Control over educational work in preschools. Types of control in a preschool educational institution. For the academic year

Oksana Korshunova
Control in a preschool educational institution

One of the most important and difficult sections of methodological work is the organization of control in a preschool educational institution. The control schemes for the educational process presented below will help the senior educator quickly navigate the selection of a form for filling out documented control material that is acceptable for each section of the program. And ready-made diagrams will help save time. Educators should familiarize themselves with these materials in order to have an idea of ​​what is important to pay attention to when preparing for the teacher test. process by the administration of the preschool educational institution or other regulatory body.

In my work I use all types of control:

Types and purposes of control

Thematic - attract the team’s attention to certain tasks:

-Final– summarize the work of the teaching staff over a certain period of time;

-Personal– study the work system for software, identifying the state of work to eliminate shortcomings on the topic;

Frontal - a comprehensive, in-depth audit of the activities of educators and preschool educational institutions as a whole:

-Preliminary– a primary idea of ​​the state of activity of the preschool educational institution;

-Current– get a general idea of ​​the work of a teacher; -Final– comprehensive assessment of the activities of preschool educational institutions; Identification of children’s readiness to study at school.

Self-control - study and generalization of experience, provision of methodological support and assistance:

Working on trust.

Partial control with activity correction.

Operational - identifying the state of work of the teaching staff and educators at a certain stage:

-Warning– prevention of shortcomings, selection of rational work methods.

-Express diagnostics– information collection of data (questionnaires, testing, cross-sections).

-Selective– status of work on program sections and individual tasks.

Comparative - comparison of the results of teachers’ work in various areas:

Work of educators in 2 parallel groups;

Work of teachers of one group;

-Mutual control– analysis and assessment of ped. process of the teacher of a parallel group or another group.

Control plan for the educational process

for the 2013 – 2014 academic year.

September

Operational control

1. Readiness of classrooms and groups for the school year.

Check the condition of the subject-development environment and determine its compliance with the requirements of FGT, the Educational program, and sanitary requirements.

Study the documentation of kindergarten employees and determine the readiness of employees for the new school year.

Determine compliance of the environment with labor protection and safety requirements, protection of life and health of children.

Questions for control:

1. Organization of a gaming development environment.

2. Availability of areas for educational activities.

3. Availability of visual propaganda for parents.

4. Organization of a subject-development environment in offices and halls.

5. Compliance with labor protection and safety requirements, fire safety conditions. Compliance with instructions to protect the life and health of children.

October

Operational control:

Cultural and hygienic skills of children while washing in younger

(comparative control of parallel groups)

Implementation of sanitary and epidemiological regime;

preparation and holding of parent meetings;

Comparative control:

Fulfillment of FGT requirements for the equipment of group premises of speech therapy groups.

Thematic control:

The state of the team’s work on the formation of a unified health-preserving space

family, kindergarten, society. Monitoring the state of correctional and developmental work in preschool educational institutions.

Preventive control

at work of young specialists:

Preparation and conduct of joint activities

Questions for control:

1. Compliance of the content with the age characteristics of children.

2. Using attributes.

3. Aesthetics of attributes.

4. The role of the educator.

5. Involving inactive children in the game.

6. Effectiveness of the implementation.

November

Operational control:

Individual approach to children.

Cultural and hygienic skills of children during meals (comparative control of parallel groups)

Compliance with labor protection, safety, fire safety standards;

Implementation of sanitary and epidemiological regime;

Calendar planning of work in groups.

Preventive control:

at work as a nurse:

Examination and reception of children

Monitoring compliance with standards and product quality.

Disease control. Conducting morbidity analysis.

Gathering children for a walk.

Comparative control:

work of teachers of two parallel groups during the walk.

Conducting outdoor games and physical exercises in the air in preparatory groups.

Thematic control:

The state of work on the formation of personal safety skills through life safety training. Development of new forms of preschool education, group work in kindergarten.

December

Operational control:

Preparation and holding of Christmas and Epiphany holidays with children.

Compliance with labor protection, safety, and fire safety standards in the catering unit.

Implementation of sanitary and epidemiological regime.

Long-term and calendar planning of work in groups.

Preventive control:

At the work of teaching assistants:

Assistance in preparing and conducting classes

Gathering children for a walk.

Thematic control:

The state of work on the development of cognitive and speech development of children through experimental and research activities.

Comparative control:

Carrying out outdoor games and physical exercises.

January

Operational control:

Cultural and hygienic skills of children in

meal times (middle, senior groups)

Implementation of sanitary and epidemiological regime;

Design of parent corners, stands, moving folders, etc.

Scheduling.

Long-term planning.

Analysis of the reasons for the absence of children.

Cultural and hygienic skills of children while washing in junior and middle groups)

Thematic and calendar planning.

Preventive control:

Implementation of the educational program.

At work in the food department. Monitoring the placement of dishes and the issuance of finished products. Maintaining a logbook. Checking the availability of a sample menu. Compliance with implementation deadlines.

The work of members of the kindergarten PMPk in the selection and preparation of documentation for teaching children in speech therapy groups.

Thematic control:

The state of work on cooperation between kindergartens, families and schools, and other organizations with the aim of developing integrative qualities in children.

February

Operational control:

Following the daily routine.

Carrying out walks

Implementation of sanitary and epidemiological regime;

Calendar planning of work on patriotic education.

Comparative control:

Design of plots, material for walks in winter.

Thematic control:

The state of work on developing children's creative abilities through visual activities. Circle work.

March

Operational control:

For the selection of materials and design of corners of patriotic education.

Carrying out walks

Ensuring that the furniture matches the height and individual characteristics of children;

Preparing and holding an open day.

Calendar planning of work in groups.

Preventive control

At work in the food department. Monitoring the placement of dishes and the issuance of finished products. Maintaining a logbook. Checking the availability of a sample menu. Meeting deadlines for product sales.

Comparative control:

Registration of plots,

Take-out material for a walk.

Thematic control:

The state of work on the moral and patriotic education of preschool children.

April

Operational control:

Performing morning and corrective exercises.

Compliance with sanitary requirements when conducting direct educational activities.

Implementation of sanitary and epidemiological regime;

Preparing and conducting parent meetings;

Comparative control:

Work of teachers of two parallel groups during a walk.

Conducting outdoor games and physical exercises in the air in younger groups.

Thematic control:

Preventive control

At the work of teaching assistants:

Assistance in preparing and conducting classes;

Gathering and accompanying children for a walk.

Operational control:

individual approach to children;

Compliance with labor protection, safety, fire safety standards;

Implementation of sanitary and epidemiological regime;

preparation and implementation of regime moments.

Conducting an analysis of the effectiveness of mastering software knowledge.

Comparative control:

Cultural and hygienic skills of children during meals (comparative control of parallel groups).

Thematic control:

Results of implementation of programs by age groups and kindergarten.

Preventive control:

At the work of teaching assistants:

Assistance in preparing and conducting GCD

Gathering children for a walk.

Control over the activities of a preschool institution includes a set of measures to verify the implementation of the educational process, in accordance with the existing goals and objectives of the education system, which are coordinated with the Orders of the preschool educational institution and other state documents in the field of education.

• Operational control in preschool educational institutions involves the collection of quantitative data that does not require long-term observations, but at the same time shows how much a particular type of activity is being carried out.
• Operational control of preschool educational institutions is an important function of the control system. The head of any institution must be able to anticipate various situations, predict certain activities, and set further goals.

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This can only be done through operational control over certain areas of the kindergarten’s activities, when collecting and analyzing information of a socio-pedagogical nature, demographic processes in the neighborhood, and the work of employees of the educational institution. Operational control can be carried out by a methodologist of an educational institution or a senior educator.

Types of control and its main tasks

Operational control of preschool educational institution Federal State Educational Standard is divided into internal and external. External control provides for the creation of conditions for the social protection of each child, while guaranteeing the receipt of the minimum level of education necessary for the normal development of the individual. This task is accomplished by performing certain steps:

• a marketing study of the microdistrict is carried out;
• the placement of social and cultural institutions is studied;
• the social status of families raising preschool children is examined;
• the requests and requirements of parents regarding the quality and variety of educational services are studied;
• the social and educational level of children who do not attend preschool educational institutions is taken into account.

How to draw up an annual work plan for a kindergarten?

Tells expert"Education" reference system

Internal control provides for improving the level of education of each kindergarten group of different ages, while providing the necessary assistance to teachers. Control is carried out in different directions:

• educational;
• psychological and pedagogical;
• medical and social;
• financial and economic.

Basic requirements for operational control of preschool educational institutions

For the correct and effective organization of the work of any preschool institution, it is important to carry out timely inspections of activities. To do this, you must adhere to certain requirements:

• It is important for the manager not only to carry out an inspection, but also to create a unified system of control over all areas of the preschool educational institution’s activities;
• control must be carried out systematically; first, goals and issues are studied and considered objectively and holistically;
• inspections should not only confirm the presence of certain problems, but require the development of effective ways to eliminate them;
• control is an effective method only if carried out on time;
• it is necessary to carefully study the identified shortcomings of educational activities, and not just limit ourselves to the existing fact;
• after inspections, the results must be publicly announced;
• control is carried out not only to identify negative aspects, but should also reveal the positive aspects of the work of teachers.

Structure of operational control of preschool educational institutions

When carrying out any inspections, it is necessary to adhere to a certain scheme, because only systematic work can be effective. That's why conducting operational control in preschool educational institutions may have the following algorithm:

• determine the purpose of the inspection and the object;
• develop a control action plan;
• collect information (for this, employees, teachers, students and other persons who may be useful are involved);
• primary analysis of the received data (studying documentation, processing received materials, filling out survey cards, discussing the results at the teachers' meeting);
• development of recommendations that need to be presented to the team, discuss methods and ways of their implementation, approve the selected correction methods with their subsequent implementation in the work of teachers;
• Over time, check the implementation of the recommendations provided.

Implementation of operational control in preschool educational institutions

Inspections in kindergartens can take place in different directions. Operational control can be carried out to study the level of children’s safety, to control individual work with children, to check the organization of walks with children, whether the material has been prepared for the work of the book corner, and so on. Operational control is the initial stage, which provides information about a certain part of the functioning of the children's team, performs a regulatory function and provides data for subsequent thematic control.

Results operational control of preschool educational institutions are entered into certain documents: an operational control map and an analytical report of operational control.

Issues that are subject to control at the preschool educational institution may be of the following nature:

• sanitary condition of the group;
• implementation of a daily routine, taking into account different periods of the year;
• catering in groups;
• organization of health procedures for students;
• carrying out educational work, adhering to the schedule according to planning;
• organizing walks with students taking into account different periods of the year;
• status of group documentation;
• planning and implementation of activities to maintain a healthy lifestyle and adherence to safety rules.

For each type of control, a preschool operational control map.

Map of operational control on the topic “Fulfillment of the daily routine, taking into account different periods of the year”

Download the rules for compiling questionnaires
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For each of the provided points, an assessment is carried out, with a high score (+), medium (+/-) and low (-).

The reporting document also includes analytical certificates of operational control of preschool educational institutions, which describe the purpose and objectives of operational control, issues of operational control. The document contains a thorough description of all verification issues provided results of operational control of preschool educational institutions, identified deficiencies are recorded, recommendations and proposals are provided, indicating those responsible for implementation and the timing of their implementation.

Thus, operational control makes it possible to properly organize the activities of a preschool institution, to promptly identify shortcomings in work or certain difficulties that need to be corrected.

Anastasia Utkina
Certificate of thematic control on the topic “Creating conditions for the implementation of Federal State Educational Standards in preschool educational institutions”

Thematic control help on the topic« Creating conditions for the implementation of Federal State Educational Standards in preschool educational institutions»

Target: evaluate conditions, created in kindergarten groups for the full development of preschool children in all educational areas in accordance with Federal State Educational Standard.

Inspectors: senior teacher Utkina A.A.

Objects control: all age groups.

All children, as you know, are different, and each preschooler has the right to his own path of development. Therefore, in our institution conditions have been created for education, training and development of the children's team as a whole, as well as each pupil is given the opportunity to show individuality and creativity. One of the important conditions educational work in a preschool institution - the correct organization of the subject-development environment.

Therefore, my senior teacher conducted thematic control, during which the subject-spatial environment in our kindergarten was analyzed.

Developmental environment creates favorable conditions for the child in independent activities, provides different types of activity (mental, physical, gaming) .

A preschool child has three main needs: in movement, communication, cognition. The environment is built in such a way that the child has independent choice: with whom, where, how, what to play. The developing subject environment meets the criteria of functional comfort and the basic provisions of children's developmental activities, ensuring the achievement of a new, promising level in the development of children. But most importantly, it works to develop the child’s independence and initiative.

Developing subject-specific spatial environment meets principles: content-rich, transformable, multifunctional.

To allow children to freely choose different types of activities, the group space is divided into corners.

For social and communicative development there are a theatrical corner and a mummers corner. They help to realize the needs of a preschool child for positive emotions, new impressions, knowledge, the ability to feel confident in communicating with adults and peers, mutual understanding and empathy, and to master social roles and professions. To develop work activity, there are duty corners in which attributes for work activity and the duty schedule of each group are located.

To form the foundations of safe behavior in everyday life, society, and nature, each group has a safety corner. The richest corner in the group "Sun", there are various visual aids, games, layouts, albums, etc.

To form patriotic feelings, love for the Fatherland, your people in groups corners of patriotism have been created. There are the coat of arms and flags of Russia, Udmurtia, Yar; albums with national costumes, with the sights of Yar, etc.

Cognitive development includes several corners with cognitive activity.

In the sensory corner there is a variety of entertaining material so that each child can choose a game according to their interests. There are a large number "helpers" materials (ropes, boxes, wires, wheels, ribbons, which are creatively used to solve various game problems, didactic games for familiarization with the concepts of time, quantity, number, size, games for the development of classification, counting and sensory material, pyramids and inserts, manuals "Fold the pattern", "Collect a picture" etc. In groups of older preschoolers there are also various materials that promote mastery mathematics: printed letters, words, tables, books with large print, manuals with numbers, board-printed games with numbers and letters, puzzles, puzzles, as well as materials reflecting school topic: pictures about the life of schoolchildren, school supplies, attributes for school games.

The equipment of older preschoolers contains materials that stimulate the development of broad social interests and cognitive activity of children. These are children's encyclopedias, illustrated publications about the animal and plant world of the planet, about the lives of people in different countries, about space, children's magazines, and albums. ( Recommendations: in a group "Ship" supplement the sensory corner).

The experimental corner contains materials that activate cognitive activity: educational games and toys, models, items for experimental research work - magnets, magnifying glasses, springs, scales, beakers, etc.; a large selection of natural materials for studying, experimenting, making collections, feathers, various types of paper, metal, wood, sand, clay, pipettes, rulers, threads, paints, beads, measuring containers, cups, containers, magnifying glasses, algorithms for conducting experiments, card indexes of experiments and experiments, educational literature, encyclopedias, didactic games about the properties of objects, their use, atlases, maps, globe, scales, devices for comparison by size and weight.

In the corners of nature there are: indoor plants, watering cans, scoops for loosening, educational games about domestic and wild animals, their habitat, seasons and natural phenomena, layouts (in a group "Sun" there is a large selection of them, sets with domestic and wild animals of various climatic zones, educational encyclopedic literature.

Design and construction games corner.

In the groups there are corners of construction games, in which various types and forms of construction sets are presented in a wide variety. Pupils independently use diagrams and models of buildings to realize their plans. The corner is complemented with small toys for playing with. The mobility of this corner allows children to develop the plot of the game outside of it. This allows our children to feel comfortable in any corner of the group. (Recommendations: fill the albums with design diagrams).

Speech development. The groups have book corners containing literature with bright illustrations. There are manuals for articulation exercises, materials for storytelling, and a variety of board and printed games. There are also sets of story pictures, albums, illustrations, there are card files of speech games, didactic games for speech development, portraits of famous writers, various types of children's theaters (finger, glove, cone).

Artistic and aesthetic development. In the groups there is a place for children's creative activities. Here our students draw, sculpt, and do appliqué work in their free time. On the shelves there are educational games, albums with different types of genres, and exhibitions with examples of folk art. Paper of various sizes and shapes, white and colored cardboard, stickers, scissors, pencils, wax crayons, gouache, stamps, paints, brushes, water cups, plasticine, stencils, coloring books, albums with works of different genres for viewing, didactic games for familiarization with various genres of painting, styles of architecture, types of folk crafts, folk crafts and folk toys, algorithms and diagrams of step-by-step modeling and step-by-step drawing.

The musical development of a child comes down not only to classes with a teacher, but also to the opportunity to play independently, improvise, and play music freely. To do this in groups music corners have been created, which helps students transfer the experience gained in musical activities to other conditions, helps to establish a sense of self-confidence, activity, and initiative. ( Recommendations: in a group "Ship" replenish the music corner, it is too scarce).

Physical activity center All groups are equipped with physical education corners containing all the necessary benefits: ribbons, handkerchiefs, balls of various sizes, plumes, ribbons, balls, jump ropes, hoops, ring throws, skittles, didactic games about a healthy lifestyle, valeological games, sports, card index of outdoor games, gymnastics after sleep, breathing exercises, gymnastics for eye. For gymnastics after sleep, all groups have health tracks.

Thus, the variety and richness of corners, the possibility of free access to each corner in the group contribute to the emotional and intellectual development of our students.

Sections: Working with preschoolers

In modern society, the pedagogical process in preschool educational institutions requires special attention and the changes taking place in society dictate new ways of creating conditions in kindergarten for enhancing professional self-improvement and developing the creative potential of teachers. I believe that this directly depends on improving the material and technical base and information and methodological support of the educational process, increasing the methodological literacy and technological competence of teachers, and creating a system of rewards and incentives for employees.

Therefore, in my opinion, how efficiently and timely these conditions are met, the educational process in the kindergarten will be structured competently, and the quality level of services provided to the family in the upbringing and development of a preschool child depends on this.

One of my functions, as deputy head of educational resources, is to monitor and analyze educational work with preschoolers. I see the main goal of control in improving the pedagogical process in all age groups and providing each teacher with specific assistance.

Monitoring the educational process and its results, namely the level of knowledge, abilities and skills of children, their development must be carefully planned.

So, in August, together with the head, we are drawing up a long-term plan for monitoring the educational process in a preschool educational institution, where we have provided for thematic, frontal and operational control (Appendix 1). We have included the following areas in this plan: protecting the life and health of children, maintaining a walking routine, cultural and hygienic skills (when eating, dressing and undressing, washing), entertainment, maintaining book corners, maintaining and designing arts and crafts corners, maintaining natural corners, content and design of musical corners, the presence of didactic games on speech development, intellectual development, the presence of a plan for educational work with children, visual pedagogical propaganda for parents, holding parent-teacher meetings.

Since the work of the deputy head of HR management also includes other responsibilities, when conducting control, I want to spend as little time as possible filling out documents. Having studied with great interest the recommendations on control in a preschool institution by K.Yu. Belaya, L.M. Volobueva, N.S. Golitsyna, O.A. Skorolupova, I began to use many of them, or compose my own based on them. At the same time, I adhere to the basic rule when working with maps: put in them as much information as possible about the observed process, and at the same time make sure that there are as few records as possible.

Thus, I have accumulated a package of documents for monitoring the educational process in the following sections:

1. cards for assessing routine moments: organizing morning exercises (Appendix 2), washing, eating, various activities for children during a walk, organizing role-playing games.
2. cards for control, which reflect the results of classes with children in the sections of the program: speech development, REMP, familiarization with the environment, visual activities (Appendix 3), design.
3. In the third section I collect practical material for thematic and operational control. (Applications 4, Appendix 5, Application 6).

At the same time, I plan different areas of control daily (for example, classes with children), weekly (for example, preparing for classes), monthly (protecting the life and health of children, having a plan for educational work with children for a month), once a quarter (for example , visual propaganda for parents, holding parent meetings, content of the developmental environment according to sections of the program, based on the annual tasks of the preschool educational institution).

In the appropriate columns, using colored geometric shapes, we record the status of work on any issue: red - high level, yellow - average (acceptable) level, green - low level, blue - unsatisfactory (inacceptable) level, or the signs “++” - high level, “+” is an acceptable level, “V” is a low level, “–” is an unacceptable level, or there are control questions that require an answer to the question “Whether a certain condition is met in the group or not,” for which I use such notations , as “+” – the necessary condition is met/is met, “–” – is not met, “±” – is partially met/is met.

Thus, timely, systematic and targeted control of the educational process plays a huge role in improving the professional level of methodological literacy and technological competence of teachers, which in turn, I believe, has a positive effect on achieving high results in the training and education of preschoolers. Since the conditions of modern life require high quality education.

The smooth functioning of a modern kindergarten with progressive development cannot be ensured without the implementation of control in a preschool educational institution - a system of activities that helps determine the effectiveness of the educational complex and find ways to improve it. The controlling function is the basis for the successful implementation of management decisions; it allows you to solve a number of important tasks in a timely manner:

• systematically correlate the achieved results of pedagogical work with current regulatory requirements;
• provide timely advisory and practical assistance to kindergarten staff;
• control the order of implementation and results of implemented management decisions;
• promote the dissemination of best practices.

Types and forms of control in preschool educational institutions

The importance of the comprehensive implementation of the control function, without which it is impossible to determine the level of existing problems and opportunities for the development of the institution, determines the relevance of the classification of types of control in preschool educational institutions, which remains ambiguous due to the variability of approaches. In modern pedagogical science, there are two types of implementation of control functions - external and internal.

External control is carried out for the purpose of:

1. Identification of socially and culturally significant objects in the microdistrict.
2. Determination of the social status of families raising preschool children.
3. Recording the requests and expectations of consumers of educational services - parents of kindergarten students.
4. Control of provision for those who do not attend preschool educational institutions.

Getting ready for inspections

Tells expert"Education" reference system

Internal control is a more complex and multifaceted system, implemented to monitor the dynamics of the functioning of a kindergarten in all key areas of activity - directly educational, methodological, socio-psychological, economic, medical, organizational, etc.

Download types of internal control in preschool educational institutions according to Federal State Educational Standards
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Additionally, in the structure of control functions, various forms of control in preschool educational institutions are distinguished according to sequence and frequency:

1. Preliminary monitoring, which is carried out in order to prevent errors even before the start of the implementation of planned processes. Preventive control is very important either at the stages of launching experimental educational projects or expanding the structure and functions of a kindergarten.
2. Current, necessary to correlate intermediate results with predicted ones and ensure timely response.
3. The resulting one is the final monitoring, during which the achieved results are recorded and the reasons for their achievement are analyzed to consolidate the positive dynamics.
4. Search - a set of versatile control measures aimed at finding the optimal tactics for achieving the task under specific conditions.
5. Executive - the procedure for implementing recommendations voiced by managers.

Operational control in preschool educational institutions

The organization and provision of the educational process are invariably associated with the need to implement a number of tasks, the effectiveness of which can be determined by operational control in a preschool educational institution - a system of management measures aimed at studying the progress and results of the pedagogical process. It is a mistake to believe that this type of control function is based solely on the collection of quantitative data, but on their generalization and analysis, followed by changes in organizational processes.

Operational or current control is carried out according to different models, the choice of which is determined taking into account the specifics of current tasks. In order to obtain the necessary information, the head of the kindergarten can conduct or initiate:

1. Express diagnostics are an effective method of collecting data to identify the current state of the educational complex in a specific area. Express diagnostics is carried out through questionnaires or testing, personal conversations with educators, methodologists, and family representatives.
2. Selective control, which involves assessing the professional activities of a teacher, an up-to-date analysis of the upbringing of children in a group, assessing the level of education, monitoring the conditions of teaching work, or other specific issues. Occasional checks are carried out during the day during visits by the head of the kindergarten to groups, consultations and conversations.

In order to ensure a continuous monitoring function and effective management work, it is advisable to organize inspections on 5-7 issues monthly and draw up certificates on planning operational control in preschool educational institutions in any form, for example:

Download a sample certificate for planning operational control in a preschool educational institution
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When drawing up operational control maps in preschool educational institutions, it is important to remember the existence of a range of components of the educational process that require managerial intervention at different frequencies:

1. Daily. During the bypass of the planned control of the preschool educational institution, it is important for the manager to check the procedure for fulfilling regulatory requirements for the protection of the life and health of pupils, the progress of teaching activities in groups, the organization of meals, compliance with regime issues, maintaining a healthy psycho-emotional climate in the team, providing methodological support for young teachers, the progress of the planned economic activities works
2. Once a month. Based on data obtained during the systematic collection of reports, questionnaires, interviews, the head of the preschool educational institution, with the help of a deputy, analyzes the morbidity of the child population, compliance with natural nutritional standards, the correctness of filling out documents by group teachers, the progress and effectiveness of sports and musical entertainment, the level of pedagogical skills of those being certified employees, the effectiveness of the conducted methodological days.
3. Once a quarter. The analysis of the morbidity of pupils and the effectiveness of holding health days, the implementation of program requirements in groups, compliance by preschool teachers with recommendations for preparation for certification assessment and continuous self-education, the participation of members of the teaching staff in the educational organization, the effectiveness of interaction between educators and families are assessed quarterly.
4. Summaries, certificates and tables compiled during the implementation of operational control are stored in the preschool educational organization for 1 calendar year.

Thematic control in a preschool educational institution is a type of internal monitoring of the work of a kindergarten in a given area. Its main goal is a comprehensive study of the implementation of the pedagogical process, timely introduction of changes to the tasks of the kindergarten teaching staff or an individual teacher, and improvement of the program minimum. The management process involves:

• assessment of professional competence of teachers;
• determining the level of education of preschool children, their skills, abilities and knowledge;
• analysis of the conditions that were created for the implementation of the educational program;
• assessment of the system for planning educational activities in the chosen area;
• checking the level of interaction between parents and teachers, methods and forms of work with family members of pupils.

The methodological office stores complete monitoring documentation, which is subsequently used in preparation for licensing or external verification, acting as confirmation of the state of the pedagogical process in a given area. Review topics are included in the annual planning. The responsibilities of the senior educator and leader include providing comprehensive support to educators in preparing for the test. Control is carried out in four steps:

1. The senior teacher develops a thematic control project, while the execution of the order is monitored by the head of the preschool educational institution or his deputy. The goals of thematic control and the results that should be achieved based on the results of the work are determined. Effectiveness is assessed in the context of interaction with families of preschool children, the introduction of the second generation Federal State Educational Standard, stimulation of self-education of educators, modernization of the educational process, or another direction.
2. Taking into account regional characteristics, the annual task and the results of previous controls in the preschool educational institution, a work plan is drawn up. Two weeks before the start of the test, educators should receive a task plan for review (most often, the OOP section is selected for testing). Regardless of the topic of monitoring, the control plan includes five blocks.
3. The preparatory stage involves determining deadlines, choosing diagnostic techniques, creating questionnaires, tables and diagrams to monitor the test results. A copy of the inspection plan is kept in the methodological office of the kindergarten so that teachers can familiarize themselves with it at any time. The senior educator compares current developments with those used in previous inspections to eliminate the use of ineffective methods. This step largely depends on the manager, who should study local documentation in order to understand how well and in what form the work was carried out previously, and to argue for the role of inspection in the process of improving the activities of the kindergarten.
4. The last stage is the most responsible and important, since during it all control participants (teachers, supervisor, physical education instructor, music director and nurse) receive specific tasks with a strict order of their implementation. After this, kindergarten employees proceed to implement planned monitoring actions. The results of the inspection are included in an analytical report, which is read out at the final meeting of the pedagogical council.

The manager issues an Order to conduct thematic control, recording in the document the timing and subject of the inspection. There are three types of monitoring.

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The result of thematic control - analytical report

An analytical report on the inspection is the logical conclusion of the thematic control procedure in a preschool educational institution according to the Federal State Educational Standard, the completed tables or test report of which are announced after the completion of the monitoring. The document consists of three semantic parts, which reflect the assessment of all blocks of the inspection plan.

1. Introductory - basic information about the timing and subject of the inspection, the subject of study, the goals and methods of work of those responsible for control.
2. Analytics - the facts obtained during the inspection are listed and analyzed, the reasons for the detected work deficiencies and the factors that influenced them are identified. It is important to give an answer to each question posed in the control plan, to form cause-and-effect relationships between the advantages and disadvantages of solving the issue under study.
3. Completion - generalized conclusions and recommendations to the teaching staff of the preschool educational institution with clarification of the timing of their implementation.

Planning control in preschool educational institutions for the 2017-2018 academic year

Internal monitoring cannot be carried out without a plan, which is drawn up for a month or a year, taking into account local regulations and the schedule of the local government authority in the field of education. Control planning in a preschool educational institution reflects: areas or activities that are subject to inspection, reasons for carrying out, types, timing, goals of monitoring, control results and recommendations of responsible persons aimed at eliminating detected deficiencies.

Practice has proven the effectiveness of a graphical (tabular) representation of the internal control plan, since it is important for educators to know:

• when and who will evaluate their teaching skills and educational process;
• what screening criteria will be used;
• realize that monitoring is aimed at assessing performance and not at the individual.

To develop a monitoring plan, a working group is formed from among the administration of the preschool educational institution and leading specialists, which determines the goals and objectives of the audit, draws up a work algorithm, distributing among themselves areas of responsibility and responsibilities. When planning control at a preschool educational institution for the 2017-2018 academic year, the working group or head is guided by the provisions of the annual plan, on the basis of which it forms a monthly plan, where a list of monitoring activities is determined, which is immediately informed to colleagues. When developing a plan for a separate inspection, it is important to correlate it with the unified control system in the kindergarten in order to achieve maximum efficiency of the procedure and strict implementation of the recommendations issued upon its completion.

Careful planning ensures a closed management cycle and is based on a number of provisions:

• Monitoring is aimed not only at finding shortcomings in work, but also at effectively eliminating them, identifying new methods of work that can increase the effectiveness of the educational process.
• The transparency of the inspection and strict administrative control contribute to the education of personnel, increasing the level of responsibility and pedagogical skill, and the desire for self-education of teachers.
• Systematic checks allow the head to promptly intervene in the educational process, making changes and carrying out management functions, excluding the moment of spontaneity of work. Monitoring is an effective tool for finding weak links in work and its modification, and not a pro forma of a bureaucratic machine.
• Total control of all areas of professional activity has the opposite effect and provokes pedagogical negligence, while hidden checks provoke hostility among colleagues. Monitoring is carried out not because of distrust in a particular employee, but to improve the work of the institution.

Methods and rules of control in preschool educational institutions according to the Federal State Educational Standard

The implementation of the supervisory function on the part of the head of the preschool educational institution is associated with a number of contradictions: on the one hand, it is important for the chief administrator to ensure strict control in the kindergarten in all key areas of activity, which is periodically associated with the need to issue reprimands, on the other hand, it is important to maintain a positive emotional mood in the team, high professional motivation of employees. Therefore, it is important for the heads of kindergartens to establish rules for conducting inspections in accordance with current standards of professional ethics, as well as to choose optimal control methods - transparent and comfortable methods for conducting monitoring activities for all participants in the educational process, allowing to obtain objective results.

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When implementing the control function, the head of the kindergarten should focus not so much on identifying the shortcomings of the educational complex, but on identifying the causes of the current situation and finding ways to overcome them with the subsequent achievement of positive dynamics. This means that administrative checks should not become an end in themselves - otherwise, teachers may lose their positive attitude toward active work, reduce professional interest, and be unwilling to carry out continuous pedagogical research.

1. Perform planned rather than spot control. The practice of monitoring in the event of incidents is fundamentally incorrect. Carrying out systematic inspections is perceived as the norm, allowing educators to work in a psychologically comfortable environment and demonstrate the best professional qualities, and the manager to receive reliable information. Aggressive control after recording a violation only contributes to the escalation of negative reactions, so it should be replaced by a joint discussion of identified errors, determination of subsequent work tactics, and, if necessary, provision of methodological assistance.
2. It is important to avoid total control, which will entail the refusal of employees to search for progressive solutions, and subsequently will cause the reluctance of members of the teaching staff to take responsibility for any undertakings.
3. Take into account the individual characteristics of teachers, because even excellent students in preschool education have shortcomings.
4. Abandon the practice of hidden inspections without announcement due to the high probability of receiving false information.
5. Perceive control not as a basic tool for implementing management functions, but as a formal responsibility. It is important to remember that the quality of the organization of the educational process and the provision of educational services is primarily the responsibility of the head of the preschool educational institution, who is obliged to show increased care, firmness of position and willingness to continuously look for effective ways to develop the kindergarten.