Dhow control cards. Control in a preschool institution

Exercise operational control of organizations that are responsible for the procedure for conducting inspections, the general situation in the field of labor protection at various kinds enterprises. The purpose of operational control is to increase attention to issues directly related to labor protection.

Levels of control

It is important to note that the operational control system has three levels:

1. Every day, the person responsible for labor protection at a certain site inspects all workplaces to identify violations. And if these violations are discovered, the master is obliged to take all measures to eliminate all the deficiencies found. If no violations were found, the authorized master is obliged to make an appropriate entry in a special journal along with his signature. As a rule, at the end of the shift, all inspection results are reported to the senior supervisor for labor protection issues. Areas for which first level control is responsible:

Equipment grounding.
Condition of electrical cabinet devices.
Workplace lighting.
The situation in the area of passageways at the enterprise.
Serviceability of various equipment at the enterprise, etc.

2. Every week, the chief, senior representative for labor protection issues, mechanics and power engineers conduct a general inspection of all areas. If violations are detected, they record the results of operational control in the appropriate occupational safety journal.

After the inspection, a meeting is held at the enterprise, where a decision is made on how to troubleshoot problems in the enterprise. It is important to note that persons conducting such inspections are required to report to their superiors every month.

3. Every month, a representative of the trade union committee and a representative of the labor protection commission conduct an inspection at the enterprise. As for issues regarding working conditions, they are resolved after inspection at a special meeting. Decisions that will be approved must be formalized in the form of an order or instruction at the enterprise.

Checks

There are comprehensive and targeted inspections. Complex projects are carried out according to the schedule established by the general director. However, due diligence may be completed outside of schedule due to a fatality occurring at the facility. The commission, which conducts comprehensive inspections, carries out its work within five days, and the results of the inspection are discussed at a special meeting.

During a comprehensive audit, the commission pays attention to the operation of the occupational safety and health management system; implementation of all safety procedures; timely provision of briefings; workers' knowledge of clear safety rules during the work process; working condition all equipment; check fire safety; working process conditions and methods for improving it, etc. However, the list of issues can expand significantly depending on the specific enterprise.

As for targeted verification, the situation here is a little different. After all, they are carried out at the enterprise out of necessity. During a targeted inspection, issues such as storage procedures, issuance and use of equipment by workers are considered. personal protection; preservation, accounting and use of toxic and explosive materials at the enterprise; work management increased danger; registration of work orders and work permits; correct operation of ventilation units at the enterprise; competence of workers in the field of labor protection; conducting briefings; control of knowledge of workers of the enterprise on labor protection; safe use of equipment; sanitary condition of working premises; the state of medical services at the enterprise; control of repair work, etc. At the end of the target inspection, as a rule, acts and instructions are drawn up.

The results of the inspection are discussed at special meetings, after which an order is issued indicating the persons responsible for eliminating deviations at the enterprise.

Operational control log

All results of operational control checks carried out by supervisors, employees, and specialists authorized in the field of labor protection must be recorded in the Operational Control Log. It is kept at the department head's workplace. An important fact is that violations that are entered into the Journal must be written in it only in the presence of the person who violated the rules. The magazine must have a number, be laced and have the seal of the enterprise.

Operational control department. What is the job?

The work of the department is to improve the organization of labor protection, industrial sanitation and detect various types of violations. Thus, the operational control department is responsible for regular inspections at enterprises to identify violations and eliminate them.

Operational accounting

As for the issues of operational accounting and production control, they are the most important planning functions and a significant source of information in the production process. The objects of operational accounting and control can be various production indicators. For example, daily tasks or annual production volumes.

The purpose of operational accounting is to reflect the status and process of execution production activities at various enterprises, as well as monitoring the correct expenditure of funds and the implementation of plans set by management. It regulates the profitability and profit of the enterprise and prevents unnecessary expenses.

This accounting has a connection with the reporting of the enterprise itself, which, in turn, is divided into internal and external. Internal reporting reflects the work of departments, sections, workshops; external is responsible for the presentation of organizations in various inspections.

Operational accounting and control are responsible for the quality work of all areas in a particular enterprise.

Accounting should contribute the right decision various problems in the enterprise.

This is one of the elements of direct control. The purpose of operational control is to achieve results close to planned.

Types of operational control

It is important to note that control is divided into several types:

Preliminary control in several layers of the enterprise: on issues in the field of human labor, which is carried out by analyzing the working qualities of employees that they are required to possess; on issues in the material sphere; in the field of finance.
which is carried out in the process of direct work;
Final control, which is carried out after completion of all work at the enterprise.

Types of operational control

Operational control There are two types - internal and external. It is important to note that the object of external control is the timing and fulfillment of obligations concluded in a special agreement. And the object of internal control is the condition for the development of the production process according to the established plan and the provision of the necessary resources for the productive implementation of assigned tasks.

It is important to note that operational accounting is somewhat reminiscent of accounting. But it has one important difference. After all, accounting includes exclusively transactions that took place in the past, while operational accounting also includes future transactions.

Operational control plan - what is it?

An operational control plan is a collection of specific information relating to work and its effectiveness at enterprises. It should be noted that the operational control and accounting department is responsible for the implementation of the plan.

The basis for the operational plan is current forecasting and various documents that foreshadow further development events at the enterprise.

Operational control review procedure

An element of the analysis of operational control, like any other, is the comparison of indicators with previous ones, the identification of errors, and the calculation of the necessary processing limits.

The analysis of operational control should be aimed at:

Detection and generalization of the reasons for non-compliance with labor legislation, labor protection, etc.
Organization of elimination of detected deviations from the required norm.
Improving working conditions.

There are five types of analysis: operational, monthly, quarterly, semi-annual and annual. Operational analysis examines inspection data, determines the nature of violations, and compares them with previous inspections. It is important to note that during operational analysis, as a rule, potential danger. As for the rest, they are carried out after a month, a year, a quarter, a half-year. These analyzes compare the achieved results of the enterprise, shortcomings, etc.

There is also variance analysis. Deviations are deviations from the assigned target indicator in the production process. Such deviations direct attention to a problem area in the enterprise. Deviations can arise in an enterprise for several reasons: these are shortcomings in planning and production itself, as well as in organization.

Operational management

Operational production management is implemented through careful monitoring of the production process. This management occurs continuously.

Operational management works on the basis of some clear rules:

Proper distribution of labor.
Clear processing and collection of information about the direct production process.
Daily analysis of operational control.
Making decisions to eliminate violations within the required time frame.

Operational management requirements

Operational management must meet some specific requirements. This:

Flexibility and quick response to any deviations from the norm.
Scientific validity of all plans.
Economical.
Simple methods for solving problems.
Efficiency in work.
Development of plans and their implementation.
Development of tasks for the day.
Providing working tools.
Ensuring clear planning and operational control.

Operational control management must be continuous, which means that control is necessary every day.

Dispatching

It is important to note that operational control at an enterprise can also be called dispatching, the process of which includes the following:

Forecast of future demand for goods produced by the enterprise.
for goods in different seasons of the year.
Creating plans for the production and sale of manufactured goods.
Creation of calendar schedules.
Monitoring the implementation of set plans.
Detection of deviations from set plans.
Making quick decisions to eliminate and prevent various deviations from prescribed standards.
Analysis of the reasons why deviations from the norm occurred.
Development of methods for eliminating deviations from norms.
Operational control management.

The importance of operational control in enterprises

The question arises: why is operational control so important? The answer is very simple. The control function in an enterprise arises when the goal, task and structure of the organization of the enterprise itself are developed. If the successful functioning of a particular enterprise is important to management, then operational control is necessary. After all, everyone knows that without controlling, chaos and disorder ensues, after which it becomes impossible to unite the activities of certain areas, groups, and divisions. Operational control is an important link in any organization.

Irina Kharchenko
Certificate based on the results of operational control

In order to analyze the educational process in MDOU DSKV No. ___ in November 2016, operational control on issues: implementation of a walking regime, protecting the life and health of children, planning educational educational work, design and updating of information in corners for parents, content corners: art activities, physical education, music, equipment for theatrical activities, teacher preparation for GCD - according to plan operational control for the 2016-2017 academic year.

Control was carried out: head – ___, senior teacher – ___, senior nurse – ___

In all groups of preschool educational institutions, safety measures for children staying in preschool educational institutions are observed. Teachers reflect organizational and pedagogical work with preschool children in terms of educational work of the group (complexes of morning, finger gymnastics, gymnastics after sleep, artistic word, group work, work with parents).

Every day, educators plan continuous educational activities. GCD for preschoolers is compiled in accordance with the approved grid. When compiling educational activities educators indicate the topic, program objectives of the GCD, brief description activities.

Based on the results of checking the implementation of the walking regime by teachers, it was established that the walking regime is not observed and is not implemented by teachers in accordance with the strict adherence to the daily routine of each age group (№3, № 7)

In preparatory groups, children have fully developed self-care skills. Hygiene procedures after a walk are carried out constantly, under supervision of the teacher.

Removable material corresponds to the season, in sufficient quantity.

However, it is noted that the organization of the motor regime requires more careful preparation teacher

Conducting and organizing educational, didactic, role-playing games meets the established requirements.

In each group in the locker room there is an information stand for parents, on which the following is posted: information: GCD grid, group daily routine. The information stand displays consultations for parents on issues of raising and educating preschoolers.

The organization of the developmental environment, taking into account the Federal State Educational Standard for Preschool Education, is structured in such a way as to provide the opportunity to most effectively develop the individuality of each child, taking into account his inclinations, interests, and level of activity. Teachers strive to create an environment that would ensure the safety of life for preschool children, promote health and strengthen the body, and also stimulate children to develop cognitive, artistic and aesthetic abilities.

It is important that the subject environment has the character of an open, non-closed system, capable of adjustment and development. In other words, the environment is not only developing, but also developing. Under any circumstances, the objective world surrounding the child must be replenished and updated, adapting to new formations of a certain age.

For aesthetic development created:

Corner artistic creativity with different types of paper, coloring books, pencils, felt-tip pens, plasticine, crayons, etc. However, in iso-corners of groups (№4, № 8) there is no card index of games for the development of artistic creativity;

Music corner with children's musical instruments, portraits of composers. However, in the musical corners of the groups (№5, № 6) There is no card index of games for musical development.

For organization motor activity There is a sports corner that meets sanitary and hygienic requirements. However, students make little use of attributes for independent activity.

For theatrical activities in groups there are theaters, masks, kokoshniks in accordance with the age and gender of the children.

1. Teachers of preparatory groups (№3, №7) strictly adhere to the walking schedule.

2. Teachers of younger groups (№5, № 6) choose a card index of games for musical development.

3. Teachers of older groups (№4, № 8) choose a card index of games for the development of artistic creativity.

Publications on the topic:

Analytical report on the results of adaptation municipal budgetary preschool educational institution "Kindergarten No. 104 of a combined type" (MBDOU No. 104) Analytical report.

Analytical information on the results of thematic control Analytical report on the results of the thematic control on the topic: “Cognitive development of children through a systemic activity approach.”

Municipal preschool educational institution “Kindergarten No. 10 “Silver Hoof” of the city of Alushta Form for filling out the operational results.

Information and analytical report on the results of operational control Control in preschool institution is a system of observation and verification of compliance of the educational process with goals and objectives.

Information and analytical report on the results of operational control (sample) Information and analytical report on the results of operational control dated May 31, 2016. 04.05. Catering in groups (nurseries). Mode.

Maps - operational control schemes for kindergarten Map - scheme of operational control Contents of the corners of manual labor Date of observation No. Questions of analysis Group, mark on control.

CONTROL IN THE DOW

I am posting cards - diagrams for monitoring and analyzing the work of educators. Each of the schemes consists of 10 points, which is very convenient and makes it easy to make a summary table both for a specific teacher and for all groups in the kindergarten. They helped me a lot in organizing control in our kindergarten. Maybe it will be useful to someone.

SCHEME No. 1 Group readiness for new things academic year

1. Safety of furniture and equipment for the life and health of children.

2. Pedagogical expediency of designing a subject-development environment.

3. Compliance with sanitary and hygienic requirements for the design of premises.

4. Correspondence of plot-role-playing games, teaching aids, children's literature, etc. to the age of the children.

5. Compliance of methodological literature and manuals with this age group.

6. Design of parent corners.

7. The materials provided for parents are specific and accessible in their presentation.

8. Information stands correspond to the age group: goals, objectives, regime, system of educational work.

9. Aesthetics in the design of premises.

10. Non-standard approach to design.

SCHEME No. 2 Availability of documentation in the group

1. Group passport: information bulletin of the group and NGO, software, list of children as of 01.09, daily routines, system of educational work, certification sheets of teachers.

2. Appendix to the plan: regime for this period + gentle regime motor activity, health sheets, wellness program.

3. Long-term plan: plan for working with parents, organization of a developmental environment, methodological support, play activity.

4. Calendar plan: lists of children (group, by subgroups, by health groups), planning for the day (morning, evening).

5. Folders of interaction and joint activities of teachers and specialists.

6. Documentation for working with parents: a notebook of information about parents, minutes of parent meetings, reports, information for stands and moving folders.

7. Attendance notebook.

8. Notebook for instructing children on life safety (for middle, senior and preparatory groups)

9. Labor protection instructions.

10. Magazine F-127 and adaptation sheets (for nursery groups)

Schemes: Analysis of the subject-developmental environment in groups under the sections “Development of gaming activities”, “Organization of catering”

SCHEME No. 3 Analysis of the subject-developmental environment in groups under the section “Development of gaming activities”

1. Availability of corners for role-playing games in accordance with this age group. Sufficient play equipment for s-r games.

2. Availability of constructive games in accordance with the age of children: construction sets - plot, floor, tabletop, from various materials;

3. A sufficient number of attributes to play with buildings (toys, vehicles, figurines, etc.)

4. The presence of an experimentation center with tools, toys and other attributes for conducting experiments and experiments.

5. Aesthetics and accessibility in the design of a corner of nature: landscape paintings, card indexes, rules for caring for plants, etc. in accordance with the age group.

6. The presence of a book corner with several copies of books (of the same content) - according to the program or in accordance with the goals and objectives of the teachers; illustrations and story pictures.

7. Equipping the corner for theatrical games with various types of theaters, costumes, attributes, musical toys and instruments.

8. Availability of a center for intellectual development: didactic and board-printed games with mathematical content, for sensory development, speech development, etc.

9. Richness and variety of materials for the development of artistic and productive activities of preschoolers, in accordance with the age group.

10. The room is designed taking into account the motor needs of children (space for free movement), and a corner for physical education games is equipped.

SCHEME No. 4 “Organization of catering”

1. Fulfillment of hygienic requirements: sanitary condition, placement of dining room furniture.

2. Table setting: are the table setting requirements taken into account depending on the age of the children, the aesthetics of the design, the activities of the attendants (except for nursery groups).

3. Organization of hygiene procedures depending on age.

4. The teacher’s use of various skills and techniques to cultivate a culture of behavior at the table.

5. The teacher’s ability to present a dish (unloved, new) and the teacher’s communication with children during meals.

6. The mood of the children and the situation in the group during meals.

7. Children’s ability to use cutlery.

8. Timely delivery of food to the group.

9. Following a diet in accordance with the daily routine depending on age.

10. Compliance with the volume of children's portions.

Schemes: “Planning physical education and health work during the day”, “Maintaining a daily routine and organizing group work”

SCHEME No. 5 “Planning physical education and health work during the day”

1. Planning and execution morning exercises.

2. Planning and conducting physical education classes depending on the age of the children.

3. Use of physical education minutes during classes.

4. Planning and conducting outdoor games during a walk.

5. Planning and conducting outdoor games in a group.

6. Carrying out hardening procedures and health-improving gymnastics (in accordance with the recommendations of medical workers).

7. Correspondence of the daily routine to the season and age of the children.

8. Individual approach to working with children, taking into account their health group (availability of health sheets).

9. Condition of children's clothing and shoes. Absence dangerous items.

10. Compliance with hygiene requirements (clothing, shoes).

SCHEME No. 6 “Maintaining a daily routine and organizing the group’s work”

1. Teachers’ knowledge of the daily routine of their age group.

2. Eating food on time. The time allotted for breakfast, lunch and afternoon snack is not reduced (extended).

3. The number and duration of classes corresponds to the schedule of classes and hygienic requirements.

4. The teacher’s ability to determine the degree of fatigue of children and, in connection with this, change the course of classes and their time.

5. Timely departure for a walk and return from it. Maintain the duration of the walk.

6. Going to bed on time. A calm environment in the bedroom that encourages children to relax.

7. Compliance with the time allotted for sleep. Do not delay or shorten sleep.

8. The teacher’s ability to gradually raise children, taking into account their individual characteristics.

9. Maintaining time for free and independent activities of children.

10. Timely departure for an evening walk.

Schemes: “Conducting and organizing a walk”, “Analysis of educational work in early age groups”, “Planning and organizing work with parents”

SCHEME No. 7 “Conducting and organizing a walk”

1. Match the walking time to the group mode.

2. Planning a walk: topic and basic observation techniques, outdoor games, individual work with children, work assignments, organization of children’s free activities.

3. Organization of dressing and undressing of children.

4. The level of development of self-service skills in children corresponds to this age group.

5. Compliance with children’s motor patterns while walking.

6. Outdoor games and their number correspond to the age of the children.

7. Variety and sufficient amount of takeaway material.

8. Organization of observation: the topic of observation corresponds to the age of the children, the teacher uses various methods and techniques, the content aspect of observation is aimed at developing the cognitive activity of children.

9. The teacher’s use of educational and didactic games during joint and individual work with children.

10. Teacher guidance of children’s independent activities during a walk (organization of role-playing games).

SCHEME No. 8 “Analysis of educational work in early age groups”

1. The group contains all the documentation: information about the parents, information about the health status of the children, records of the children’s stay in the group, an adaptation log, observation neuropsychic development children, daily routines, gymnastics complexes.

2. Maintaining a plan of educational work corresponds to the specifics of a given age.

3. Classes are planned daily; weekly with increasing complexity in accordance with the development group, taking into account repetition: program content (tasks - educational, developmental, educational), methods of activating children for class, in class; materials and equipment.

4. Planning of physical education and health work outside of classes is carried out: morning exercises, outdoor games and exercises, exercises after sleep, cultural and hygienic skills, hardening system, individual work.

5. Planning and organization of gaming activities: didactic games, fun games, theatrical games, plot- role playing games(techniques that influence the content of the game, changes in the subject-development environment, the formation of relationships in the game).

6. Planning and organizing work on speech development outside of class: conversations with children during morning reception, work in the book corner, reading works of art outside of class, individual work (on human development skills, vocabulary development, coherent speech development).

7. Planning and organization of work activities: self-service skills, various assignments.

8. Individual work is planned and carried out to develop technical skills (in visual arts).

9. Planning and organizing a walk corresponds to the program and specifics of the children’s age (observation of living nature, observation of inanimate nature, observation of the work of adults, feasible work assignments, physical activity - active and quiet play), organization of independent activities on the site.

10. Planning and organizing leisure and entertainment outside of classes (musical, theatrical, performances).

SCHEME No. 9 “Planning and organizing work with parents”

1. Presence in the group long-term plan work with parents, which includes various shapes work: parent meetings, consultations, days open doors, open views, joint holidays, etc.

2. The presence in the group of a journal of minutes of parent meetings. (stored until children are released).

3. Underway scheduling working with parents.

4. The parent’s corner in the group is aesthetically and modernly decorated.

5. The corner provides information about the work of the administration, kindergarten and groups.

6. Material presented in parent's corner is specific in nature and rational in scope.

7. In the parent’s corner, visual materials and folders are presented in accordance with the topic and this age group.

8. The group conducts a survey among parents in order to study the group population, study parental requests, etc.

9. The group has organized various exhibitions of children's works.

10. The exhibitions present the works of all the children in the group.

Schemes: “Group readiness for the New Year”, “Organization of children’s experimentation”, “Analysis of an object-based play environment for the development of children’s motor activity”

SCHEME No. 10 “Group readiness for the New Year”

1. Safety measures were observed when decorating the premises.

2. All attributes used in the design are safe for children.

3. The premises are beautifully and aesthetically decorated.

4. Use of non-traditional approaches in design.

5. Active participation parents in the design of the premises.

6. Use of children's works in the design of premises.

7. Readiness of groups for the New Year holidays.

8. Stained glass decoration of premises.

9. Children making greeting cards and posters.

10. The group has created an atmosphere of joyful and festive mood.

SCHEME No. 11 “Organization of children’s experimentation”

1. The group is equipped with an experimental activity corner.

2. Planning and organizing children’s activities to develop cognitive activity and develop ideas about the objective world.

3. Planning and organizing games with natural materials (sand, water, clay).

4. The use of story-based educational travel games.

5.Planning and organizing experiments and experiments with various objects and substances.

7. The results of children's experimentation are being recorded.

8. There is a systematic approach to conducting experimental activities.

9. Availability of a card index of experiences and experiments in the group.

10. The equipment of the experimentation corner meets the requirements of this age group.

SCHEME No. 12 “Analysis of an object-based play environment for the development of children’s motor activity”

1. Proper arrangement of furniture and play materials in the group in order to provide children with the opportunity to satisfy physical activity.

2. Furniture is selected according to height and marked.

3. Availability of a card index of outdoor games by age, attributes for children, sports games(towns, badminton, etc.).

4. The presence of attributes for games with jumping (jumping ropes, rings, flat circles for jumping, etc.).

5. The presence of attributes for games with throwing, catching, throwing (skittles, ring throwing, balls, sandbags, darts, frisbees, etc.).

6. The presence in the group of complexes of morning exercises, awakening exercises, and a card index of physical education minutes).

7. Availability of portable materials for outdoor games during walks.

8. Availability in the group of conditions for hygienic procedures (properly equipped washbasin; keeping towels in order, their labeling; availability of cups for rinsing the mouth; availability of an individual comb for each child).

9. Availability of hardening and healing methods in the group, certified by a doctor.

10. Availability in the group of visual information for parents on organizing an optimal motor mode for children (recommendations for hardening, materials on the prevention of various diseases, etc.

Schemes: “Analysis of a physical education lesson”, “Analysis of a subject-development environment for environmental education”, “Analysis of a cognitive lesson”

SCHEME No. 13 “Analysis of physical education classes”

1. Were the hygienic requirements for the organization of the entire lesson (room, clothing, equipment) met?

2. During the lesson, all tasks (health-improving, educational, educational) were accomplished.

3. Are the tasks appropriate for the given age?

4. Does physical activity meet the standards (in water, in the main, in the final parts).

5. Are non-traditional forms used in the lesson?

6. Do children consciously perceive the material?

7. Do children understand the tasks assigned to them?

8. Do children show independence in searching for new ways of doing things?

9. Is work being done to familiarize children in different ways performing movements.

10. Is there competition and empathy in the lesson?

SCHEME No. 14 “Analysis of the subject-development environment for environmental education”

1. The presence of a sufficient number of plants in the group.

2. Well-groomed appearance of plants.

3. Availability of tools for caring for plants: loosening, washing, watering.

4. Availability of a passport for each plant in the group.

5. Plant safety for children.

6. The location of plants from the point of view of ease of care and safety (plants do not stand on high shelves, in hanging pots, or block the light).

7. Availability of methodological literature on plant care and methods of organizing classes with children.

8. Availability of didactic, board and printed games and visual material on ecology.

9. Environmental friendliness of the group environment in terms of physical, emotional and psychological comfort.

10. Aesthetic design and suitability for this age group.

SCHEME No. 15 “Analysis of a cognitive lesson”

1. Does the program content correspond to the level of development of children?

2. Children’s ability to listen carefully and understand what is said.

3. Children's ability to accept a cognitive task.

4. Children’s desire to resolve problems that have arisen or unclear questions: they ask questions, try to figure it out themselves, or avoid solving the problem.

5. Was practical activity organized in relation to what was being studied?

6. Do the teacher’s questions encourage children to reveal cause-and-effect relationships in their answers; stimulate the development of children’s intelligence, criticality and independence of their thoughts.

8. Does the teacher direct children’s attention to finding and naming, in a certain sequence, first those signs of objects and phenomena that the child perceives directly, and then to the perception and understanding of those signs and relationships of objects that are perceived indirectly.

9. Are the individual characteristics of children taken into account?

10. Do children know how to generalize, find similarities, and distinguish the essential from the unimportant?

Schemes: “Pedagogical analysis of the lesson”, “Analysis of the subject-development environment for speech development”, “Analysis of the lesson for speech development”

SCHEME No. 16 “Pedagogical analysis of the lesson”

1. Does the teacher know how to creatively use ready-made lesson notes: make the necessary changes to the course of the lesson, adjust goals in accordance with individual characteristics children.

2. Does the teacher know how to draw up a lesson summary in accordance with the goals, determine its content and structure, and select didactic games.

3. Preparation for the lesson: handouts and demonstration materials have been selected and rationally placed; preliminary work with children - conversations, observations, reading textbooks, working with parents.

4. Fulfillment of sanitary and hygienic requirements: satisfaction of children’s motor activity - dynamic pauses and physical education sessions; control over correct posture and change of poses during the lesson; duration matching s-g classes standards

5. Using various forms of organizing children in the classroom: work in small subgroups, in pairs, individual or teamwork children. Justification of the chosen forms.

6. Using a variety of methods and techniques in working with children: play techniques, techniques for attracting and focusing attention, activating independent thinking, techniques for introducing new things based on the children’s existing knowledge.

7. The teacher’s ability to regulate children’s behavior during the lesson and maintain interest throughout the lesson.

8. The teacher’s ability to adjust the course of the lesson taking into account the “feedback”: reduce the time of the lesson depending on the degree of fatigue of the children, change the form of organization, take part of the program material beyond the scope of the lesson, use a dynamic pause in a timely manner, etc.

9. The teacher’s use of individual work with children.

10. Active behavior of children in class, interest and attention remained.

SCHEME No. 17 “Analysis of a subject-development environment for speech development”

1. Book corner equipped in a well-lit place: bookshelves, table and chairs for children.

2. Availability of various materials: fiction - several books of the same title and author from different publishing houses; illustrations on the topics of classes on familiarization with the outside world and with fiction.

3. Availability of thematic exhibitions and rotation of materials.

4. Availability of children's literature in the group.

5. Availability of equipment for theatrical activities in the group: screen, flannelgraph, various types of theaters and the correspondence of their content to the age group, theatrical games.

6. Availability of a variety of didactic and board-printed games.

7. Availability of methodological literature on this topic.

8. Availability of manuals for classes: a card index of didactic games for speech development, a selection of riddles, nursery rhymes, songs, tongue twisters, etc.

9. Content appropriate for the age of the children.

10. Visual information for parents (accessibility, aesthetic design, changeability.

SCHEME No. 18 “Analysis of a lesson on speech development”

1. Is it sufficient? vocabulary children.

2. Are synonyms and epithets used?

3. Is the activity purely educational in nature?

4. Was practical activity organized in relation to the object (subject) being studied?

5. Presence in children cognitive interest.

6. Do children comprehend new facts and events.

7. Was there a moment during the lesson when children independently acquired knowledge or constructive ways to apply it?

8. Accessibility of the teacher’s speech for children in form and content.

9. The teacher’s ability to organize individual work in the classroom, taking into account the characteristics of each child’s speech development.

10.Does the program content correspond to the level of development of children?

Schemes: “Analysis of a lesson on teaching children storytelling with the help of toys and objects”, “Analysis of a lesson on retelling”, “Analysis of a lesson on teaching storytelling using a picture”

SCHEME No. 19 “Analysis of a lesson on teaching children storytelling with the help of toys and objects”

1. Is the object of the story chosen correctly: the toy or object must have a distinct personality.

2. Do children experience emotional interest in the toy (object).

3. Is the connection between observation and speech activity established in an accessible form for children?

4. Is it connected? speech activity children with play creativity.

5. Do play actions encourage children to describe detailed, emotional toys (objects).

6. Do children (when examining) with the help of the teacher’s questions identify the main features and qualities of the toy (object).

7. Do children construct the plot of a future story, using precise designation words?

8. Do children know how to complement and evaluate the performances of their peers.

9. Does the teacher help children compose a coherent, concise, emotionally expressive story.

10. Does the teacher analyze stories invented by children?

SCHEME No. 20 “Analysis of a retelling lesson”

1. Do children maintain an emotional state after reading the work?

2. Do children construct their statements independently, specifying the circumstances of the actions.

3. Children’s ability to convey the dialogue of the characters and the characteristics of the characters.

5. Do they know how to empathize with adults in fairy tales or stories?

6. Can they justify their conclusions and assessments?

7. Is the teacher’s speech filled with figurative expressions and specific, effective content?

8. Does the teacher highlight vocabulary and syntactic structure of phrases through practical use of them in questions and explanations (when the material is complex).

9. Does the teacher pay attention to the development of intonation expressiveness of speech?

10. Does the teacher use elements of dramatization?

DIAGRAM No. 21 “Analysis of a lesson on teaching storytelling from a picture”

1. Can children look at a picture and name the objects depicted in it?

2. Are children able to establish connections between objects and phenomena depicted in the picture?

3. Can they determine the external signs and properties of objects?

4. Do the teacher’s questions encourage children to reveal cause-and-effect relationships in their answers?

5. Can children construct answers logically and accurately?

6. Do they comply? correct order words in a sentence.

7. Variability of sentence construction.

8. Ability to develop storyline in the picture, connecting parts of the statement with different types of connections.

9. Can the child continue the story based on the picture?

10. Children’s use of artistic and speech creativity.

Schemes: “Analysis of a musical lesson”, “Analysis of a lesson according to REMP”, “Analysis of a subject-development environment according to REMP”

SCHEME No. 22 “Analysis of a musical lesson” (early age groups)

1. Compliance of the program material with the age of the children and compliance with hygienic requirements.

2. Aesthetics of the hall, musical equipment, visual material, etc.

3. The level of performing skills of the music director, knowledge of the material.

4. Methodology of conducting the lesson: types of musical activities, their relationship, the relationship between new and repeated material.

5. A variety of methods and techniques for educational and developmental training in all types of musical activities. The effectiveness of their use.

6. A variety of techniques for activating children’s attention, individual work with children.

7. Level of musical performance of children (knowledge, abilities, skills).

8. Independence and creative activity of children in the classroom.

9. Active interaction between the teacher and children during the lesson.

10. Emotional comfort of each child in class.

SCHEME No. 23 “Analysis of a lesson on REMP”

1. Is the program content appropriate for a given age?

2. Is there a new presence that provides some effort and tension of thought.

3. Are there any elements of fun in the lesson?

4. Are there techniques aimed at: attracting and focusing attention, activating and independent thought, presenting something new based on the existing experience of children.

5. Does the teacher explain tasks to children in an accessible way.

6. Does he clearly pose questions to children?

7. Are questions and tasks repeated several times?

8. Are there any judgments in the children’s answers?

9. Can children make connections?

10. Children’s behavior in class during work: with pleasure and interest, with enthusiasm, help with the answers of others.

SCHEME No. 24 “Analysis of the subject-development environment according to REMP”

1. Correct selection demonstration material on REMP (in accordance with the requirements of the program for a given age group).

2. The presence in the group of a sufficient amount of counting material (including counting sticks).

3. Selection of games aimed at the formation of sensory standards (color, shape, size).

4. Selection of games aimed at developing counting skills and number concepts.

5. Selection of games aimed at the formation of spatial and temporal concepts.

6. Presence of geometric constructors in the group: “Tangram”, “Magic Square”, “Columbus Egg”, etc. (in accordance with this age group)

7. Availability of various geometric shapes and volumetric bodies.

8. Availability of digital material.

9. Selection of entertaining games according to age (mazes, puzzles, etc.)

10. Availability of basic measuring instruments (scales, measuring cups, ruler, etc.) according to age.

Schemes: “Analysis of the subject-development environment in the section “Man in History and Culture””, “Analysis of classes in early age groups”, “Analysis of a walk”, “Development of cultural and hygienic skills in young children»

SCHEME No. 25 “Analysis of the subject-development environment in the section “Man in history and culture”"

1. Center naturally – scientific ideas: materials for familiarization with their properties (loose, solid, liquid, etc.). Equipment for experiments on the presented topic (funnels, basins, containers, etc.). Instruments (microscope, magnifying glass, scales, watches, etc.). Elementary devices, layouts, models for demonstrating any phenomena or properties. Visual models cognitive activity: algorithms (programs) of activity. Objects of the man-made world for examination and transformation.

2. Corner of nature: plants, animals in accordance with age recommendations, equipment for working in nature and in the corner.

3. There are various materials available for making crafts, toys, albums, etc.: natural, waste material, various types of materials (fabric, paper, etc.), glue, visual materials, clay, dough, plasticine, wire, threads, braid, etc.

4. Availability of educational literature, visual material for the accumulation of educational experience: real objects, objects, materials, dummies, illustrations, drawings, audio, video cassettes, collections, models, herbariums, etc.

5. The presence in the group of didactic games in accordance with age in various sections.

6. The presence in the group of materials that facilitate children’s mastery of modeling ability: conventional symbols, models various types on topics and different areas (calendars of observations in nature, experimental protocols, algorithms for cognitive activity, experiments and experiments, etc.), visual arts.

7. The principle of gender differences is ensured in the group. Planning the premises and the availability of materials and objects that stimulate activities, during which the child becomes aware of belonging to a certain gender - plot - role-playing games.

8. The group presents materials for developing the basics of social and legal consciousness in children - in accordance with age - rules of behavior, skills safe behavior, self-esteem, respect for other people, sense of responsibility, human rights.

9. The group presents materials for developing children’s ideas about the history of civilization: human life in ancient times, fairy tales, myths, legends.

10. The group presents materials for the development in children of elementary ideas about technical progress: about the development of human labor, improvement of means of transportation, changes in human living conditions, development of means of communication (writing, printing, mail, telephone, computer, etc.)

SCHEME No. 26 “Analysis of classes in early age groups”

1. Compliance with sanitary and hygienic requirements.

2. Does the teacher know how to get children ready for the lesson?

3. Is the teacher’s clarity of speech and emotional presentation of the material noted?

4. Does the teacher know how to use game material when performing game tasks?

5. The teacher uses a combination of visual aids with verbal explanation, instructions, and questions.

6. The teacher uses tasks aimed at satisfying the motor activity of children.

7. The teacher uses an individual approach to children in the classroom.

8. Independent activity is used when completing tasks.

9. Children are observed to be interested and active.

10. Children are observed to have an emotionally positive attitude.

SCHEME No. 27 “Analysis of the walk”

1. Dressing procedure for children. Development of self-service skills in children (by age group).

2. Is the children's clothing appropriate for the season?

3. Is the motor activity of children during a walk?

4. Undressing procedure. Order in the lockers, in the locker room.

5. Hygiene procedures after a walk.

6. Does the time of going out for a walk correspond to the regime of this age group?

7. Does the time of return from a walk correspond to the regime of this age group.

8. Is the general walking time observed?

9. Is the evening walk routine observed in accordance with this age group?

10. Compliance with safety rules for walking.

SCHEME No. 28 “Development of cultural and hygienic skills in young children”

1. The teacher educates positive attitude to processes associated with eating, going to bed, and using the toilet.

2. Regime moments are carried out exactly according to the regime.

3. The teacher constantly reinforces the skills previously acquired by children and teaches new skills.

4. When teaching children skills and abilities, the teacher uses a variety of techniques: demonstration, direct speech, verbal instructions and explanations, reminders.

5. The processes are carried out gradually, do not allow children to wait for each other.

6. The teacher takes into account the individual abilities and condition of the child in at the moment.

7. The teacher treats each child sensitively, kindly and caringly.

8. The teacher understands the child’s mood and takes into account his desires and needs.

9. The teacher uses feeding, dressing and washing in order to develop speech, movements, orientation in the environment and formation organizational behavior.

10. The group has created conditions for promoting neatness (presence of mirrors in the washroom, locker room, playroom, combs and places to store them, and other equipment).

Schemes: “Analysis of entertainment (leisure)”, “Organization of gaming activities”, “Analysis of music lessons”.

SCHEME No. 29 “Analysis of entertainment (leisure)”

1. The teacher uses high-quality musical and literary material: artistry, accessibility, volume.

2. Compliance of the content of leisure (entertainment) with the theme, season, and conditions.

3. The presence of entertainment, game situations, surprise moments.

4. Aesthetics, efficiency and variety of design (scenery, costumes and attributes, use of recordings, etc.).

5. Correspondence to the duration of leisure time depending on the age of the children.

6. Interaction between the music director and group teachers (promoting better organization of children).

7. Is the activity of children observed: an even distribution of the load, the employment of all children, taking into account their individual inclinations and interests, the distribution of roles between children.

8. There is ease and naturalness in behavior, interest, and a feeling of joy.

9. Active artistic, speech and theatrical activities of children are observed.

10. Creating opportunities for children to show initiative, independence, and creative activity.

SCHEME No. 30 “Organization of gaming activities”

1. Does the teacher correctly understand his role in leading the game?

2. How fully does the teacher use the game?

3. Are play activities developed taking into account the developmental level of children?

4. Are certain events or phenomena fully disclosed in the content of the game?

5. What is the nature of role and companionship between children?

6. Did the children finish playing? Exit the game.

7. Is it discussed with children? past game?

8. Are they developing evaluative attitude not only to the fulfillment of roles, but to the entire game as a whole?

9. Is the game well equipped? necessary material?

10. Is the play material available for children to use?

SCHEME No. 31 “Analysis of a musical lesson”

1. Compliance of the objectives with the program of the age group and the level of development of the children.

2. Conditions have been created for conducting the lesson: availability of a plan, visual aids, attributes, toys, etc.

3. The teacher’s ability to organize children at the beginning of the lesson.

4.Usage different types musical activities, their alternation.

5. The use of various methods of educational and developmental training, the effectiveness of use.

6. Creating opportunities for children to show initiative, independence, and creative activity.

7. The teacher takes into account mental, emotional and physical stress, as well as age characteristics children of this group.

8. Children’s activities in class: spontaneity, emotional mood, ease; maintaining interest throughout the lesson.

9. Organizing children in class: the ability to obey certain rules behavior, independence, conscious discipline, concentration when performing tasks.

10. Creative expression of children in singing, games, dancing, etc.

SCHEME No. 32 “Organization and conduct of morning exercises”

1. Availability of morning exercise cards in groups.

2. The teacher’s knowledge of the current complex of morning exercises.

3. Time of morning exercises: corresponds / does not correspond to the age of the children and the daily routine.

4. Selection of exercises: appropriate/inappropriate for a given age.

5. Does the teacher use musical accompaniment?

6. Does the teacher use game moments when conducting gymnastics: (especially early age and younger preschool age).

7. Are children familiar with physical education exercises?

8. Are children emotional during physical education.

9. Does the teacher take into account the individual motor activity of children? Walking mode?

10. Are the hygienic requirements for organizing morning exercises met (room, clothing, equipment).

Information on the schemes is presented in the following table:

TITLE Map of analysis of teaching activities 2010 – 2011

Full name teacher _______________________________________________

Theme of control, analysis; type of controlled activity;

- Scheme No.

Graphs with numbers 1, 2, 3, 4, 5, 6, 7, 8, 9, 10 (these are 10 points of each scheme)

Rating, comments and suggestions

Inspector's signature

Signature of the person being checked

senior teacher

Organization of control in preschool educational institutions

Organizing and conducting control is the most important function of the methodological service of the preschool educational institution. Control allows you to collect data on results pedagogical process, correct deviations in the implementation of the tasks assigned to the preschool educational institution, identify and systematize advanced pedagogical experience, contribute to maximum disclosure creative potential every teacher.

Area of activity senior teacher when exercising control:

§ Develop a monitoring system for educational work with children, diagnostic materials, questions for thematic and frontal monitoring in different age groups;

§ Observe the activities of the teacher in the process of working with children, the activities and relationships of children;

§ Record the results of observations;
analyze the results of educational work, children's creativity, plans and documentation of teachers;

§ Draw conclusions and conclusions about the state of educational work with children;

§ Carry out diagnostics of teachers’ professional competence and children’s development;

§ Develop measures to eliminate identified deficiencies in the work of teachers;

§ Discuss the results of control with teachers, use these results when preparing decisions of teachers' councils and planning the work of the team.

In each preschool educational institution, a unified control system should be created, the goals and objectives of which arise from the goals and objectives of the educational process of the preschool educational institution, therefore, it is planned in an annual plan (section 4 Control and management). Control will be effective if it is carried out in a timely manner and the activities planned as a result of it are carried out. In the control process, what is important is not the statement of fact, but the identification of the causes of shortcomings and the development of effective measures to eliminate them. All members of the teaching staff should know the results of any inspection.

Therefore, control must be regular, systematic, effective and public .

There are four most common forms of control: operational, thematic, frontal and final.

When carrying out any type of control, a certain sequence must be followed, or algorithm control:

1. Determination of the purpose and object of control.

2. Development of a control plan.

3. Collection of information.

4. Analysis of the collected material.

All types of control are reflected in the annual plan. The form of presentation may vary.

Let's consider each type of control.

Operational control– this is current, daily control. Its peculiarity is that it helps to identify and eliminate minor disruptions in the activities of teachers and the team as a whole. If you do not notice minor deviations in work, they can lead to great difficulties, which will subsequently be difficult to overcome.

Issues of operational control are conventionally divided into several categories. Requiring constant monitoring: compliance with instructions to protect the life and health of children; adherence to daily routine; compliance with internal regulations; implementation of labor discipline, educational process, development of cultural and hygienic skills, etc. The next category is issues that require monitoring less frequently, on a quarterly basis, such as: planning educational work; organizing work with parents; organization of walks and excursions; children's activities in the afternoon; organization of work for preschoolers to study traffic rules; use of health-saving technologies; creating conditions for independent children’s activities, etc.

The list of questions for operational control can be found in the book “Preschool educational institution manual: control and diagnostic function”, 2003

On average, 5-7 questions for operational control are planned monthly and the team is introduced to them.

The organization of operational control includes several components:

§ This is an annual control cyclogram in which, using symbols the sequence of control activities is determined.

§ A monthly operational control plan allows you to visualize individual areas of work and keep important areas under control. The shape may vary.

§ Based on this plan, control cards are developed to analyze the work of teachers on the issues planned for study in the current month.

According to the forms of organization, it can be preventive or proactive, comparative. For example, it is important for a senior teacher compare methods and techniques of work of 2 educators working in the same group, and suggest to them the most effective ones in order to help develop common requirements for children. Warning control prevents errors and shortcomings. For example, a group is going on an excursion. In this case, you need to find out in advance from the teacher where they will go and what route. And immediately discuss which route is better to choose, both for safety reasons and in order to see a lot of interesting things. The main content of preventive control should be considered the teacher’s readiness to conduct classes, walks, etc. One of the forms of organizing operational control is to conduct days of diagnosis, regulation and correction(DRC). The purpose of these days is to promptly diagnose and develop measures to regulate the activities of teachers. DRC is a micro-study in which the entire team takes part; the subject of DRC can be different. This is a question from the operational control cyclogram. As an example, I will give the topic of the DRC: “Assessment of the organization and conduct of classes in different age groups of preschool educational institutions.” Target: to study the effectiveness of the teacher’s activities in the process of conducting educational activities. Tasks: assess the level of professional skill of the teacher; determine the correct choice of methods and techniques for working with children; assess the conditions affecting the quality of the educational process. Object The lesson acts as an element of the educational process in a preschool educational institution. Item: content of activities of the teacher and children. Methods: observation. When analyzing materials, problems are identified for individual teachers and groups. The materials are discussed at the planning meeting and decisions are made to correct the activities of individual educators and, in general, the methodology for organizing classes with children.

At the end of each month, a certificate is written based on the results of operational control. Not all issues of operational control require analysis, since some problems are resolved promptly, and recommendations are given for their elimination. Such questions are not included in the certificate.

The archive of operational control certificates is stored for 1 year.

Thematic control. The content of thematic control is to study the state of the pedagogical process in sections of the program implemented in the preschool educational institution, and the purpose of the control depends on the goals and objectives of the annual plan of the preschool educational institution. The duration of thematic control in an educational institution can be up to 10 days. Control is organized in several groups at once: parallel and of different ages. Such thematic control is comparative in nature, i.e. the work of different teachers with children of the same preschool age is compared according to specific issue, ZUN of pupils of different groups on the same topic, the system of work on any one problem in different age groups is analyzed.

Thematic control is one of the types of control planned for the year. It is held before the teachers' council and corresponds to its topic.

Conducting thematic control requires that the senior teacher have the following: package of documents:

1. An order that reflects the name, purpose, timing of the event, the person responsible for its implementation, and members of the commission. It is carried out by a senior teacher; in addition, experienced preschool teachers and specialists are involved in the control.

2. Thematic control plan.

It is difficult to imagine a more successful and rational form of thematic control plan than the one proposed. It contains 5 blocks:

§ Survey of the level of development of children;

§ Assessment of the professional skills of the teacher;

§ Assessment of the subject-development environment and conditions;

§ Assessment of work planning;

§ Assessment of forms of interaction with parents on this issue

3. Working materials for thematic control.

All controls must be confirmed by working materials. If an analysis of children’s diagnostics is planned for a certain section of the program, diagnostic cards must be present in the control materials. If a senior educator conducts an interview with preschool teachers, then a list of questions should also be available. All working materials are prepared in any form. These can be notes from the senior teacher in a notebook, protocols for diagnosing children, cards for analyzing classes, routine moments, etc. Members of the commission are instructed by the senior teacher, control issues are distributed among them, and work materials are issued.

4. Analytical block. Obtaining control results is not an end in itself, it is just a stage of work. The results need to be analyzed in order to identify the reasons for the current state of affairs, develop recommendations for eliminating shortcomings and disseminating experience. Based on the results of the thematic control, an analytical report with the following structure is written:

Introductory part:

§ purpose of the inspection;

§ timing;

§ inspectors;

§ verifiable;

§ topic of inspection;

§ amount of work.

Analytical part:

§ general characteristics of the issue studied during the audit

(supported by data);

§ positive aspects and disadvantages;

§ reasons for the appearance of positive and negative results.

Final part:

At the end of the certificate, the position, full name and full name are indicated. who drew up the certificate, date. An analytical report on the results of control is read out at the teachers' council, recommendations for correcting the educational process are included in the draft decision of the teachers' council. Control materials are stored with materials from teachers’ councils for 5 years.

Front control carried out with the aim of simultaneously comprehensively checking the object as a whole. Such an object is a single group. No more than 2-3 groups are front-checked per year. The duration of frontal control is from three to five days.

In the process of frontal control, the following are studied:

sanitary and hygienic condition of the group; equipping the pedagogical process; subject-development environment of the group; educational work with children, documentation of teachers, work with parents.

Front control algorithm:

1. Determine the object of control.

2. Identify and formulate the main goals and objectives of control.

3. Define by order responsible person and a group of inspectors.

4. Draw up a control plan and familiarize those being audited with it.

5. Monitor those being audited.

6. Register all control results.

7. Analyze the control results and bring them to the attention of teaching staff.

Based on the results of the frontal inspection, an analytical report is drawn up. The results of the frontal check are discussed at a small teachers' council with the participation of all teachers and specialists working in the group. The decision of the teaching council includes recommendations for improving any areas of the group’s work with deadlines, or for generalizing teaching experience etc.

Final control carried out after the end of the reporting period (six months, year). It is aimed at studying and comprehensively analyzing the work of the teaching staff in implementing the annual plan programs. Final control includes:

· timing;

· schedule;

· final control materials (diagnostic cards, diagrams, tables, questionnaires, score sheets, questionnaires for parents;

· analytical report.

Other types of control: slice, self-control, mutual control.

Rights of persons being inspected and inspectors.

Summing up the results of the speech, I would like to note the importance of the control function in unified system educational work. And remember that control allows you to determine whether everything in the preschool educational institution is carried out in accordance with regulatory documents, decisions of the pedagogical council. Helps to identify deviations and their causes, determine ways and methods to eliminate deficiencies. By withdrawing from control and not exercising it systematically, the manager loses the opportunity to promptly intervene in the process educational process, managing it. In addition, control is the most important factor in the education of young personnel, strengthening the personal responsibility of the young specialist for the performance of his duties.

Analytical report on the results of operational control “Organization of a walk in a preschool educational institution”

This material will be interesting and useful to senior teachers and methodologists of preschool educational institutions. This is an example of preparing an analytical report.

Analytical information
based on the results of operational control
“Organization of a walk in a preschool educational institution”

In accordance with the annual work plan of MADOU in the period from 24.11 to 05.12. In 2014, operational control was carried out.
Purpose of inspection: Increasing the effectiveness of the educational process by organizing a walk. Teachers' compliance with children's physical activity regime in the fresh air.
Questions for analysis:
1. Planning a walk
2. Development of self-service skills in children.
3. Availability of external material according to the season;
4. Organization of the motor mode of children during a walk;
5. Organization of gaming activities
6. Organization of observation of nature and weather conditions;
7. Organization of work activities for children during walks;
During the inspection it was revealed:
- The walking schedule is observed and implemented by teachers in accordance with the daily routine of each age group and weather conditions.
- All teachers are conscientious about planning outings. The plans indicate all types of children's activities during the walk. All groups have files of walks and observations in nature.
- Children of all groups have developed self-service skills appropriate to their age.
- All groups have a sufficient amount of take-away material according to the seasons.
- Teachers organize work activities. In the warm season, garbage collection on verandas, in winter time Assisting the teacher in clearing snow and building snow towns.
- Snow buildings have appeared at the group sites, and work is underway to equip ice slides.
- Group teachers organize feeding of wintering birds.
- The motor mode during the walk is generally observed. Based on weather conditions, teachers organize active and sedentary games. However, it was noted that in groups No. 9, 4, 5, 13, the organization of the motor regime requires more careful preparation of the teacher.
- Conducting didactic games and role-playing games requires special attention from all teachers. It was not possible to see the role-playing games and individual work with children organized by teachers.
- Little attention is paid to developing children’s ideas about usefulness and expediency physical activity, attracting the attention of parents to this issue.
Disadvantages in organizing walks:
- There is no system in the sequence of organizing a walk; the structure of the walk is not always followed.
- The duration of physical activity in the fresh air does not comply with SanPin standards, because:
1) in all groups except No. 10 there is no walk in the afternoon;
2) teachers do not conduct physical education classes on the street;
3) no physical education activities are held.
Recommendations and suggestions:
1. To ensure optimal physical activity of children in the fresh air, teachers of all groups should organize walks in the afternoon.
Timing: constantly, depending on weather conditions

2. Teachers of all age groups conduct didactic games in accordance with thematic planning.
Timing: constantly
Responsible: group teachers
3. Teachers should more carefully organize children’s work activities during walks.
Timing: constantly
Responsible: group teachers
4. All teachers should pay more attention to developing children’s ideas about the usefulness and appropriateness of physical activity, and attract the attention of parents to this issue.
Timing: constantly
Responsible: teachers of MADOU
5. Teachers of groups No. 9, 4, 5,13 diversify the motor mode during walks, conduct active and sedentary games based on the age characteristics of the children.
Deadline: until the end of the academic year
Responsible: teachers of groups No. 9, 4, 5,13
6. Teachers of all age groups should guide children’s independent activities during walks, organize role-playing games using attributes and take-out material.
Timing: constantly
Responsible: teachers of MADOU

Appendix 1.

Memo for teachers
"Conditions proper organization walks"
1. Match the walking time to the group mode.
2. Planning a walk: topic and basic observation techniques, outdoor games, individual work with children, work assignments, organization of children’s free activities.
3. Organization of dressing and undressing of children.
4. The level of development of self-service skills in children corresponds to this age group.
5. Compliance with children’s motor patterns while walking.
6. Outdoor games and their number correspond to the age of the children.
7. Variety and sufficient amount of takeaway material.
8. Organization of observation: the topic of observation corresponds to the age of the children, the teacher uses various methods and techniques, the content aspect of observation is aimed at developing the cognitive activity of children.
9. The teacher’s use of educational and didactic games during joint and individual work with children.
10. Teacher guidance of children’s independent activities during a walk (organization of role-playing games).