Pedagogical diagnostics in preschool educational institutions

The concept of "diagnostics" came to pedagogy from medicine, and for a long time it aroused controversy among scientists about the legitimacy of its use in the educational process. Approximately at one time, the term in two countries not only began to be used in the scientific environment, but also took a firm position in the practice of teachers. In Germany, the concept of "pedagogical diagnostics" was developed and described by Karlheinz Ingemkamp (1968), and in Russia by August Solomonovich Belkin (1981). Every modern teacher, evaluating the effectiveness of his activities, analyzing the effectiveness of educational programs and methods of upbringing, relies on diagnostics.

Pedagogical diagnostics has three interrelated meanings:

1) This is an independent type of analytic activity of the teacher.

2) Applied area of pedagogy, studying the patterns of the pedagogical diagnosis.

3) The process of studying the teacher's actual state of the object and its correlation with the norm.

Methods of pedagogical diagnostics in preschool educational institutions

Kindergarten educators use child supervision as the leading method. This method is most effective for assessing the dynamics of children's development, for collecting primary information, for checking facts and information obtained through other diagnostic methods. It allows you to evaluate only manifestations in the behavior of the child, but does not give an answer about the causes of the misconduct. Therefore, observation is rarely used as the only method of investigation. For the information to be objective and the diagnosis is made, a complex diagnosis is performed using several methods.

Pedagogical diagnostics is the basis for pedagogical monitoring, which is continuous, scientifically based, prognostic and serving for the effective development of the pedagogical process. As a learning outcome, preschool children are taught the products of work of preschool children. This method allows you to determine the formation of the skills of children, as well as some personal characteristics necessary for the qualitative mastery of knowledge: responsibility, fatigue, accuracy, creativity and others.

The study of the documentation allows the researcher to make a more holistic picture of the preschooler's abilities and to find the reasons for the manifested problems in education and training. The medical card contains information about health, the pace of the child's development, congenital and acquired diseases, and the adaptive capabilities of the pupil. Information about the parents and place of residence of children helps to better understand the conditions of upbringing, assess the sufficiency of pedagogical resources in the family.

Pedagogical diagnostics is not so much the study of children, their personal characteristics, as the possibilities and resources of the system of upbringing, the pedagogical process, organized in the pre-school institution and in the family of the pupil. Therefore, when conducting a diagnostic interview with a child, based on the results of the passed program material, the researcher makes a conclusion about the effectiveness of teaching methods, the competence of the teacher, the adequacy of pedagogical influence and the quality of the organization of the conditions and forms of the cognition process.

Pedagogical diagnostics in a preschool institution is also aimed at studying teachers and parents, determining their difficulties in organizing the pedagogical process and the level of their competence. For this, methods are used: questioning, interview, conversation, experiment, biographical method.

The diagnostic results are used by the researcher to actively develop all the participants in the pedagogical process, to properly select methods and means of upbringing, to provide timely assistance in finding problems or difficulties in working with children.