Assessing the quality of preschool education is not an easy task. Why is it carried out, what exactly is to be evaluated, who should do it and how often? The very idea of monitoring in the education system appeared not so long ago, but today such studies have already become mandatory. The process also affected the system of preschool education, especially after the adoption of new federal standards.
Preschool education legislation and monitoring
In 2013, the Law on Education was adopted. The document emphasized the mandatory monitoring and posting of the data in the public domain. The definition of the procedure itself is given: systematic observation of the education sphere according to the developed criteria. The assessment parameters included: the dynamics of educational results and the contingent, learning conditions, academic achievements.
Preschool education was also to join this process. However, the introduction of the federal standard introduced some adjustments. The procedure for monitoring pre-school education by the GEF is somewhat controversial. On the one hand, it is noted that educational targets should not be directly evaluated. On the other hand, a pedagogical monitoring procedure is provided. As a result, the educational process and the conditions created by the teaching staff to achieve the requirements of the standard turned out to be objects of evaluation.
Who is monitoring?
Given the number of monitoring parameters, the circle of individuals and organizations involved in it becomes quite extensive. The law refers to external and internal monitoring. The first is carried out by special organizations for assessing the quality of education, the second is carried out by educational institutions themselves, on the basis of criteria approved at the federal level. Categories of monitoring participants in the institution: leader, educators, specialists, psychologists, parents.
Levels of monitoring: federal, regional, local. Evaluation may be carried out by regional continuing education institutions. As part of the monitoring of preschool education, the IRO (Institute for the Development of Education) provides data on the availability of its services to the population. The results of such a study are freely available.
Availability and quality of pre-school education
Several parameters have been identified by which their level is evaluated. This is the state of the network of kindergartens, the degree of implementation of programs for the development of preschool education, the coverage of children, the personnel potential of institutions, etc.
The responsibility for the analysis lies with the regional executive authorities, but the authority is often delegated to subordinate institutions. The IRO carries out monitoring of preschool education with the help of automated information systems, the data are posted on the institution's website. The statistics reflect:
- the number of preschool educational organizations;
- the total number of preschool children in the region;
- the number of children who are provided with pre-school education services (including by age group);
- number of children not covered by pre-school services;
- the number of waiting lists;
- population needs for pre-school services;
- information about pedagogical and other employees of preschool education.
Monitoring functions
Research of this kind is carried out to analyze professional activity, which allows to improve the pedagogical process. Therefore, in the requirements for monitoring preschool education, a number of functions are highlighted:
- Informational. The opportunity to get comprehensive information about the quality of the educational process in a particular kindergarten. As a result, participants in educational relations (teachers, governing bodies, parents, members of the public) are involved in the management of the pedagogical process.
- Control and diagnostic. Monitoring is primarily a tool for assessing the quality of training. Allows you to control the degree of compliance of the educational process with the necessary parameters.
- Reflective. Provides feedback of the educational institution and interested categories of the population. Promotes the establishment of cooperation of participants in educational relations.
- Integrative. It allows you to objectively assess the educational situation in the city (district), to see the full picture, since the monitoring results are analyzed at the internal and external levels.
- Predictive. It makes it possible to determine the vectors of further development of the kindergarten, to make the necessary amendments.
Basic principles
Like any standardized system, monitoring the quality of preschool education is based on certain rules.
Key monitoring principles:
- the presence of a number of regulatory rules and social requests (legislative framework, research, requirements of parents of students, representations of teachers);
- the specificity of the objectives of the conduct (on their basis the whole process is built and the results are evaluated);
- repeatability (analysis for specific positions at a clearly defined time);
- the number of diagnostics should be sufficient to compile a complete picture of the educational process, but not excessive;
- predictability (information obtained during monitoring allows us to evaluate the prospects for further work);
- during monitoring, teachers act in concert, based on common criteria;
- collegiality in the analysis of results (at least two experts).
What exactly is being evaluated?
The main objective of monitoring is to improve the quality of preschool education, further development. The work of the kindergarten includes a number of areas, so the assessment system is multifaceted. Monitoring the system of preschool education primarily includes an analysis of:
- the process of education and development;
- the conditions in which this process occurs;
- final educational results.
There are also several additional areas of assessment:
- Monitoring of the management system (meeting the needs for educational services, an assortment of forms of preschool education, technical equipment of premises, security, social partnership).
- Analysis of the interaction of kindergarten and family.
- Monitoring of personnel work (professional development, introduction of new pedagogical technologies).
- Assessment of additional paid services.
The quality of the educational process
Quality assessment primarily means monitoring the main educational programs of preschool education, their content and the dynamics of development by students. The standard defines 5 main areas of child development (artistic and aesthetic, physical, communicative, cognitive, speech). The monitoring analyzes the forms and techniques used by teachers in each of the areas, achievements and problems of children. The conclusions made are taken into account when planning further development work.
The monitoring of the educational process is carried out by educators, specialist teachers (each evaluates the success of children mastering their own section of the program). The frequency of analysis is determined by the work plan: at the beginning and at the end of the study of a topic or project implementation. Methods are selected based on the main tasks (diagnostic situations in the form of a game, compiling a portfolio of a child’s work, etc.). If problems are identified, a correction plan is drawn up.
Monitoring of psychological and pedagogical conditions
The success of mastering the main program largely depends on the atmosphere in which the child finds himself when he comes to kindergarten. The standard indicates the criteria for diagnosis and monitoring in preschool education regarding the conditions for organizing the learning process and development.
The staffing conditions of the preschool institution are evaluated by the deputy head or methodologist. Their task is to collect information about specialists, educators, other employees, using the form of registration cards and portfolio.
Psychological and pedagogical conditions are analyzed by the administration and teachers of the kindergarten. The emotional atmosphere in groups, the level of professional competence of employees are evaluated. Methodists use operational control methods for this, educators use mutual assessment, introspection, conversations with children, and a survey of parents.
Assessment of the developing and material environment
The modern educational process is impossible in the absence of the necessary technical means. During the monitoring of preschool education, special attention is paid to this.
The financial capabilities of the institution are evaluated by the head. Income, needs and expenses are taken into account. Monitoring is ongoing throughout the year.
Material and technical conditions are analyzed by deputy heads or senior educators. Their compliance with the specified standards is assessed, the needs for the acquisition of new equipment are identified.
Monitoring of the subject-developing environment is carried out by the entire teaching staff. The features of the developing environment in groups of the adjacent territory are taken into account. Methods: self-control, contests, mutual control, questionnaires. Based on the results, analytical reports are compiled.
Educational observation
The standard allows the assessment of the individual development of the child. It is carried out using pedagogical monitoring in preschool education. At the same time, the actions of educators are evaluated first of all. Each institution has its own system of pedagogical diagnostics, which allows you to build a process of individual support for a preschooler. Frequency is determined by the program. The data obtained are used in the work and are not subject to verification by the regulatory authorities.
Using the recommended methods, the teacher determines the needs, interests, preferences of children. This makes it possible to adjust their own pedagogical actions. Distinguish between direct observation (by the teacher himself), indirect (by other persons), included (the teacher is involved in the action), open (children know about him) and closed.
Monitoring the adoption of pre-school education by children
Achieving educational results is the thinnest point in the assessment system. Monitoring of preschool education in this area determines the level of organization of educational activity, achievements and shortcomings in the work of the teaching staff. It is planned and conducted by the head of the kindergarten with the participation of all employees.
In the process, we use proprietary methods or develop our own criteria, assessment tools, and comparative scales. Employee training may be required in assessment methods. Time - 2-4 weeks. Based on the results, diagnostic sheets and analytical reports are available for study.
Opinion of parents
An important indicator of the quality of the educational process in kindergarten remains the opinion of families of pupils, their satisfaction with the services provided. Therefore, the traditional form of monitoring preschool education is to conduct surveys and questionnaires to assess the position of parents. Their results are used in planning work with families of pupils. In most cases, such polls are anonymous.
Parents are invited to evaluate the work of the kindergarten according to the following criteria:
- level of qualification of teachers;
- material equipment of the institution;
- child development dynamics;
- safety of life and health;
- feedback and forms of interaction between employees and parents;
- the availability of game materials and equipment;
- equipment of the adjacent plot;
- methodological support of the educational process.