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THE IMPACT OF FULL DAY KINDERGARTEN SYSTEM ON
ACADEMIC ACHIEVEMENT AND SOCIAL DEVELOPMENT
IKROMOVA JASMINA
Student of the group 2203 Supervisor:
Avilova Khalida Uzbekistan State World
Languages University
Abstract:
This article is about early education and development.
Furthermore, this article provides information about the effects of kindergarten
on children’s academic achievement and socioemotional improvement.
Key words:
kindergarten, early childhood education, academic and social
content, school readiness, modern methods.
The kindergarten method of teaching is nurturing and supportive rather
than competitive. Children learn through fun and engaging activities like art and
music, transforming playtime into opportunities to instill important cognitive
skills and social skills. There are different opinions about language learning and
teaching in kindergartens. According to Childcare and Preschool Development
in Europe: Pr
esent day tendencies in the development of pre-school
organizations have their roots in different national traditions, themselves
having their origins in different eras of social and economic development.
These traditions have been crystallized in different institutions, in socially
and legally structured ways of doing things which tend to facilities the
introduction of some innovations, and to stand in the way of others (1).
The kindergarten system establishes a relationship between the children
and the teacher in which they feel secure and know the teacher is a guide and
friend. Then this system helps to understand each child as a person and to further
his or her development in light of his or her own personality that he or she may
live as a corporative person in a social group. Moreover, there is the curriculum
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grow out of the interests the children bring to school from their home and
community living. (2)
Dewey called for educational activities that would support continuity in
children’s growth and would be connected to their everyday lives.
Most of the recent research on all-day kindergarten indicates positive
benefits for children in terms of academic achievement and behavior but what
children do in kindergarten may be more important than how long they are in
the classroom each day. (3)
Experts now are in general agreement that there are no detrimental effects
to attending full-day kindergarten and, in fact, students in full-day programs
show significantly stronger academic gains over the course of the kindergarten
than their half-day counterparts. The research also finds that poor and minority
students especially can benefit from participation in full-day programs. There is
less agreement about the degree to which benefits gained from attending full-
day kindergarten carry forward throughout the student’s academic career. (4)
Although children’s curiosity is thought to be important for early learning,
the association of curiosity with early academic achievement has not been tested.
We hypothesized that greater curiosity would be associated with greater
kindergarten academic achievement in reading and math.
Uzbekistan is currently undergoing radical changes in the system of
preschool education. In particular, radical reforms are being implemented in the
field of pre-school education and new decisions and regulations are being
developed. However, the analysis shows that the effectiveness and results of work
carried out in the field of kindergarten system, along with the achievements, as
well as problems. Over the past 20 years, the number of state-owned preschools
has decreased by more than 45% and today the coverage of children with
preschool education in the country is 30%. Additionally, the material and
technical base of kindergarten education institutions does not meet modern
requirements. (5)
In conclusion, kindergarten education is the primary link in the system of
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continuing education, which plays a vital role in the education and preparation of
a healthy and mature child in all respects. The effective use of modern methods,
pedagogical technologies contributes to the development of the field and the
personal, emotional, speech, mathematical, physical and creative development of
children.
Used literature:
•
Childcare and Preschool Development in Europe: Institutional Perspectives. Eds K.
Schweiwe and C. Kelly. Children’s World: Growing up in Russia 1890-1991.
Yale University Press. 2007: L. Krischbaum. Small Comrades; Revolutionizing
Childhood in Soviet Russia. Routledge 2001.
•
http://rer.aera.net at UNIV OF VIRGINIA on July 18, 2011
•
Clark and Kirk //- 2000. - 231p.
•
Education Commission of the States // - 2004. - 6p.
•
Toshboyeva, B. "THE SIGNIFICANCE OF TEACHING ENLISH FROM
EARLY CHILDHOOD." JOURNAL OF INNOVATIONS IN SCIENTIFIC AND
EDUCATIONAL RESEARCH 6.4 (2023): 172-175.
