Introduction. The article presents the results of theoretical research on the problem of the assessment of the process and result of the study of the preschool child by the educator. The purpose of the study is to develop a model of the analytic activity of the preschool teacher in an educational organization.
Methods. The methodological basis is activity and competency-based approaches, ideas about the reflective-evaluative activity of the teacher, the practical goals of psycho-diagnostics of preschool children, the age-analysis scheme in the cultural-historical concept of L.S. Vygotsky, the principles of the organization of objective psychological research, developed by S. Rubinshtein, and the methods of research – the theoretical analysis of psychological and educational literature on the problem, the modeling stages of the analytic activity of the educator, carried out in the process of studying the preschool child, and the means for monitoring the effectiveness of this activity.
Results. The result of the research is a structurally functional, criterial model of the analytic activity of the educator, aimed at assessing the process and result of learning in the child. The model contains two interrelated blocks: content-procedural and operational-technical, i.e. its structure is focused on the idea of monitoring and evaluation processes in the study of the child. The content-procedural block includes a description of the criteria for assessing the data on the child, arranged according to the stages of the study: 1) the position of the educator in interaction with the child; 2) the integrity of the age-psychological portrait; 3) the quality of the conclusions, the forecast of the child’s further development, pedagogical recommendations; 4) language of the description of the age-psychological portrait. The operational-technical block contains methods for evaluating information about the child in accordance with the content of the proposed criteria: comparing information with the criterion, clarification on its compliance with a certain criterion, and identification of the three levels of this matching.
Conclusion. The model enables the preschool teacher to evaluate both the effectiveness of each of the study stages individually, and the process as a whole, and to compile a holistic age-psychological portrait of the preschool child on the basis of all the results obtained.