EIJP ISSN: 2751-000X
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39
SCIENTIFIC AND THEORETICAL BASIS OF STRATEGIC DEVELOPMENT OF PRESCHOOL
EDUCATION ORGANIZATION AND COOPERATION OF PARENTS
Turdikulova Luiza Zayniddinovna
NTM teacher of the University of Economics and Pedagogy, Uzbekistan
AB O U T ART I CL E
Key words:
Education, parenting, cooperation,
pedagogical process, children's play.
Received:
10.10.2024
Accepted
: 15.10.2024
Published
: 20.10.2024
Abstract:
Modern
preschool
educational
institutions have the opportunity to use all the
various forms of interaction between the
kindergarten and the family, which have come a
long way in their formation and development.
Parents and preschool are not interchangeable. An
important condition of continuity is the
establishment of reliable business relations
between parents and preschool educational
institution, during which the educational position
of parents and educator-pedagogue is adjusted.
The basis of such relations is formed by the forms
of mutual relations between parents and the
preschool educational institution.
INTRODUCTION
His spiritual and moral education is important in bringing up a child to be perfect in
all aspects. The success of a pre-school child in the future at a general secondary school, as well as the
formation of his place in life, depends on the level of his spiritual and moral education. During the
preschool age, the child's personality is formed in the educational and upbringing processes organized
in the family and in preschool education, that is, basic personal qualities such as initiative, organization,
socio-cultural activity, openness to active communication, independence, responsibility, accountability
are formed.
Literature review
Raising children is the oldest human activity. In ancient times, it was compared to art. If we turn to
historical sources, there is a lot of evidence that the family was primary in the upbringing of the younger
generation. In the process of human development, taking care of children, their physical and mental
development became a separate function, and educational institutions outside the family began to form.
It should be noted that for many centuries, the role of the family in the upbringing of children is of
primary importance.
VOLUME04 ISSUE10
DOI:
https://doi.org/10.55640/eijp-04-10-09
Pages:39-43
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According to F.R.Kadirova, one of the leading scientists in the field of preschool education: "During the
age-related periods of children's development and upbringing, different types of activities coexist and
interact, but their role in this is the same. not: at each stage, a leading type of activity is distinguished,
which shows the main achievements in the child's development. Each activity is distinguished by needs,
reasons, purpose of activity, subject, actions carried out with means, objects, and finally, the result"
emphasizes that the activities of preschool children improve according to their age stages [1,139].
Today, great attention is paid to the interaction between the pedagogical team and parents. It is
important to consider the essence of the concept of "interaction" in order to understand the specific
features of the management of the quality of interaction in modern changing conditions, where parents
have become customers of educational services.
METHODOLOGY
In the decision of the President of the Republic of Uzbekistan dated May 8, 2019 "On approval of the
concept of development of the preschool education system of the Republic of Uzbekistan until 2030"
No. should be carried out on the basis of assessment of readiness for general primary education, as well
as their socio-cultural, personal, emotional, speech, physical and creative development. It is emphasized
that special attention should be paid to the formation of children's love for the Motherland, respect for
the family, national, historical and cultural values of their people, and a careful attitude towards the
environment. He believes that the main condition for the development of a child's behavior in pre-
school education is to convey the rules to children, to understand the content and logic of their
requirements. It is also necessary to arrange the group, to consciously master the children, to involve
them in active work, and to organize interesting events for the ideological structure.
Sh.Shodmonova believes that the simplest type of activity in the early stages of a person's life serves as
a basis for the development of a certain attitude based on personal abilities, characteristics, and
opportunities.
Raising children is the oldest human activity. In ancient times, it was compared to art. If we turn to
historical sources, there is a lot of evidence that the family was primary in the upbringing of the younger
generation. In the process of human development, taking care of children, their physical and mental
development became a separate function, and educational institutions outside the family began to form.
It should be noted that for many centuries, the role of the family in the upbringing of children is of
primary importance [5,146].
According to F.R.Kadirova, one of the leading scientists in the field of preschool education: "During the
age-related periods of children's development and upbringing, different types of activities coexist and
interact, but their role in this is the same. not: at each stage, a leading type of activity is distinguished,
which shows the main achievements in the child's development. Each activity is distinguished by needs,
reasons, purpose of activity, subject, actions carried out with means, objects and, finally, the result.
Today, great attention is paid to the interaction between the pedagogical team and parents. It is
important to consider the essence of the concept of "interaction" in order to understand the specific
features of the management of the quality of interaction in modern changing conditions, where parents
have become customers of educational services.
RESULTS
The ideas of the interaction of family and preschool education were observed in the works of
V.A.Sukhomlinsky. He wrote: "At preschool age, the child identifies himself almost completely with the
family, discovers and confirms himself and other people mainly through the judgments, evaluations and
actions of his parents". If the preschool educational organization has a strong relationship with the
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family, if trust and cooperation are established between pedagogues and parents, then the educational
tasks can be successfully solved. According to V.A.Sukhomlinskyi, before working with children, it is
necessary to study their family and living conditions. The author introduced the concept of "preschool
education organization-family education" and called it full-fledged public education. "The result cannot
be achieved without the active participation of fathers and mothers, without the constant spiritual
enrichment of adults and children". Interaction is understood as a priority mechanism for achieving
educational goals through the interaction of units within an educational institution with the closest
micro-society, a condition for effective training of a person in a team, a factor of professional training
and adaptation. It can be noted that the issues of mutual relations between the educational institution
and the family were considered in the pedagogy of preschool education [3, 21].
The concept of "pedagogical interaction" is explained in the works of V. I.Zagvyazinsky. The researcher
considers it "a complex process consisting of many components: educational and educational activities,
didactic, educational and socio-pedagogical interactions conditioned and mediated by educational and
educational goals. Pedagogical interaction exists in all types of activity: cognitive, labor, creative. The
basis of pedagogical interaction is cooperation, which is the beginning of human social life.
"Cooperative pedagogy" played a special role in the study of interaction, which was helped by the work
of SH.A.Amonashvili, I.P.Volkova, YE.N.Ilina, V.F.Shatalova and others. nalishi - determined the
development of "pedagogy of interaction". One of the representatives of this direction, Ye.V. Korotayeva,
distinguishes the variety of pedagogical interactions, which are described as follows [4,49-b]:
destructive, restrictive, restorative, constructive. Subjective or objective factors influence the choice of
a type of interaction by educators.
Summarizing what has been said, it should also be noted that we provide scientific, methodological and
didactic support for the development of strategic cooperation between preschool institutions and
parents: scientific and practical conferences and pedagogical readings contains z; thematic meetings;
reviews of creative works; reviews of scientific, pedagogical and other literature; contests; science
monthly; development of special courses and modified programs; allows you to use your skills and
experience effectively. In turn, D.A. Leontiyev identifies the main types of interaction between two
participants of joint activities. The first type is interaction, each of the partners views each other as an
object and, in turn, is an object for him. The next type is cooperative, that is, the interaction of the subject
and the subject included in the activity works as a form of coordination of its participants and ultimately
ensures the integration of individual actions distributed among its participants into a joint activity.
From a psychological point of view, the category of "interaction" is based on interpersonal interaction.
According to N.N.Obozova, B.P.Parigina, V.V.Boyko, interpersonal interaction is considered as a really
working communication, interdependence between subjects and individuals. According to the authors,
the components of interaction are mutual understanding, mutual knowledge, relations, mutual actions,
interaction, mutual information [5,51] In the science of pedagogy, interest in mutual relations as a
category explaining many phenomena in the field of education began to appear from the middle of the
16th century. Y.A.Komensky built his pedagogy on the basis of democratic aspirations aimed at mutual
relations with parents. It is important to consider the essence of the concept of "interaction" in order to
understand the specific features of the management of the quality of interaction in modern changing
conditions, where parents have become customers of educational services. Raising children is the oldest
human activity. In ancient times it was compared to art. If we turn to historical sources, there is a lot of
evidence that the family was primary in the education of the younger generation. In the process of
human development, taking care of children, their physical and mental development became a separate
EUROPEAN INTERNATIONAL JOURNAL OF PEDAGOGICS
ISSN: 2751-000X
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function, and educational organizations outside the family began to form. It should be noted that for
many centuries, the role of the family in the education of children is of primary importance [2,146].
According to P.Yusupova's research, when a child is 2-3 years old, he begins to show personal
characteristics such as shyness, independence or self-doubt, selfishness or caring, and attentiveness to
his peers. All this determines the relationship of children with others [5,104].
In her research, G.Berdaliyeva paid attention to the independence of preschool children, understanding
the world of things and events, actions performed with their help, mother tongue and relationships
between people. States that it will be implemented on the basis of assistance.
D.Abdurahimova spoke about the upbringing of preschool children based on folklore, and the socio-
cultural competence of preschool children - the acquisition of moral rules and norms in communication
with adults and peers in life situations through the examples of children's folklore. a firm conclusion
has been reached. Formation of high moral qualities in children from preschool age is a multi-stage and
complex process, and it is noted that this process requires a technological approach. S.I. Ojegov
considers the concept of "interaction" to be a process of exchange of thoughts, ideas, feelings, and
experience between two phenomena.
In general, different interpretations of this concept are related to different approaches to its definition.
From a philosophical point of view, I.T. Frolov considers interaction through the term "process": "...the
process of interaction of bodies with each other is the most general, universal form of changing their
state". In the philosophical encyclopedic dictionary, V.Y. Kemerov describes the term "interaction"
through the traditional philosophical foundations of "category" and "concept". By interaction, he
understands the philosophical category that defines the nature of events and objects influencing each
other, their interdependencechange; also suggests using the "interaction" category to understand the
relationships between different objects. However, these interpretations, M.N. Nedvetskaya, require
significant improvement, because the interaction is not limited to the activity of subjects, but also the
indirect influence of subjects and objects on each other, their coexistence includes.
Article 36 of the Law of the Republic of Uzbekistan "On Preschool Education and Training" dated
December 16, 2019 O'RQ-595 is dedicated to the participants of the educational process in preschool
educational organizations lib, according to which "Participants of the educational process in preschool
educational organizations are the following: a child of preschool age; legal representatives of the child;
teaching staff". In this law, "children should be brought up in the spirit of love for the Motherland,
respect for work, national, historical, cultural values of their people, as well as universal human values,
careful attitude to the environment...; "The family must provide the necessary conditions for the child's
all-round development, education and training."
Analyzing the works devoted to the problems of interaction between the preschool educational
organization and the family, we can conclude that the authors of the study place great responsibility for
successful interaction on the educational organization, while their effectiveness they do not adequately
consider the responsibility for It should be noted that the reason for the disruption of the educational
function of the family is the parents' lack of appropriate knowledge and skills, conflicts between parents
regarding the approaches to education, and the interference of others in the educational process.
Thus, the basis of the relationship between parents and preschool educational institution is effective
cooperation. At the entire stage of the formation and development of local preschool pedagogy, the
interaction of state and family education is recognized as the basis for the formation of a well-rounded
person. L.G.Bogoslavets, N.A.Vinogradova, A.G.Gogoberidze, O.I.Davidova, R.P.Desheulina,
N.V.Dodokina and others write about this in their works. 21st century teachers and pedagogues pay
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great attention to this issue. Interactions between parents and a preschool educational institution
should be aimed at the comprehensive development of children, their mental and spiritual balance.
According to the concept of development of the preschool education system of the Republic of
Uzbekistan until 2030, the modernization of the preschool educational institution means achieving a
new quality of preschool education: "for the all-round intellectual, spiritual-moral, aesthetic and
physical development of preschool children the directions of creating conditions" are defined [8].
CONCLUSION
Raising children is the oldest human activity. In ancient times it was compared to art. If we turn to
historical sources, there is a lot of evidence that the family was primary in the education of the younger
generation. In the process of human development, taking care of children, their physical and mental
development became a separate function, and educational organizations outside the family began to
form. It should be noted that for many centuries, the role of the family in the education of children is of
primary importance [2,146].
His spiritual and moral education is important in bringing up a child to be perfect in all aspects. The
success of a pre-school child in the future at a general secondary school, as well as the formation of his
place in life, depends on the level of his spiritual and moral education. A child's personality is formed
during the educational and upbringing processes organized in the family and preschool education
during the preschool age.
REFERENCES
1.
P. Yusupova. Preschool pedagogy. Tashkent. "Teacher".
2.
Hasanboeva O.I. and others. Pedagogy of preschool education Tashkent. Science - Enlightenment.
3.
Zunnunov A. History of pedagogy // Textbook for higher educational institutions. - T.: 2004.
4.
Inomova M. Spiritual and moral education of children in the family.
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T.: TDPU named after Nizami.
5.
Hasanboyeva O. Family pedagogy. - T.: Alokachi.
6.
B.R.Djurayeva, H.M.Tojiboyeva, G.M.Nazirova "Modern trends of education for preschool children" -
T.: UzPFTTI publishing house.
