European International Journal of Pedagogics
6
https://eipublication.com/index.php/eijp
TYPE
Original Research
PAGE NO.
6-9
DOI
3
OPEN ACCESS
SUBMITED
08 March 2025
ACCEPTED
04 April 2025
PUBLISHED
07 May 2025
VOLUME
Vol.05 Issue05 2025
COPYRIGHT
© 2025 Original content from this work may be used under the terms
of the creative commons attributes 4.0 License.
Theory and Practice of
Management in Non-State
Preschool Educational
Organizations
Zufarova Dildora Rustamovna
Independent Researcher of the Institute for Retraining and Advanced
Training of Directors and Specialists of Preschool Educational
Organizations, Uzbekistan
Abstract:
The article reflects on the basics of
management, the development of Educational
Management. Also, the correct Organization of
Management
in
non-governmental
preschool
educational organizations, interaction with educators,
educators are disclosed.
Keywords:
Preschool
education
organization,
Educational Management, Management Development.
Introduction:
In recent decades, due to changes that
have affected all spheres of life in the world, including
the modernization of the education system, increasing
importance is attached to education management,
which usually determines the result of any activity.
Currently, the role of education management is very
significant - managers rely on the theoretical
foundations of management functions in their activities,
in educational institutions, as well as in special courses.
A manager must perform motivational, guiding,
regulatory, organizational, and control functions.
When studying educational management, it is
important to know that a manager is also a field of
human
knowledge
that
helps to
implement
management based on certain functions, because
working to achieve goals with the help of others is not a
one-time action, but a series of actions that are
constantly interconnected with each other. These
actions, each of which is a process in itself, are very
important for the success of the preschool educational
organization (PEO). These are called management
functions. Every management function is also a process,
as it consists of a series of interconnected actions. The
management process is the sum total of all functions.
European International Journal of Pedagogics
7
https://eipublication.com/index.php/eijp
European International Journal of Pedagogics
Without knowing the theoretical foundations of
management functions, as well as without knowing
that these functions cannot be considered as a one-
time action, it is impossible to achieve the desired
results from management activities, since they
represent a series of continuous interconnected
actions that are very important for the success of the
preschool educational organization. The most
common and interconnected management functions
include
planning,
organization,
motivation,
encouragement, and control.
Management as a scientific theory and practice of
management emerged in the 20th century. The
founders of management theory are rightfully
considered to be the French scientist Henri Fayol and
the American industrialist Frederick Taylor, whose
works defined the conceptual design of this field of
management science. The foundation of classical
management is the works of G. Church, G. Emerson, G.
Ford, and others, in which a fundamentally different
approach to organizational management was
implemented.
In the era of the introduction of information
technologies, the formation of the education market,
the growing gap between supply and demand for
labor, which has recently become an important
obstacle to the economic growth of the state, society
is interested in training competitive specialists who can
foresee and creatively solve emerging problems and
adapt flexibly to changing living conditions, who know
the basics of a market economy, marketing,
management, and can independently expand their
professional knowledge.
The
physical,
mental,
and
socio-emotional
development of preschool children in educational
institutions and the protection of their health, the
development of free thinking and creative abilities of
children, and their moral and spiritual preparation for
school education depend on the skills, knowledge, and
experience of preschool educators. For this, every
pedagogical worker must constantly search and study.
Planning the educational process in a preschool
educational institution is a rather complex task that
requires appropriate preparation from the educator;
the educator must be well aware of the level of
psychological and physiological development of
children, the "State Requirements for Preschool
Education," and the educational program created on
its basis.
The plan helps the educator evenly distribute program
requirements throughout the year and allows for more
precise planning of teaching and upbringing methods
and clearer vision of goals. If there is a plan, the
educator knows what tasks to engage in today and
future tasks. The educational work plan is developed by
the educator. The plan is submitted to the
methodologist for approval five days before the start of
the month. The educational work plan of a preschool
educator for one academic year, recommended by the
Republican Educational and Methodological Center for
Retraining and Advanced Training of Preschool
Educational Institution Employees of the Ministry of
Public Education of the Republic of Uzbekistan,
somewhat facilitates the educator's work. In particular:
a prospective plan for each month, work with parents,
cultural and hygienic skills, game activities, illumination
of entertainment hours, plans set by the teacher for the
month, ready-made leaflets for planning morning
exercises are prepared; As a result of scientific research
in the field of physiology, hygiene, psychology, and
pedagogy, the following principles of organizing the life
of young children in kindergartens have been
developed:
1. In each age group, create equal conditions for
educating children in the spirit of community and
ensuring their comprehensive development.
2. When dividing children into age groups, select only
children of the same age for each group and organize
the educational process accordingly.
3. Create the material environment necessary for
children to engage in various activities and
communicate with each other. For this purpose, equip
the group room and playground with the necessary
equipment at the level of hygienic, pedagogical, and
aesthetic requirements.
4. Adherence to and ensuring the stability of the child's
age-appropriate daily routine.
5. Organizing activities that shape children's personality
and allocating a certain amount of time from the daily
schedule for these activities. The alternation of various
types of children's activities based on scientifically
based principles ensures the proper organization of
children's lives in different age groups of kindergarten.
The pedagogical process aimed at ensuring the
comprehensive development of children is complex and
diverse. Educational issues are implemented through
organizational forms of educational work, various types
of children's activities: through teaching in classes,
creative and rule-based games, children's independent
activities, familiarization with their own work and adult
work, self-care, walks, hygienic activities. The successful
implementation of educational work depends on the
correct organization of each type of activity of the
pedagogical process in the preschool educational
organization. Education plays an important role in the
pedagogical process of kindergarten and is carried out
European International Journal of Pedagogics
8
https://eipublication.com/index.php/eijp
European International Journal of Pedagogics
through everyday life, play, work, and activities.
Educational and upbringing tasks are solved in the
lesson. Children acquire the simplest concepts and
knowledge, a system of skills and abilities in
familiarization with the surrounding life and nature,
speech development, literacy, mathematics, physical
culture, visual arts, and music.
The knowledge, skills, and abilities that children need
to acquire are defined in the kindergarten curriculum,
which is important for the overall development of
children and their preparation for school education.
Teaching in classes is carried out in a certain sequence,
taking into account the age and specific characteristics
of children, based on the principles of didactics, and
the content is gradually complicated. As a result, it
acquires a developmental and educational character.
The program specifies the number of sessions per
week and the duration of each session for each age
group. Allows for the proper distribution and uniform
implementation of designated educational work.
The pedagogical process aimed at ensuring the
comprehensive development of preschool children is
complex and diverse. The successful implementation
of educational work depends on the correct
organization of each stage of the pedagogical process
in preschool educational institutions. The teacher's use
of pedagogical technologies such as M.Montessori,
IMEN, and modern interactive methods in the effective
organization of educational work in a preschool
educational institution yields effective results. In
lessons imbued with pedagogical technologies,
children feel free and willingly complete all tasks.
Children acquire the necessary knowledge and skills
quickly and effortlessly, easily, enjoy playing, and
develop
their
thinking.
This
methodological
recommendation contains methodological guidelines
for the development of educational processes in
preschool
educational
institutions:
working
documents of educators and their maintenance, the
number of classes held during the week in each age
group and the duration of each lesson, coverage of
daily activities, criteria for analyzing the development
indicators of preschool children, ways to analyze the
development indicators of children. Methodological
recommendations can provide practical guidance to
educators in carrying out their work activities with a
creative approach to children's experience and
knowledge.
Based on the analysis of scientific and pedagogical
literature published in our republic and abroad to date,
it can be said that a number of scientists have
conducted research in certain areas of management
and the management process, including in the field of
educational institution management problems, R.Kh.
Djuraev, J.G. Yuldashev, R.Sh. Akhlidinov, Sh.E.
Kurbanov, E. Seytkhalilov, S. Turgunov, M. Mirkosimov,
U.I. Inoyatov, M.Kh. Saidov, F.A. Nosirova, M.R.
Rajabova, Kh. Saidov.
Today, the trend of combining all disciplines of
education, upbringing, and development into a single
discipline based on complementary methodological
approaches is significantly developing.
Analysis of the work in this area allows us to determine
the methodological foundations of integration in
pedagogy:
* the concept of the leading role of activity in personal
development;
* systemic and integrative approaches to considering
the processes of pedagogical education and
management;
* Psychological and pedagogical theories about the
relationship between general and non-state preschool
education processes.
As a result of the analysis of scientific literature, we
substantiated and experimentally confirmed the
following factors of successful, effective management of
a non-state preschool educational organization based
on an integrated model using the principles of
educational
management:
socio-economic,
psychological-pedagogical,
organizational,
and
technological.
1. Socio-economic factors:
* taking into account the needs of the individual,
parents, and society for a specific type of activity of non-
state preschool educational organizations;
* societal requirements for the professional skills and
qualifications of non-state preschool teachers;
* regulatory documents governing the activities of
educational organizations (laws, concepts, standards,
programs, qualitative characteristics, etc.);
* characteristics of the current stage of societal
development, requirements of the education market,
level and conditions of socio-economic development of
the state and region;
* social partnership as a factor in the activity and
development of non-state preschool educational
organizations and the training of competitive educators.
2. Psychological and pedagogical factors:
* features of the content and structure of the
educational process;
* microclimate in the composition of the educator and
children;
* the actual level of psychological and professional
training of educational and pedagogical staff of non-
European International Journal of Pedagogics
9
https://eipublication.com/index.php/eijp
European International Journal of Pedagogics
state preschool educational organizations and school
teachers for integration activities;
* compliance of the content of preschool education
with the goals and motives of the pupils, society;
* training aimed at developing the professional self-
awareness and competitiveness of educators;
* use of the principles of education and pedagogical
management;
* Developing subjective relationships within the team.
3. Organizational and technological factors:
* a comprehensive approach to the content and
technological
components
of
education,
the
management of non-state preschool educational
organizations based on educational management;
* Modular differentiated educational technologies;
* Application of a collective democratic style in the
management of the educational process;
* compliance of preschool education with socio-
economic conditions and the requirements of the
educational market;
* forecasting and analysis of the development of
preschool education;
* improvement of state and public forms of
management, development of self-government and
joint management as its highest levels;
* improvement of the methodological activities of
educator-teachers; systematic improvement of the
competence and qualifications of educators.
REFERENCES
Третьяков, П. И. Дошкольное образовательное
учреждение: управление по результатам [Текст] / П.
И. Третьяков, К. Ю. Белая. –
М. : «ТЦ Сфера», 2016. –
240 с.
Троян,
А.
Н.
Управление
дошкольным
образованием [Текст] / А. Н. Троян. –
М : .ТВ Сфера,
2015.
–
160 с.
Тринитатская, О.Г. Методологические подходы к
стратегическому управлению образовательной
организацией [Текст] / О.Г. Тринитатская //
Известия Южного федерального университета.
Педагогические науки. –
2015.
–
№ 2. –
С. 57 –
62.
Тринитатская, О. Г. Управление образовательной
организацией
в
условиях
инновационных
изменений [Текст] / О. Г. Тринитатская, Е. А.
Чикунова // Образование. Наука. Инновации:
Южное измерение. –
2015.
–
№ 1 (39).
Халимова, А. М. Совершенствование системы
управления в дошкольном учреждении [Текст] / А.
М. Халимова // Экономика и социум. –
2015.
–
№ 1−4 (14).
