such a temporary federal standard for preschool education, there used to be Temporary (exemplary) requirements for the content and methods of education and training implemented in a preschool educational organization, approved by order of the Ministry of Education of the Russian Federation of August 22, 1996 No. 448. They formulated the basic requirements for the conditions of stay children in a preschool educational organization, and ensuring the quality of educational services was considered as compliance with the requirements for software educational process and pedagogical technologies, the nature of the interaction between an adult and a child, as well as the developing environment of a preschool educational organization.

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

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

Let's analyze what areas of quality improvement conditions of preschool education highlights 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 - federal level;
• - expenses for the maintenance and strengthening of the material base - at the expense of the founder - regional level;
• - payment for the maintenance of children, services for care, supervision and rehabilitation - at the expense of parents with simultaneous targeted support for low-income families.

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

Table 5.3

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

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

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

Components and content of the service for children from three to five years old		Regulations	Approximate distribution of time per day
	morning exercises	Daily
	Entertainment	Once a week
	Holiday	Once a month
	Note. Long! duration ns more than 15-20 n is carried out on the basis of basic preschool education. D / vocational load on the dsts of the vocational activity. Educational activity When organizing, a periodic shift is formed bv activity is carried out in ig	l one type of educational deya- 1in. Educational activities oh general educational program[i uniform distribution ob-? y developed a schedule obra- ri large occupancy of the group is organized by 8-10 people, l activities foreseen activities. Educational uniform
	2. Non-regulated activities (joint activities of the educator and the child in group and individual forms of work), including:	Daily	3 hours 20 minutes, including:
		Daily
	motor activity	Daily
	Research activities	Daily
	Subject-practical activity	Daily
	Creative, artistic and speech activity (drawing, dramatization, reading and looking at 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 recreation for children (providing the child with the opportunity to freely express their interests)	Daily	1 hour 30 minutes (during the day)

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

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

Service quality parameters can be the following:

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

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

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

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

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

• 1) the focus of the educational program on:
  • - 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 shortcomings 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 appropriateness;
  • - developing education;
  • - scientific validity and practical applicability;
  • - completeness, necessity and sufficiency;
  • - unity of educational, developing and teaching goals and objectives of the process of education of preschool children;
  • - the complex-thematic principle of building the educational process, providing 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 activity of age (playing);
  • - organization of specifically children's activities (motor, communicative, cognitive-research, productive, musical-artistic, labor, reading (perception) of fiction);

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

• - the possibility of taking into account the needs and interests of children;
• - the absence of other models of building the educational process (educational, school-lesson, etc.) inadequate for preschool age;
• 4) compliance with the forms of work with children proposed in the educational program:
  • - the principle of age adequacy;
  • - subject-subject model of the organization of the educational process;
• 5) use for the development of an educational program of an exemplary basic general educational program of preschool education (from the register of exemplary basic general educational programs of preschool education approved by the federal authorized body);
• 6) compliance with the total volume of the educational program:
  • - requirements for the total time for the 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 mandatory part of the educational program with the requirements of:
  • - to the volume of the mandatory part of the main educational programs;
  • - to the content of the mandatory part of the main educational programs, including ensuring the implementation of all areas of development in compulsory educational areas;

• 8) compliance of the part of the educational program formed by the participants of the educational process with the requirements:
  • - to the volume of the part formed by the participants of 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 mode 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 corrective work;
  • - the planned results of the development of the main general educational program of preschool education by children;
  • - a system for monitoring the achievement by children of the planned results of mastering the program;
• 10) interrelation of sections of the educational program (absence of contradictions in the content, integrity of the educational program).

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

Let us now consider what directions for 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 man-made systems, etc. At first it was used in ecology (N.F. Reimers and others), and then began to be used in economics and sociology (And 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 activities for information support of 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 to make informed and timely management decisions aimed at improving the quality of the educational process and the educational result;
• - maximum elimination of the effect of incompleteness and inaccuracy of information about the quality of education, both at the stage of planning educational results, and at the stage of assessing the effectiveness of the educational process and achieving the appropriate quality of education.

Monitoring structure in a preschool educational organization can be 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 realize their subjective position. Yes, II. I. Tretyakov substantiates the following basic principles of educational monitoring: purposefulness; scientific character; normativity; integrity and continuity; optimality; effectiveness and efficiency; competence and duality. E. I. Terzioglo supplements this list with the principles of continuity, educational expediency, the principle of diagnostic and prognostic orientation. If we systematize all of the above principles of educational monitoring, you get the following picture:

• - purposefulness - compliance of monitoring activity with the general strategic direction of the goal;
• - scientific character - the organization of monitoring based on the latest achievements of pedagogical science and best practices, which is built on scientifically based characteristics of the educational process, excludes the everyday approach to their assessment, corresponds to the main laws of the psychologist - pedagogical knowledge and management of pedagogical objects and phenomena;
• - normativity - support in the organization and implementation of monitoring on regulatory documents;
• - integrity and continuity - monitoring objects should be considered in the relationship of all its components;
• - optimality - monitoring objects require the use of adequate technology;
• - efficiency and effectiveness - the system of procedures used in the process of monitoring research should contribute to the transfer of the system to a new qualitative state;
• - competence - experts conducting monitoring should have knowledge of the methods of studying the object and the means of its regulation and correction;
• - duality - the study of the object in the aspect of diversification (increase in diversity) or convergence (preservation of diversity) in order to establish the sustainable development of the object of study;
• - the principle of continuity means a view of monitoring as a holistic, 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 trends in 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 in-depth study and a reliable tool for pedagogical management of the educational process. In the use of methods and techniques of pedagogical monitoring, technologies that harm the interests, dignity, rights of the personality of the child and other participants in the educational process to any extent cannot be applied;

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

Purpose of monitoring in a preschool educational organization - determining the effectiveness of the educational process that contributes to positive changes in the child's personality, i.e. study of the dynamics of the formation of integrative qualities in children, which they must acquire as a result of the development of 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 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 consciousness and human 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 highlight a number of conditions, enabling successful organization and monitoring in a preschool educational organization:

• enough level organizational culture preschool organization, the ability of the team to adequate self-assessment, predictive self-analysis of professional activities and pedagogical self-government;
• distribution of powers among members of the monitoring service;
• formed™ information flows;
• protection of information from distortion;
• timeliness of processing the received information;
• 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 parents' expectations in the assessment of the quality of preschool education, the parameters of public assessment include the study of the provision of:

• the opportunity for the family 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, as part of her dissertation research, S. V. Nikitina developed a model multilevel assessment of the quality of preschool education, including the characteristics of the main components of this system (target, criterion, technological, organizational). Wherein:

• indicators that characterize the objective component are: the dynamics of the levels of development 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 ​​of the indicators of this satisfaction.

Draft list of monitoring objects and indicators characterizing them VMKO

	monitoring	Indicators	Assessment Methods	Responsible
I. Results
	The results of mastering the main general educational program of preschool education by 11 children	Mastering educational areas by pupils (%), etc.	monitoring study		educational
	Pupils' health	Dynamics in the share of pupils with deviations in health. Percentage of pupils who go in for sports. Percentage of absenteeism due to illness	monitoring study	Senior military leader, group educators	educational
	Achievements of pupils	The share of pupils who participated in district, district, city, all-Russian and other events (competitions, exhibitions, festivals)	monitoring study	Senior educator, group educators	educational
	Satisfaction of parents with the quality of educational results	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 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 a preschool educational organization	Compliance of the main educational program of a preschool educational organization with federal state requirements for the structure of the main general educational program of preschool education and the contingent of pupils	Expertise	senior caregiver	educational
	Additional educational services	Statistical data about requests and wishes from parents. The share of pupils involved in additional education programs	Anonymous survey, monitoring study	Senior teacher 1 reader	educational
	Variable forms of preschool education	Availability of various forms: CIPR, GKP, family kindergarten, lekoteka, early aid service	Expertise	senior caregiver	educational
	Developing subject environment of a preschool educational organization	Compliance of play spaces, toys and equipment with regulatory requirements, age characteristics, abilities and interests of children	Expertise	senior caregiver	educational
III. Conditions
	Logistics 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
	Medico-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 of the head, start and tutor	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 directory of positions of managers, specialists and employees (section "Qualification characteristics of positions of work! I and education >>)	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 support	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 allow us to attribute 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 education targets, expressed in the results of mastering the educational program by each child, is no longer carried out in kindergartens and is not the basis for attestation 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 over the quality of education. The rules for monitoring the education system and the list of mandatory information about the education system subject to monitoring were approved by Decree of the Government of the Russian Federation of 05.08.2013 No. 662 “On monitoring the education system”. As part of the monitoring, the following information on the development of preschool education is collected:

• a) the level of accessibility of preschool education and the number of people receiving preschool education;
• b) the content of educational activities and the organization of the educational process for educational programs of preschool education;
• c) staffing of preschool educational organizations and assessment of the salary level of pedagogical workers;
• d) material, technical and information support of preschool educational organizations;
• e) conditions for obtaining pre-school education by persons with disabilities and disabled persons;
• 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 engaged in 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 organizations.

An independent assessment of the quality of education is carried out on the basis of Decree of the Government of the Russian Federation of August 20, 2013 No. 719 “On the State Information System of State Supervision in the Sphere of Education” and Methodological Recommendations for 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 at 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 relevance of the education provided to the needs individual and the legal entity in whose interests educational activities are carried out;
• assisting them in choosing an organization carrying out educational activities and an educational program;
• increasing the competitiveness of organizations engaged in educational activities and the educational programs they implement in the Russian and international markets.

An independent assessment of the quality of education is carried out legal entity or an individual entrepreneur (an organization that performs quality assessment). 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 for conducting an independent assessment of the quality of education and the procedure for its payment.

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

• - analysis of the conditions for the implementation of the program of the federal state educational standard of preschool education;
• - analysis of the compliance of the structure and content of the program with the federal state educational standard for preschool education, the charter of the organization, the license 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 program being implemented;
• - analysis of the compliance of the content of education of pupils of a preschool educational organization with the level and direction 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 complies, partially complies or does not comply.

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

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

Guidelines 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.

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

One of the priority areas for the development of the system of preschool education 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 upbringing 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 the quality of the work of the educator,

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 estimates the performance of each employee.

The quality of education in a preschool institution - this 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-related capabilities and abilities;

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

- what conditions are created in the preschool organization ( educational environment oriented to self-worth of preschool childhood; positive microclimate in the team; quality work incentive system, creative direction of the team kindergarten and his manager; focus on educational the needs and demands of the family; systematic status brainstorming educational process and making competent management decisions, etc.)

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

Vice President, member expert council preschool education, etc. d. (I will not list all her titles) Oksana Skorolupova notes that quality assessment system lined up not to call someone good or bad, but so that everyone learns to work qualitatively so that all educators grow using these tools quality assessments.

To quality assessment system DO has become a tool to increase quality activities of teachers, it is necessary to approach its construction complex: 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 difference between these concepts, since the whole system, and the facts are compared.

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

What do you need evaluate?

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

Let's analyze all three points in more detail.

1. The quality of the educational process:

What are his questions evaluate:

1.1 quality of the educational program, methods 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 independent ones throughout the entire 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 class-lesson form of education, i.e. if learning model is implemented, then this indicates the absence quality of education, since it does not correspond to state guidelines in preschool education.

In our DOW, 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 - the characteristics and equipment of the 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;

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

Personnel conditions - official composition, sufficient number and necessary qualifications of personnel.

Procedure content estimates includes issues of certification of teachers, their readiness to improve pedagogical skills ( systematic course completion, participation in the work of RMS, knowledge and use of modern pedagogical methods and technologies, educational achievements of pupils, participation in professional competitions of various levels, as well as quality work programs and calendar-thematic planning. Questions should be included for evaluation of the properties of RPPS:

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

Transformability - the ability to change depending on educational situation, interests and opportunities of children;

Polyfunctionality - the possibility of using the components of the RPPS in different types 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 DO results:

Dynamics of children mastering the content educational program in five educational areas. Comparison of a child with himself - how much he has developed over a certain period of time;

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

Procedure content estimates includes issues of pupils' achievements (including indicators of socialization, as well as participation in competitions at various levels, the results of pupils mastering the main general education program, upbringing of preschool children (social and normative characteristics, satisfaction of parents quality of educational results and results of pedagogical diagnostics (via 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 kindergarten management analyzes the effectiveness of education and training, and makes management decisions. Positive results are accordingly used to stimulate educators.

Motivation of teachers

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

Formation of the personality of the child

For full-fledged the formation of the personality of the child, 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.

Action Correction

Among the results educational works are 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 determines its own procedure education quality assessment within the framework of legal documents. The head organizes the teaching staff for assessment of the quality of educational process and conditions. The Regulations 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 evaluated compared to others, but only to oneself. (How the child has changed over 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 a generalized form - how many children showed a low, medium or high level of development. Results for a specific child are not given. (Skorolupova O.)

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

Urgency of the problem In accordance with the new federal law"On Education in the Russian Federation" preschool education is singled out as a level of general education, respectively, the state now guarantees not only accessibility, but also the quality of education at this stage

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

The quality of preschool education Currently, pedagogical research on the problem of quality is being developed in the following areas: the concept of education quality; ways of assessing the quality of education; education quality management mechanism; 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 development of the individual; a systematic approach - quality is determined by the knowledge system and the readiness of a graduate of one educational system to enter another; activity approach - the readiness of the graduate to perform some new functions, methods, skills; the culturally appropriate model defines quality as the creativity of the individual, and so on.

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

The quality of early childhood education The theory of quality management proceeds from the position that quality management activities cannot be effective after the products are produced; this activity must be carried out during the production of the product. 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.

The quality of pre-school education To ensure quality, it is not enough to declare marriage, it is necessary to identify and analyze the causes of its occurrence, as well as to design and organize measures to improve the quality level. This is what quality management is all about.

The 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 can one judge the quality of preschool education

The quality of preschool education These main parameters for assessing the quality of preschool education include (I.B. Edakova and others) 1. knowledge, skills and abilities (KPS). 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 readiness of the child 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 special conditions;

Quality of preschool education 5. professional competence of a teacher: the quality of educational work in kindergarten depends on his skills, physical and mental condition, workload, etc.; 6. growth or fall of the prestige of the preschool educational institution 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.

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

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

The quality of preschool education For the heads of preschool educational institutions: the success of the activities of teachers and pupils, the full assimilation of the BEP, 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 increasing the prestige of preschool educational institutions

The quality of preschool education In the studies of L.L. Ivanova et al., the main factors and conditions for the management of preschool education are identified, on which its quality primarily depends: financing of preschool educational institutions; content of preschool education; staffing; formation of a developing environment; pedagogical culture of the team; finding an adequate management model for the tasks; positive motivation of children and their parents; methodological and logistical support of the educational process, etc.

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

Quality of pre-school education individual development children. Such an assessment is carried out by a teacher within the framework of pedagogical diagnostics (assessment of the individual development of preschool children, associated with the 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 to solve the following educational tasks: 1) individualization of education (including support for the child, building his educational trajectory or professional correction of his developmental features); 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(teachers-psychologists, psychologists). 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 the problems of psychological support and conduct qualified correction of children's development.

Quality of preschool education 4.1. The requirements of the Standard for the results of mastering the Program are presented in the form of targets for preschool education, which are social and normative age characteristics of the child's possible achievements at the stage of completing the level of preschool education. The specifics of preschool childhood (flexibility, plasticity of a child’s development, a high range of options for its development, its immediacy 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 a child to any responsibility for the result) make it unlawful requirements from a preschool child of specific educational achievements and necessitate the determination of the results of mastering the educational program in the form of targets.

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

The quality of preschool education

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

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

Stages of Monitoring Diagnostics M.V. Krulekht, A.N. Mayorov and others identify 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 obtained data; correlation with previous monitoring results; development of recommendations, correction K. Ingenkamp distinguishes such diagnostic stages as: comparison; analysis; forecasting; interpretation; informing about the results of diagnostics and monitoring the impact on the object of diagnosis of various diagnostic methods

Functions Monitoring Diagnostics Integrative; diagnostic; expert; informational; pragmatic; ensure feedback between control and managed systems Information; appraisal; managerial; orientation; remedial maintenance research

Methods Monitoring Diagnostics Methods for studying the educational process in natural conditions (observation, conversation, questioning, 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 "intervention" in the behavior of the teacher, 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 the technical literature, "criterion" means 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 sign on the basis of which an assessment, definition or classification of something is made, a measure of assessment"

Monitoring and diagnostics In pedagogy, the concept of "criterion" means different requirements, which the objects must satisfy. Criterion (measure) - a sign, property, on the basis of which the quality is assessed. Indicator - a qualitative or quantitative characteristic of each feature or property

Expertise and expert evaluation V.A. Bukhvalov, S.L. Bratchenko, M.V. Krulekht, Ya.G. Pliner, V.A. expertise (V.A. Bukhvalov, Ya.G. Pliner); assessment - method of examination (S.L. Bratchenko); Evaluation is the result of expertise (M.V. Krulekht) Thus, expert evaluation is a part of expertise.

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

Expert opinion Expert opinion is the result of expert assessments. An expert opinion is a document drawn up in accordance with established requirements and containing a reasoned expert opinion, i.e. opinion, judgment of an expert on the subject of expertise

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

Expert An expert acts as a subject of expert assessments. An expert is a specialist who is competent in the issues being examined and has extensive experience. practical work and good academic background. 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 organization of 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 The 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, 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 object under study; actual analysis: distribution of the collected information according to the selected indicators

The procedure for conducting expert assessments At the productive stage, the experts' opinions are coordinated and conclusions are formulated on the analysis and assessment of the object under study. They are also developing guidelines for the improvement or development of 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 the human resources potential of a modern kindergarten in accordance with the requirements of the Federal State Educational Standard.

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

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

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

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

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

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

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

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

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

Design;

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

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

Implementation of control of deviations from goals;

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

Regulation and analysis of performance .

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

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

The staffing of preschool educational organizations in the context of the implementation of modern reforms of the education system must comply with the requirements of the Federal State Educational Standard professional standard preschool teacher, which actualizes the need to plan prospects and effectively solve daily, current and future tasks, 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, M.I. Sokolova, reflects the resource aspect of the socio-economic development of a separate organization. Therefore, the personnel potential of the MBDOU kindergarten of the general developmental type "Squirrel" with the priority implementation of activities for the cognitive and speech development of children can be defined as the totality of the abilities of all people employed in this organization and solving certain tasks of the educational process.

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

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

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

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

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

Personal properties;

General health;

Professional and qualification knowledge, skills, experience;

Creative inclinations, interest;

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

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

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

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

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

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

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

Efficient use of labor potential;

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

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

planning,

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

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

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

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

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

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

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

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

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

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

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

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

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