Abstract
Relevance of the theme of the article is determined by the role of pedagogical diagnostics in the assessment of the quality of early childhood education. The author defines the appropriateness of using an integrated approach to the assessment of the quality of early childhood education. The aim of the article is to identify and explain the components of the diagnostic complex for assessing the quality of early childhood education.Based on the analysis of the research, we made a comparison of two understandings: pedagogical diagnostics and pedagogical monitoring. The common feature between pedagogical diagnostics and pedagogical monitoring is that they are focused on examining the quality of functioning of pedagogical systems. According to the principles, rules, diagnostic tools for carrying out diagnostic activities, pedagogical monitoring acquires the characteristics of a diagnostic system, and pedagogical diagnostics is built into the system of monitoring. The author believes that pedagogical diagnostics is closer to the essence of pedagogical phenomena and processes, their actual manifestation as the diagnostic methods and procedures are used to “immerse” the subject of diagnostics in the reality of pedagogical reality. This article also analyzes the components of the system of pedagogical diagnostics. In order to evaluate the quality of early childhood education, the diagnostic tools in the form of a diagnostic complex are proposed to play the role of a system-activating factor. Accordingly, the components of the diagnostic complex for assessing the quality of education for young children are the parameters of assessment of education quality, namely: objective; resource potential of the educational institution; implementation of the educational process; and productive. These parameters need to be adjusted according to the appropriate diagnostic methods and techniques.
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