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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 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
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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
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:
1.
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.
2.
at UNIV OF VIRGINIA on July 18, 2011
3.
Clark and Kirk //- 2000. - 231p.
4.
Education Commission of the States // - 2004. - 6p.
5.
Aliyevna,
Sodikova
Sevinch.
"PRINCIPLES
OF
CREATING
AN
IDEOFRAPHIC DICTIONARY OF MAKING UP THE SEMANTIC FIELD OF
LEXEMES “ORGANIC WORLD” AND “FOOTBALL” IN UZBEK, ENGLISH
AND RUSSIAN LANGAUGES." World Bulletin of Social Sciences 15 (2022):
31-33.
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6.
Sadikova, Sevinch. "THEORETICAL AND PRACTICAL BASICS OF
CREATING MODERN ELECTRONIC DICTIONARIES." Theoretical aspects in
the formation of pedagogical sciences 2.20 (2023): 41-44.
7.
Sevinch, Azimova, and Uzoqova Xayriniso. "FRAZEOLOGIK LUG ‘ATLAR
HAQIDA UMUMIY MA’LUMOTLAR." Scientific Impulse 1.8 (2023): 304-307.
