DOI: 
http://dx.doi.org/10.15293/1813-4718.2005.03
UDC: 
373.2
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

Abstract: 
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.
Keywords: 
pedagogical diagnostics, school readiness, development of child's activity.
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