Pedagogical Conditions of Monitoring and Analysis of Educational Activities in Preschool Educational Organizations

This article scientifically substantiates the pedagogical conditions for improving the efficiency of monitoring and analyzing educational activities in preschool educational institutions (PEI). The objectivity, systematicity, and diagnostic significance of the observation process are revealed. Main attention is paid to developing teachers' professional competence, developing observation criteria, and creating a reflective environment. Research results show that using observation results as a formative assessment tool helps to correctly determine children's individual development trajectories. The article provides practical recommendations for PEI managers and methodologists.