Sample self-analysis of a lesson at a preschool educational institution

Target: To develop children’s interest in knowledge about vegetables through integration educational areas: cognition, communication socialization, artistic creativity, health.
Tasks:
- To form children’s ideas about vegetables, the place of germination and their preparation for the winter;
- Strengthen children’s ability to describe vegetables based on their characteristic features,
according to the diagram;
- Improve the ability to write grammatically correctly and consistently construct your statements;
- Expand the active vocabulary, activate the names of vegetables in children’s speech.
- Continue to develop in children the ability to distinguish and name colors, practice comparing objects by color;
- Encourage children to answer questions by pronouncing words clearly.

To develop children’s ability to coordinate movements with text, understand and follow verbal instructions;
- Develop visual perception and memory, motor imagination and coordination of movements;
- Develop small general and fine motor skills hands;
- Cultivate a friendly attitude towards peers;
- Create a favorable emotional atmosphere and conditions for active play activity children.
Organizational activities, preparation for class
The lesson was carried out in accordance with the notes. The abstract was compiled independently, in accordance with the objectives of the main general education program, corresponding given age children. To implement each task, techniques were selected in an interesting and entertaining form.
At every moment of the lesson there were visual aids that stimulated and activated the children’s mental activity. The manuals are of sufficient size and aesthetically designed. Their placement and use was rational, thoughtful in the learning space and in the lesson.
Music was used during the lesson to enhance emotional perception.
Organizational reception "Welcome" in poetic form"was aimed at developing communication skills, establishing friendly relationships both within the children's team and between guests and children.
The lesson is dynamic, it includes techniques that provide for a quick change of activity. Conversation - sitting on chairs, moving around the group while looking for a way out problematic situation with a hare - going to the garden, working with dough, developing fine motor skills of the hands - sitting on chairs, searching activity - standing, working with cereals “Find a vegetable”, logorhythmic exercise - “walking to the garden”. A quick rotation of techniques and changes in poses during the lesson made it possible to avoid fatigue in children.
Didactic activities of the teacher:
All aspects of the lesson are logical and consistent, subordinated to one topic. Moments from the educational areas of Cognition were integrated into the lesson: Reinforced the ability to describe a vegetable according to its characteristic features, according to the diagram; developed the ability to distinguish and name colors; Communication: children participated in the general conversation, listened without interrupting their peers; activated children's vocabulary through words - name vegetables, practiced agreeing nouns and adjectives; “Socialization” to independently express goodwill and empathy. Artistic creativity: Improved children’s ability to roll plasticine between their palms with straight movements, reinforced pressing techniques, developing fine motor skills., Physical Culture; developed motor imagination and coordination of movements; Health: formed children’s ideas about vitamins and their importance. The techniques in the lesson were of a playful nature, based on game-based learning situations,
Using the “Vegetable Garden” model helped in interesting game form to realize the main educational task - the formation of children’s ideas about vegetables and the place where they grow. My role was limited to learning to give detailed answers. This helped to achieve optimal results.

At every moment of the lesson, I tried to guide the kids to find solutions to the problem, helped them gain new experience, activate independence and maintain a positive emotional attitude.
The creation of search, problem situations intensified the mental and speech activity of children,
The specifics of working with children in the classroom were reflected in a person-centered approach. She encouraged timid children and praised them in order to consolidate their situation of success.
During the lesson, I tried to communicate with the children on the same level, tried to maintain the children’s interest in the lesson throughout the entire time.
The outcome of the lesson was organized in the form of a game problem situation “Guess the treat?” so that during it you can check the quality of assimilation of the material.
Due to the fact that the children are small and there were many choral responses, I plan to pay special attention to individual responses. It is also necessary to achieve clear pronunciation of words. Work on sound pronunciation, expand active and passive vocabulary. But, despite these difficulties, I believe that all the program tasks I set during the lesson were solved.

Class "A Journey Through Russian Folk Tales"» was carried out with a subgroup of children of senior preschool age.

Target This lesson is aimed at consolidating children’s knowledge about Russian folk tales and interconnected with the purposes of other activities. Occupation is one from a series of lessons to consolidate children's knowledge, skills and abilities in retelling fairy tales. The cycle is designed for a year, one lesson is held per month. This type of activity allows you to continue working on the development of coherent speech in preschoolers.

Selection of content directly educational activities carried out taking into account federal state requirements. The lesson is structured taking into account the principle of educational integration areas: communication, cognition, socialization, reading fiction. The content of the work in the lesson is aimed at enriching children's knowledge about Russian folk tales.

Logical presentation of contenteducation founded on a phased basis building a lesson,relationships between stages and clarity transition from one stage to another. The plot of the lesson is structured in the form of a game situation “Journey through Russian folk tales.”

When planning a lesson, the principle is taken into account accessibility educational content for pupils: games, play exercises, didactic tasks are selected taking into account age characteristics groups of children and their individual capabilities.

Scientific presentation of contenteducation was implemented in the classroom based on an adapted preschool age TRIZ technologies S.I. Gin and methods of L.B. Fesyukova “Education with a fairy tale”

In preliminary workgames were used - dramatizations based on Russian folk tales, viewing presentations, didactic games based on Russian folk tales, games educational nature, which contributed to search activity, speech development, and creative imagination.

At the organizational stagewas created positive attitude for pupils to include them in educational activities. Conducting the facial sketch “Our Feelings” gave an emotional color to the lesson. The pupils were invited to go on a journey through Russian folk tales; the children accepted the game plot with interest and tuned in to joint activities.

The main task of the main stageactivities - to expand children's knowledge about Russian folk tales, about the main characters of these tales, to teach them to retell fairy tales.

The structure of the lesson includes games, exercises, tasks for the development of speech and cognitive activity of children, creativity, to expand and activate the vocabulary and coherent speech.

Didactic game “Help!” contributed to the development of the ability to answer questions in complete sentences, expansion and activation of children's vocabulary.

The didactic game “Unenchant the heroes of fairy tales” is aimed at developing mental activity, logic, and coherent speech.

Carrying out didactic games“Name the fairy tale” and “Guess the riddle” helped to consolidate children’s knowledge about Russian folk tales and the main characters of fairy tales.

The physical exercise “Fairy Tales” was aimed at developing the ability to coordinate speech with movement and at developing intonation expressiveness of speech.

Children actively and with interest collected the pages of the “Book of Fairy Tales”: they named Russian folk tales and their main characters, modeled fairy tales, guessed riddles from fairy tales and collected fairy tales from pictures.

At the final stageThe children were asked to remember what games they played while traveling through fairy tales, what tasks they completed, what was interesting to them and what they remembered most. The participation of each child was noted with praise and positive evaluation. At the end of the lesson, the children received a book of fairy tales and coloring pages with Russian heroes as a gift. folk tales.

The children were given homework: to color the characters themselves and tell their parents a fairy tale about these characters or to compose their own fairy tale.

Apparatus for assessmentactivities of pupils// the individual, differentiated assessment of each child’s participation became positive, summing up the entire lesson.

Actual progress of the lesson // corresponded to the planned time. Throughout the lesson/ / the children were active and enjoyed doing the suggested games and exercises.

The goal of the lesson has been achieved,children learned the names of Russian folk tales and their main characters, and learned to recognize fairy tales from illustrations, riddles and models. The use of gaming techniques contributed to conducting the lesson in a comfortable, emotionally charged environment.

Analysis of continuous educational activities in preschool group MBOU "Veshchevskaya secondary school"

1. General information

Children's age: 6-7 years

Educator: *******

Educational area: "Speech development"

Subject: Retelling of E. Charushin’s story “Little Foxes”

Purpose of the lesson: to develop in children the ability to coherently, consistently, expressively convey a literary text without the help of questions from the teacher.

The purpose of the lesson is aimed at solving the following problems:

Educational:

Strengthen children’s ability to listen carefully to a literary text and answer questions about the content of the text.

Strengthen the ability to come up with riddles; select the names of qualities (adjectives) and actions (verbs) according to their meaning;

Practice the ability to pronounce words loudly and clearly and answer questions in complete sentences.

Educational:

Develop interest in speech classes.

Develop memory, attention, thinking.

Educational tasks:

Foster a culture of behavior, friendliness, and respect for each other.

The goal was achieved within a sufficient amount of time (35 minutes), children were prepared to solve this goal in previous lessons, the goal corresponds to the capabilities and abilities of the children.

Integration of educational areas in accordance with the age capabilities and characteristics of students in the classroom is implemented through appealing to the experience of children in other educational areas ( cognitive development, social and communicative development).

The lesson corresponds to:

general educational and developmental goals and objectives, the level of development of students, their age characteristics;

complex - thematic principle (the topic of this lesson was chosen in the context general theme"Autumn").

During the lesson it is realized Team work adults and children, the main component is interaction.

2. Observing the progress of the lesson

The goals and objectives of the upcoming activities were revealed to the students quite convincingly, clearly and emotionally.

The work was meaningful, interesting and organized. All children were interested in mastering the ability to retell the piece they had listened to fully and closely to the text.

During the lesson, students acquired basic knowledge of breaking a text into parts (this skill was formed with the help of sequential thematic pictures), the ability to distinguish between singular and plural, and the ability to change words using endings and selecting endings in accordance with the gender and number of words were consolidated.

During the lesson, the students showed the ability to control their answers and the answers of other children, and help each other with difficulties with answers. The children demonstrated concentration of attention when listening to the story and a retelling that was quite close to the text.

3. Methods and techniques used

During the lesson the following methods and techniques were used:

focusing and attracting attention;

activation of speech and cognitive activity;

activation of independent thinking.

Using childhood experience;

development of creative abilities;

self-control and mutual control.

During the lesson, a change of types of activities was used, the logic and validity of the transition from one type of activity to another was observed.

The teacher’s questions were developmental in nature.

The following were used in the lesson:TSO is like a projector with a screen. During the lesson, a presentation was used, with the help of which the main stages of the lesson were visualized.

4. Analysis of the teacher’s activities

During observation of the teacher’s activities during the lesson, the following was revealed:

from the very beginning, the teacher attracted the children’s attention to the topic of the lesson and kept the children’s attention throughout the entire educational activity;

the teacher’s speech was clear and emotionally charged;

the teacher encouraged children to show initiative and independence;

the teacher, whenever possible, took into account the characteristics of each child (pace of activity, emotional state, level of development, temperament);

the teacher helped children control their behavior during class and reminded them of the basic rules of behavior;

The teacher observed sanitary norms and rules, the safety of children (ventilated room, physical education, safety of materials, equipment, etc., prevention of posture disorders).

stimulate and encourage individual achievements of children;

try to “see” each child, listen and hear his answers, suggestions, statements.

1. What is the program content of the lesson, its compliance with the “Program of Education in kindergarten" Accessibility of children's development tasks to age-related characteristics of thinking and speech, their focus on the zone of proximal development.

2. What are the structural parts of the lesson, their feasibility, the role of each part in solving program problems? What tasks regarding speech development methods were solved during the lesson?

3. The effectiveness of teaching methods and techniques aimed at developing children’s speech and thinking, the ability to formulate sentences, and tell a coherent story.

4. Techniques for activating children in class (posing questions to the whole group, calling children to answer, turning to personal experience, assessment of children's answers, content, logic, direction of questions, their types).

5. Selection of visual materials, the role of visibility in solving assigned problems.

7. Form of organization of classes according to their structure (traditional, one-part, complex, integrated).

8. The general developmental effect of the lesson and the educational value of the lesson.

Appendix 9

Rough plan psychological and pedagogical characteristics of the team

I. General information about the group and the history of its formation (number, age composition, boys and girls, newcomers, when and how the group was formed; were there any changes in teachers, etc.)

1. Educational activity (characteristics of academic performance and discipline; attitude towards educational activity, motives for learning, educational and cognitive interests, reading interests).

2. Life of the group outside of classes (music, sports, technology, art, etc.). Forms of expression of interests.

3. Participation of the group in general kindergarten life.

4. Socially useful work and its place in the life of the group.

5. Communication between the group and parents.

III. Leadership and organization of the group.

1. The organizing core of the group, its asset. Characteristics of activists.

2. The presence of unofficial leaders, the nature of their influence on

team.

3. The presence of outcasts and isolated. The reasons for their situation. Possible ways to help.

4. Relationships within the group (microgroups, their internal basis, their connectedness, degree of cohesion, relationships between boys and girls).

Status and motives for choice

5. Psychological climate in Group.

6. Personality of the teacher (education, communication style, abilities, etc.). The attitude of pupils towards the teacher.

IV. Analysis of specific cases of the influence of a group on an individual and individuals on a group.

Literature:

1. Andrushenko T.Yu., Shashlova G.M. Developmental crisis of a seven-year-old child: Psychodiagnostic and correctional-developmental work of a psychologist: A textbook for universities. – M.: Academy, 2003.
2. Volkov B.S. Child psychology: logical schemes. – M.: VLADOS, 2004.
3. Volkov B.S., Volkova N.V. Child psychology: mental development of a child before entering school. – M.: Pedagogical Society of Russia, 2000.
4. Gerasimova A.S. Encyclopedia of development and education of preschoolers: for 1-6 years. – St. Petersburg: Neva, 2004.
5. Readiness for school: A guide for a practical psychologist / Edited by I.V. Dubrovina. – M.: Nauka, 1995.
6. Ermolaeva M.V., Erofeeva I.G. Guidelines for using the psychological map of a preschooler (readiness for school). – M.: MPSI; Voronezh: NPO "MODEK", 2002.
7. Kalinina R.R. Psychological and pedagogical diagnostics in kindergarten. – St. Petersburg: Rech, 2003.
8. Kolesnikova E.V. Is your child ready for school? Tests. – M.: Yuventa, 2001.
9. Kolesnikova E.V. Tests for children 4 years old. – M.: Yuventa, 2001.
10. Kolesnikova E.V. Tests for children 5 years old. – M.: Yuventa, 2001.
11. Kolesnikova E.V. Tests for children 6 years old. – M.: Yuventa, 2001.
12. Pylaeva N.M. School of attention. Methods of development and correction of attention in children 5-7 years old. – M.: Linka-Press, 2005.
13. Semago N.Ya., Semago M.M. Guide to psychological diagnostics: preschool and junior school age. – M.: APKiPRO RF, 2000.
14. Smirnova E.O. Child psychology: A textbook for students of higher pedagogical educational institutions. M.: VLADOS, 2003.
15. Elkonin D.B. Psychology of the game. – M.: VLADOS, 1999.

Appendix 10

Approximate diagram of psychological and pedagogical analysis of educational activities

1. General information about the event (date, educational institution, group, organizers, composition of students, form of the event, topic).

2. Psychological justification of the goals, content and form of the event.

• The relevance of the topic of the event, its pedagogical value.
• The goals of the educational event.
• Compliance of the content with the form of the event.
• Compliance of the event with the age characteristics of the students, their interests, and cognitive abilities.
• The child’s personality qualities, the development of which, in your opinion, this event is aimed at.

3. Psychological justification for organizing and preparing the event.

• Who initiated the event?
• What is the rationale for choosing the timing of the event (month).
• What is the general scenario of the event?
• What types of preparatory work were carried out and in what order?
• What individual psychological characteristics of students determine the distribution of roles. What psychological purposes, in your opinion, did this distribution have?
• What is the role of the teacher in preparing the event?
• What are the ways to help and monitor the progress of preparing an educational event?

4. Psychological and pedagogical analysis of the course of the event.

• How organized was the event at the start?
• In what form and how clearly were the objectives of the event revealed to the students?
• How meaningful and interesting was the work organized?
• Which adults besides the teacher participated in the event? What is the role of these adults?
• How did the decoration of the premises contribute to the achievement of the goals of the event?
• To what extent did the students cope with their roles?
• Were all participants in the event enthusiastic about its progress? How did the children’s emotional reaction manifest itself and at what moments?
• What moral, intellectual and aesthetic feelings did the pupils display during the event?
• What mass phenomena were observed?

5. Overall assessment of the event.

• To what extent were the goals of the event achieved? What reduced or increased the educational effect of the event compared to what was expected?
• Reasons for failure and success?
• How did the direct participants and organizers of the event perform?
• What was the impact of the event on individual students? By what indicators can we judge this?
• What was the impact of the event on the team of students as a whole? By what indicators can we judge this?
• What professional qualities were demonstrated by the teachers-organizers of the event?
• What are your wishes and suggestions for the future regarding the content and forms of organizing such events?

Analysis of modern classes in preschool educational institutions according to the Federal State Educational Standard

General information

1. Topic of the lesson.

2. Date and place of its holding. Who conducts it?

3.Group.

4.Goal:

what problems this lesson is designed to solve and what personality traits to develop in students;

Tasks:

how the specificity and realism of the goal is realized (from the point of view of sufficient time to complete it, compliance with the children’s preparedness for solving it in previous lessons, the capabilities and abilities of the children);

how the integration of educational areas is implemented in accordance with the age capabilities and characteristics of students in the classroom.

5. Psychological justification for the choice of form and content of activity:

compliance of the lesson with general educational and correctional-developmental goals and objectives, the level of development of students, and their age characteristics;

implementation of a comprehensive thematic principle (the topic of a specific lesson is chosen in the context of the general topic being studied);

During the lesson, the joint activity of an adult and children is realized, the main component is interaction.

6.Observing the progress of the lesson

How convincingly, clearly, and emotionally were the goals and objectives of the upcoming activity revealed to the students?

What knowledge did the students acquire during the lesson:

what social attitudes were formed among the pupils, towards what socially useful

activity prompted their occupation;

what vital values ​​were formed.

Controllability of the lesson:

how the opportunity to evaluate intermediate and final results is implemented;

what conclusions did the students make during the course and at the end of the work;

what results have been achieved?

How did the lesson affect the formation of public opinion of the group and individual students on their relationships.

what could be the consequence of this activity for the development of the team, for the formation of its social orientation.

What is its impact on individual pupils:

emotional and aesthetic responsiveness to beauty in art;

work ethics, artistic activity.

aesthetics of behavior

Methods of work, the nature of relationships, their compliance with educational tasks, age and individual characteristics, the level of development of relationships in the group team.

7. General assessment of the educational event

To what extent were educational goals and objectives achieved?

Reasons for successes, failures, mistakes?

General assessment of the educational value of the work performed.

Psychological and pedagogical conclusions and suggestions to teachers and students:

the effectiveness of the lesson in relation to each child;

analysis of children’s activities (by the teacher) and children’s self-analysis of their work;

reflexive moment (the teacher encourages the child to express his attitude to the situation, to his activity).

8.Analysis of the teacher’s activities

What character traits of the teacher contributed to the effective work with students, which, on the contrary, interfered

the teacher encourages children to show initiative and independence, encourages the manifestation of subjectivity;

the teacher stimulates and encourages children's individual achievements;

What pedagogical abilities were demonstrated during the effective work with students?

the teacher takes into account the characteristics of each child (pace of activity, emotional state, level of development of mental processes, temperament)

The teacher “sees” each child: helps, stimulates, encourages.

Sample self-analysis of a lesson at a preschool educational institution

Target: To develop children’s interest in knowledge about vegetables through the integration of educational areas: cognition, communication, socialization, artistic creativity, health.

Tasks:

Formation of children's understanding of vegetables, the place of germination and their preparation for the winter;

Strengthen children’s ability to describe vegetables according to their characteristic features, according to the diagram;

Improving the ability to construct your statements grammatically correctly and consistently;

Expand the active vocabulary, activate the names of vegetables in children’s speech.

Continue to develop in children the ability to distinguish and name colors, practice comparing objects by color;

Encourage children to answer questions by pronouncing words clearly.

Developing children’s ability to coordinate movements with text, understand and follow verbal instructions;

Development of visual perception and memory, motor imagination and coordination of movements;

Development of fine general and fine motor skills of the hands;

Developing a friendly attitude towards peers;

Creating a favorable emotional atmosphere and conditions for active play activities of children.

Organizational activities, preparation for class

The lesson was carried out in accordance with the notes. The abstract was compiled independently, in accordance with the objectives of the basic general education program, corresponding to the given age of the children. To implement each task, techniques were selected in an interesting and entertaining form.

At every moment of the lesson there were visual aids that stimulated and activated the children’s mental activity. The manuals are of sufficient size and aesthetically designed. Their placement and use was rational, thoughtful in the learning space and in the lesson.

Music was used during the lesson to enhance emotional perception. The organizational technique “Greeting” in poetic form” was aimed at developing communicative qualities and establishing friendly relationships both within the children’s team and between guests and children.

The lesson is dynamic, it includes techniques that provide for a quick change of activity. Conversation - sitting on chairs, moving around the group while looking for a way out of a problem situation with a hare - going to the garden, working with dough, developing fine motor skills of the hands - sitting on chairs, search activity - standing, working with cereals “Find a vegetable”, logorhythmic exercise - “walking to the garden.” A quick rotation of techniques and changes in poses during the lesson made it possible to avoid fatigue in children.

Didactic activities of the teacher

All aspects of the lesson are logical and consistent , subordinated to one topic. Moments from the educational areas of Cognition were integrated into the lesson: Reinforced the ability to describe a vegetable according to its characteristic features, according to the diagram; developed the ability to distinguish and name colors;

Communication: children participated in the general conversation, listened without interrupting their peers; activated the children's vocabulary using words - the name of vegetables, practiced coordinating nouns and adjectives; “Socialization” to independently express goodwill and empathy. Artistic creativity: Improved children’s ability to roll plasticine between their palms with straight movements, reinforced pressing techniques, developing fine motor skills of the hands. Physical Culture; developed motor imagination and coordination of movements.

Health : formed children’s ideas about vitamins and their importance. The techniques in the lesson were of a playful nature and were based on playful learning situations.

The use of the “Vegetable Garden” model helped to implement the main educational task in an interesting way - the formation of children’s ideas about vegetables and the place where they grow. My role was limited to learning to give detailed answers. This helped to achieve optimal results.

At every moment of the lesson, I tried to guide the kids to find solutions to the problem, helped them gain new experience, activate independence and maintain a positive emotional attitude.

Creation of search engines , problematic situations intensified the mental and speech activity of children,

The specifics of working with children in the classroom were reflected in a person-centered approach. She encouraged timid children and praised them in order to consolidate their situation of success.

During the lesson, I tried to communicate with the children on the same level, tried to maintain the children’s interest in the lesson throughout the entire time.

The outcome of the lesson was organized in the form of a game problem situation “Guess the treat?” so that during it you can check the quality of assimilation of the material.

Due to the fact that the children are small and there were many choral responses, I plan to pay special attention to individual responses. It is also necessary to achieve clear pronunciation of words. Work on sound pronunciation, expand active and passive vocabulary. But, despite these difficulties, I believe that all the program tasks I set during the lesson were solved.