American Journal Of Social Sciences And Humanity Research
95
https://theusajournals.com/index.php/ajsshr
VOLUME
Vol.05 Issue05 2025
PAGE NO.
95-99
10.37547/ajsshr/Volume05Issue05-22
Prospects for Organizing and Improving Cooperation
Between Preschool Educational Institutions and
Community Organizations
Sharipova Gulruhsor Nurqabilova
Associate Professor, PhD, Department of preschool education management, institute for retraining and professional development of
directors and specialists of preschool educational institutions, Uzbekistan
Received:
23 March 2025;
Accepted:
19 April 2025;
Published:
21 May 2025
Abstract:
This article analyzes the theoretical and practical aspects of organizing and improving cooperation
between preschool educational institutions (PEIs) and community organizations. Drawing upon academic sources,
it highlights the importance of the participation of families, mahallas (neighborhood communities), and non-
governmental organizations (NGOs) in preschool education. Based on both international and local experiences,
the main forms of cooperation, their outcomes, and future prospects are discussed. The current situation,
opportunities, and challenges in Uzbekistan are examined, and concrete recommendations are proposed for
enhancing collaboration between preschool institutions and community organizations.
Keywords:
Preschool education, community participation, family, mahalla, non-governmental organizations,
public-private partnership, education quality, Uzbekistan.
Introduction:
In the current era, enhancing public
participation in the activities of preschool educational
institutions has become critically important for
improving the quality of child upbringing and
education. In developing mutual cooperation between
preschool educational institutions and community
organizations, it is necessary to extensively utilize the
potential of families, neighborhood communities
(mahallas),
and
non-governmental
non-profit
organizations. In this regard, a comprehensive analysis
of foreign and local experiences, the study of their
effective aspects, and their adaptation to the context
of Uzbekistan are considered among the pressing tasks.
Developing mechanisms to improve partnership
relations between preschool institutions and the
community for the comprehensive development of
children is a significant scientific and practical task of
today. Therefore, this article provides a broad analysis
of the pedagogical, social, and managerial aspects of
this cooperation and, based on existing academic
sources, regulatory legal documents, and advanced
foreign practices, formulates viable proposals that may
be implemented in Uzbekistan. This, in turn, will
contribute to improving the efficiency of the preschool
education system and ensuring the sustainable
development of society within the continuous
education system.
Ensuring the participation of families, mahallas, and the
community in the process of preschool education and
upbringing for the comprehensive development of the
child is a pressing issue today. Global studies show that
collaboration between parents and educators
increases the effectiveness of child upbringing. For
example, as Tarugashvili (2024) emphasizes, “a child is
shaped in two environments
—
the family and the
kindergarten; therefore, the parties responsible for the
child's
upbringing
must
work
collaboratively,
complementing and supporting each other, which
serves the child’s well
-
being.” Wider community
participation is also important for the child’s
socialization. For instance, a study conducted in Hong
Kong notes that as a result of the family-school-mahalla
community partnership, social capital is being formed
among children that is “connecting, integrating, and
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American Journal Of Social Sciences And Humanity Research (ISSN: 2771-2141)
linking with higher-
level authorities.” Thus, in order to
ensure the holistic development of the child, preschool
institutions must possess mechanisms for working not
only with parents, but also jointly with mahallas and
relevant community organizations.
In recent years, as a result of reforms in the preschool
education system of Uzbekistan, the coverage of
children in preschool education has increased
significantly. According to UNESCO data, the coverage
of preschool education in 2017 was 27%, whereas by
2023 it had reached 70%. In particular, in 2015, 634,000
children were enrolled in preschool education,
whereas by 2022 this figure had reached almost 2
million
—
indicating a 39% increase in coverage over the
past five years. State policy and international
cooperation have played a crucial role in achieving such
large-scale progress. The establishment of a separate
Ministry of Preschool Education in 2017 and
subsequent reforms allowed for greater attention to be
paid to the sector. The Presidential Decree No. PF
–
5812
dated September 6, 2019, and Resolution No. PQ
–
4312
dated May 8, 2019, were aimed at reforming the
preschool education system and developing it through
to 2030. In particular, within the framework of the
Concept for the Development of the Preschool
Education System Until 2030, approved by Resolution
PQ
–
4312, the expansion of the non-state kindergarten
network through the development of public-private
partnerships was designated as a priority task. As a
result, private and family kindergartens were
established rapidly, helping to reduce the burden on
the state sector. At the same time, in order to improve
the quality of preschool education, the need arose to
implement alternative educational forms in mahallas,
engage parents in preschool education, and launch
social
projects
in
cooperation
with
public
organizations. The presidential decrees and resolutions
also emphasize the importance of utilizing the
capabilities of local communities in the sector,
including the strengthening of cooperation with
mahallas
and
non-governmental
non-profit
organizations (NGOs).
The role of public organizations in preschool education.
The issue of enhancing the participation of public
organizations in preschool education has also attracted
the attention of international institutions. According to
UNICEF, international cooperation has played a vital
role in the reform of preschool education in
Uzbekistan. In addition to strong political commitment
and financial investment at the state level,
collaboration with international organizations such as
the World Bank and UNICEF has contributed
significantly to the expansion of preschool coverage.
Specifically, with the support of the World Bank,
infrastructure in both urban and rural preschools was
improved, while UNICEF provided technical assistance
in introducing innovative approaches. UNESCO has
recognized Uzbekistan’s efforts in developing
preschool
education,
highlighting
the
World
Conference on Early Childhood Care and Education
held in Tashkent in 2022 as a major milestone. The
Tashkent Declaration, adopted at the conclusion of this
conference, outlined a global strategy for the
development of preschool education through 2030.
Moreover, international organizations recommend
implementing innovative solutions in collaboration
with communities to improve the quality of education
and ensure inclusion for all children
—
including those
with disabilities, girls, and children in rural areas.
Examples of such strategies include engaging parents
and mahalla communities in the educational process,
establishing
community
advisory
councils
at
preschools, and providing methodological support to
parents through NGOs. Analysis of existing literature
indicates that cooperation with parents, mahallas, and
the wider public is a critical factor in increasing the
effectiveness of child upbringing and early education.
In the context of Uzbekistan, there are clearly defined
scientific foundations and recommendations for
achieving such cooperation. The following sections of
the article will explore practical methods, experiences,
and outcomes related to implementing this
cooperation.
METHODOLOGY
This research employs a qualitative analytical
approach, focusing on the analysis of existing data and
experiences related to the topic. As part of the study,
relevant legal documents and programmatic acts
—
such as presidential decrees and state development
programs
—
were analyzed using content analysis
methods. In addition, both local and international
academic sources and official reports were reviewed
(see literature review above). A number of exemplary
regional projects were also examined through the case
study method. For instance, the local experience of
inclusive education groups implemented by UNICEF in
the Surkhandarya region was analyzed to assess
community-level cooperation practices. Data and
statistics identified during the research process were
synthesized and generalized. Based on these findings,
conclusions
were
drawn
and
practical
recommendations were developed.
RESULTS
The findings of this study reveal that preschool
educational institutions employ a variety of methods
and approaches in working with the parents of enrolled
children. These can be broadly categorized into two
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American Journal Of Social Sciences And Humanity Research (ISSN: 2771-2141)
groups:
❖
Individual forms of work with parents;
❖
Group-based forms of work with parents.
Individual methods include one-on-one conversations
with a child’s parent or guardian, home visits for
providing pedagogical consultations, and assessments
of the home environment. Group methods encompass
activities and meetings involving multiple parents, such
as parent assemblies, seminar-trainings for parents,
the organization of a “Parents’ School” within the
kindergarten, and involving parents in family-oriented
events or sports competitions. Preschool staff
implement these methods in a flexible and adaptive
manner based on their experience and context. For
example, according to the research by Usmonova and
Qurbonbekova (2021), experienced educators who are
well-acquainted
with
children's
individual
characteristics can successfully conduct one-on-one
conversations with parents, which in turn positively
impacts child development. Moreover, it has been
emphasized that educators can engage the parents of
all enrolled children in preschool life by organizing well-
structured collective meetings. During the course of
this study, interviews with several preschool educators
revealed that in recent years, modern methods of
parent engagement have also been introduced
—
for
example, educators have created dedicated Telegram
groups and online chats for parents, through which
they share updates from the children's daily life at
kindergarten, as well as advice and recommendations.
These tools have reportedly helped build greater trust
among parents and have encouraged more active
involvement in the preschool environment (based on
informal reports).
The Mahalla Citizens’ Assembly serves as a public
structure that directly cooperates with preschool
institutions. According to current legislation, the
mahalla chairperson and council are involved in
coordinating the activities of educational institutions
within their territory. One practical manifestation of
this cooperation is the mahalla's assistance in
increasing preschool enrollment. For instance, in some
communities, the mahalla maintains records of
preschool-aged children and collaborates with
institutions to ensure their enrollment. If a parent
wishes to send their child to preschool, the mahalla
chairperson
may
participate
by
issuing
a
recommendation or referral (a practice still retained in
some regions). In addition, with the support of
mahallas, family-based non-state preschool institutions
are being established at the local level. For example,
due to favorable conditions created by a presidential
decree, hundreds of family kindergartens were opened
between 2018 and 2021. These institutions were
mainly organized in mahallas by private entrepreneurs
and proactive women on a small scale and were
financially supported by the government. As a result,
preschool coverage in remote villages and mahalla
areas increased significantly. Another form of mahalla
–
preschool
cooperation
involves
strengthening
children's school readiness through local women's
committees and other civic associations. In certain
regions, short-term preparatory groups for preschool-
aged children have been launched in mahalla buildings.
These are financed either through local budgets or
sponsored donations.
DISCUSSION
The findings discussed above clearly indicate that
cooperation
between
preschool
educational
institutions and community organizations
—
including
parent associations, mahallas, and NGOs
—
has a
significant positive impact on both preschool
enrollment and the quality of education.
First and foremost, such collaboration has expanded
access to preschool education by enabling greater child
enrollment
—
particularly in remote areas where the
establishment of family-based kindergartens and
alternative groups has provided many children with
their only opportunity to receive early education. For
example, in Surkhandarya region, community-driven
initiatives and international partnerships facilitated the
creation of new groups that allowed 400 children to
access preschool services. This demonstrates that in
locations beyond the reach of public institutions,
coverage can be expanded through grassroots efforts
and civil engagement. Second, this collaboration has
positively affected the quality of child development.
Parental involvement in preschool activities has
strengthened the alignment between home and
institutional environments. Moreover, interactions
between children and mahalla representatives (such as
respected elders and experienced women) have helped
instill respect for national values and traditional
authority.
In
this
context,
community-based
cooperation has contributed to the development of
children’s social skills, which in turn serves as a
foundation for future academic success. International
research supports these conclusions, showing that
children’s social
-emotional development is significantly
enhanced in environments where community
participation is strong. For example, studies conducted
in the United States found that community-supported
preschools received higher quality ratings than urban
public preschools, particularly in terms of language and
literacy outcomes (Camilli et al., 2010
–
Source:
ScienceDirect). Similarly, interviews with local
educators in Uzbekistan revealed that in kindergartens
where close cooperation with parents and mahallas is
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American Journal Of Social Sciences And Humanity Research (ISSN: 2771-2141)
established, children tend to exhibit greater confidence
and communication abilities. Despite these positive
trends, some challenges and limitations remain in
organizing community cooperation. Firstly, not all
parents are equally involved in preschool life. Due to
work obligations or time constraints, some parents are
unable to participate in events or meetings, which
weakens the connection between the home and the
preschool. Secondly, in some regions, mahalla and
community organizations are not fully prepared to
engage with preschool institutions. For example,
because of a heavy workload, mahalla officials may not
dedicate sufficient attention to preschool cooperation.
Thirdly, preschools often lack standardized guidelines
or methodological tools for involving the public. For
instance, the structure and functions of parent
committees vary widely between institutions, with no
unified framework, making it difficult to assess the
effectiveness
of
collaboration.
International
experience shows that when comprehensive state-
level policies and official guidelines are in place, it
becomes much easier to stimulate and support
parental and community engagement. Thus, the
development of a national program or manual on
community participation in preschool education could
become a promising direction for future progress in
Uzbekistan.
Future Opportunities
. To further improve cooperation
between preschool institutions and community
organizations, the following opportunities and
measures are proposed:
•
Clarifying legal norms related to public
involvement in preschool education in existing
legislation. For example, making it mandatory for each
preschool to establish a Parent Council with defined
responsibilities, and institutionalizing Community
Oversight Committees through legal frameworks. In
addition, local government resolutions could introduce
cooperation programs between preschools and
mahallas at the neighborhood level.
•
Allocating grants and subsidies from the state
budget and sponsors for partnership projects with
public organizations. For instance, initial grants may be
provided to entrepreneurs or NGOs wishing to open
family-based kindergartens, and additional payments
can be made to community activists who establish
alternative preparatory groups in mahalla areas
—
measures
that
would
encourage
community
engagement.
•
Investing in human resources capable of
engaging with the community. Training should be
provided to educators on communication with parents
and the fundamentals of adult education (andragogy).
Similarly, seminars on child psychology and education
could be offered to the leaders of mahallas and
community organizations. International partners and
experts could be involved in delivering these capacity-
building activities.
•
Expanding
public
awareness
campaigns
through traditional and digital media about the
importance of preschool education and community
participation. For example, producing television
reports on model family kindergartens, publishing
articles about active communities, and broadcasting
radio programs or webinars on early childhood
development for parents would inspire wider
participation and raise awareness.
•
Another
important
direction
is
the
continuation
and
expansion
of
international
cooperation. Current projects implemented in
collaboration with UNICEF, UNESCO, and the World
Bank are already bringing innovative practices in early
education to Uzbekistan. In the future, these
partnerships can be extended to support small-scale
local initiatives led by NGOs and community
foundations.
For example, international grants could fund projects
to establish mobile preschool services (e.g.,
kindergarten buses) in rural areas or to develop home
learning
guides
for
mothers.
Successful
implementation of such initiatives would require joint
efforts from both government agencies and
community organizations. If these efforts are
coordinated effectively, they will significantly enhance
the quality and accessibility of preschool education and
ensure that all children
—
regardless of location
—
receive the foundation they need to grow into healthy,
educated, and socially responsible individuals.
CONCLUSION
Organizing and improving cooperation between
preschool educational institutions and community
organizations
—
including families, mahallas, and non-
governmental organizations (NGOs)
—
is a pressing task
in the current educational landscape. Based on the
conducted research and analysis, the following key
conclusions were drawn:
1. Family
–
preschool cooperation is essential and
effective.
Theoretical and practical analyses confirm
that the holistic development of a child depends on a
strong connection between family upbringing and
preschool education. When parents and educators act
as complementary partners in child development, a
stable and consistent educational environment is
created. Local research shows that such cooperation
improves children's attitudes toward learning and
eases the responsibilities of educators.
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American Journal Of Social Sciences And Humanity Research (ISSN: 2771-2141)
2. The mahalla is a vital third component in child
development.
Following the family and preschool, the
mahalla plays a key role in children’s social education.
Mahalla committees contribute to child development
by supporting preschool enrollment and organizing
spiritual and educational activities. Improved
collaboration between the mahalla, family, and
preschool can realize the principle of “harmonious
mahalla
–
harmonious family
–
exemplary preschool,”
fostering a healthy societal environment.
3. Cooperation with community organizations has
expanded access.
Ongoing reforms have stimulated
rapid development of public-private partnerships in the
sector. The number of non-state preschools
—
including
private
and
family-based
kindergartens
—
has
increased, and international grants have supported the
creation of alternative educational groups.
In addition, wide-reaching public campaigns on early
childhood development should be continued in
cooperation with organizations such as UNICEF and
UNESCO. If these measures are implemented, both the
quality and accessibility of preschool education will
improve. Most importantly, they will help ensure that
children grow up healthy, morally grounded, and well-
educated.
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