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In spite of the achievements in the field of preschool education, the quality of the educational process does not yet sufficiently meet the increased requirements of social development, this stipulates the search for relevant methods and tools to help organizations in monitoring the process of formation level among senior preschool children learning and cognitive competence. One of the most important conditions to ensure the quality of its formation is a pedagogical monitoring. The author analyzes the psychological and pedagogical literature on the issue of the development and application of pedagogical monitoring in order to assess the effectiveness of the educational system.