Doronova Tatyana Nikolaevna
Кандидат педагогических наук, Cand. Sci. (Pedag.), Prof., Leading Researcher, Federal Institute for Educational Development the Russian Presidential Academy of National Economy and Public Administration, vacante@yandex.ru, Moscow
Doronov Sergey Gennadievich
Кандидат педагогических наук, Cand. Sci. (Pedag.), Research Assistance, Federal Institute for Educational Development the Russian Presidential Academy of National Economy and Public Administration, sergeydoronov@gmail.com, Moscow
Кhaylova Elena Gennadievna
Кандидат филологических наук, Cand. Sci. (Philology), Leading Researcher, Federal Institute for Educational Development the Russian Presidential Academy of National Economy and Public Administration, elena-khajlova@yandex.ru, Moscow

About Methods of Monitoring the Development of Children Under Seven Years of Age

Today it is generally accepted that a child is an actively self-determining subject in human culture, and not an object of pedagogical influences. At the same time, the tendency that the development of a infants, toddlers and preschoolers children is a controlled and effective process is becoming more clear. This gives relevance to search and analyze various methods that make possible to determine the standart criteria for the development of a child at various stages of his childhood. Purpose. This work analyzes and compares four different approaches that differentially assess the development of a preschooler. The approaches are studied in the context of the compliance of the child’s normative characteristics with modern requirements for the content of preschool education and the realistic implementation of the methodology in mass pedagogical practice. Methodology and research methods. The research, was based on the principles of the cultural-historical treatment, the theory of activity and the principles of individualization of preschool education. The empirical part of the research is based on descriptive statistics of a survey of 25,462 teachers (upbringers) from 77 regions of the Russian Federation. Results. On the basis of the analysis of the approaches, the authors conclude that the «development maps» by N.А. Korotkova is the most appropriate method for observing the development of the children. In «development maps» the child is assessed on the basis of the level of initiative in the implementation of cultural practices typical of childhood - play, productive and cognitive-research activities and communication with peers implemented against their background. The chosen methodology is subjected to empirical verification for compliance with one of the most important criteria for practical implementation – availability for use without special training of teachers. Conclusion. “Development maps” can be used to solve a number of urgent problems: individualization of preschool education; fair assessment of the work of teachers; involving the parents of children in the educational process; building continuity between kindergarten and primary school.
pedagogical diagnostics, school readiness, development of child's activity.

1. Vakhitova, G. H., 2015. On the problem of using games in pre – school education. Siberian pedagogical journal, no. 3, pp. 79–83. (In Russ., abstract in Eng.)
2. Voropayev, M. V., 2015. The problem of subject definiteness of everyday life as a pedagogical phenomenon. Siberian pedagogical journal, no. 4, pp. 178–185 (In Russ., abstract in Eng.)
3. Golinkoff, R., Khirsh-Pasek, K., 2018. Znat’ ili umet’? 6 Know or be able to? 6 key skills of a modern child. Moscow: Mann, Ivanov and Ferber Publ., 368 p. (In Russ.)
4. Korotkova, N. A., 2008. The problem of differentiated approach to the educational process in kindergarten. A child in kindergarten, no. 5, pp. 32–36. (In Russ.)
5. Korotkova, N. A., 2008. Ways of flexible design of the educational process in kindergarten. A child in kindergarten, no. 6, pp. 18–24 (In Russ.)
6. Korotkova, N. A., Nezhnov, P. G., 2014. Monitoring the development of children in preschool groups. Moscow: Linka-press Publ., 49 p. (In Russ.)
7. Lavrova, L. N., Chebotareva, I. V., 2017. Pedagogical diagnostics in kindergarten in the conditions of implementation of the Federal state educational standard DO. Moscow: SC Sphere Publ., 120 p. (In Russ.)
8. Ogurtsov, A. P., Platonov, V. V., 2004. Images of education. Western philosophy of education. Of the twentieth century. St. Petersburg: RGGI Publ., 520 p. (In Russ.)
9. Popper, K., 2002. Objective knowledge. Evolutionary approach. Moscow: editorial URSS Publ., 356 p. (In Russ.)
10. Rubinshteyn, S. L., 1989. Fundamentals of General psychology. Volume 1. Moscow: Pedagogy Publ., 483 p. (In Russ.)
11. Rubinshteyn, S. L., 1989. The principle of creative self-activity. Question of philosophy, no. 4, pp. 88–95. (In Russ.)
12. Khekkhauzen, K. H., 1986. Motivation and activity. Vol. 2. Moscow: Pedagogy Publ., 392 p. (In Russ.)
13. Erikson, E., 2000. Childhood and society. St. Petersburg: Years. Sad Publ., 415 p. (In Russ.)
14. Abner, K. S., Gordon, R. A., Kaestner R., Korenman S., 2013. Does Child-Care Quality Mediate Associations Between Type of Care and Development? Journal of Marriage and Family, vol. 75, no. 5, pp. 1203–1217. DOI: 10.1111/jomf.12055. (In Eng.)
15. Ahtola, A., Silinskas, G., Poikonen, P. L., Kontoniemi, M., Niemi, P., Nurmi, J. E., 2011. Transition to formal schooling: Do transition practices matter for academic performance? Early childhood research quarterly, vol. 26, no. 11, pp. 295–302. DOI: 10.1016/j.ecresq.2010.12.002. (In Eng.)
16. Brunsek, A., Perlman, M., McMullen, E., Falenchuk, O., Fletcher, B., Nocita, G., Kamkar, N., Shah, P. S., 2020. A meta-analysis and systematic review of the associations between professional development of early childhood educators and children’s outcomes. Early Childhood Research Quarterly, vol. 53, 4th Quarter, pp. 217–248. DOI: 10.1016/j.ecresq.2020.03.003.
17. Curriculum Alignment with the Head Start Early Learning Outcomes Framework (ELOF). Office of Head Start (OHS) [online]. Available at: https://eclkc.ohs.acf.hhs.gov/publication/curriculum-alignment-head-star... (accessed: 25.08.2020).
18. DeMeo Cook, K., Coley, R., Zimmermann, K., 2019. Who benefits? Head start directors’ views of coordination with elementary schools to support the transition to kindergarten. Children and Youth Services Review, vol. 100, pp. 393–404. DOI: 10.1016/j.childyouth.2019.03.021.
19. Eggum-Wilkens, N. D., Fabes, R. A., Castle, S., Zhang, L., Hanish, L. D., Martin, C. L., 2014. Playing with others: Head Start children’s peer play and relations with kindergarten school competence. Early Childhood Research Quarterly, vol. 29, no. 3, pp. 345–356. DOI: 10.1016/j.ecresq.2014.04.008.
20. Huizen, T., Plantenga, J., 2018. Do Children Benefit from Universal Early Childhood Education and Care? A Meta-Analysis of Evidence from Natural Experiments. Economics of Education Review, vol. 66, pp. 206–222. DOI: 10.1016/j.econedurev.2018.08.001.
21. Mayer, D., Beckh, K., 2016. Examining the validity of the ECERS–R: Results from the German National Study of Child Care in Early Childhood. Early Childhood Research Quarterly, vol. 36, pp. 415–426. DOI: 10.1016/j.ecresq.2016.01.001.
22. Mischel, W., Shoda, Y., Peake, P. K., 1988. The Nature of Adolescent Competencies Predicted by Preschool Delay of Gratification. Journal of Personality and Social Psychology, vol. 54, no. 4, pp. 687–696. DOI: 10.1037/0022-3514.54.4.687.
23. Moffitt, T. E. et al., 2011. A gradient of childhood self-control predicts health, wealth, and public safety. Proceedings of the national Academy of Sciences, vol. 108, no. 6, pp. 2693–2698. DOI: 10.1073/pnas.1010076108.
24. Perlman, M., Zellman, G., Le, V. N., 2004. Examining the psychometric properties of the Early Childhood Environment Rating Scale-Revised (ECERS-R). Early Childhood Research Quarterly, vol. 19, pp. 398–412. DOI:10.1016/j.ecresq.2004.07.006.
25. Purtell, K., Valauri, A., Rhoad-Drogalis, A., Jiang, H., Justice, L., Lin, T.J., Logan, J., 2020. Understanding policies and practices that support successful transitions to kindergarten. Early Childhood Research Quarterly, vol. 52, part B, 3rd Quarter, pp. 5–14. DOI: 10.1016/j.ecresq.2019.09.003.
26. Sabol, T. J., Pianta, R. C., 2014. Do Standard Measures of Preschool Quality Used in Statewide Policy Predict School Readiness? Education Finance and Policy, vol. 9, no. 2, pp. 116–164. DOI: 10.1162/edfp_a_00127.
27. Slot, P., Mulder, H., Verhagen, J., Leseman, P., 2017. Preschoolers’ cognitive and emotional selfregulation in pretend play: Relations with executive functions and quality of play. Infant and Child Development, vol. 26, no. 6, pp. e2038. DOI: 10.1002/icd.2038.
28. Thompson, B. N., Goldstein, T. R., 2019. Disentangling pretend play measurement: Defining the essential elements and developmental progression of pretense. Developmental Review, vol. 52, no. 6, pp. 24–41. DOI: 10.1016/j.dr.2019.100867.
29. Veiga, G., de Leng, W., Cachucho, R., Ketelaar, L., Kok, J. N., Knobbe, A., Neto, C., Rieffe, C., 2017. Social competence at the playground: Preschoolers during recess. Infant and Child Development, vol. 256, no. 1, pp. e1957. DOI: 10.1002/icd.1957. (In Eng.)