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FOYDALANILGAN ADABIYOTLAR:
1. Незнанов А.А. и др. Коллаборативные технологии в образовании: как выстроить
эффективную поддержку гибридного обучения? / А.А. Незнанов // Университетское
управление: практика и анализ. — 2019. — Т. 23. — № 1–2. — С. 101–110.
2. Синицына Г.П. Стратегия обучения в партнёрстве: коллаборативное обучение / Г.П.
Синицына // Наука о человеке: гуманитарные исследования. — 2019. — № 2(36). — С. 78–82.
3. Павельева Н.В. Коллаборативное обучение как модель эффективной реализации
образовательного процесса / Н.В. Павельева // Образование. Карьера. Общество. — 2010. —
№ 3(29). — С. 30–37.
4. Куликов А.В. Системы дистанционного коллаборативного обучения и некоторые аспекты
технологии их разработки / А.В. Куликов // Сборники конференций НИЦ Социосфера. —
Vedecko vydavatelske centrum Sociosfera-CZ sro, 2012. — № 8. — С. 105–107.
ART THERAPY AS AN COMPREHENSIVE APPROACH TO AESTHETIC EDUCATION
OF PRESCHOOL CHILDREN
Bekmanova Zhamilya Abdullaevna(PhD),
senior teacher of the Department of Preschool Education and Defectology,
Nukus State Pedagogical Institute named afterAzhiniyaz
The artistic and aesthetic development of a preschooler plays a special role in the life of a child, since
it not only forms in him an interest in art and its types, not only develops love and the need to
communicate with beauty, but is also an indispensable component of the comprehensive development
of the individual.
In pedagogy, the opinion is increasingly being established that children’s communication with art is
a kind of health-saving effect using artistic creativity.This understanding gives educators and teachers
new opportunities to solve the humanistic problems of upbringing and education.
As a serious prerequisite for its solution at the innovative level, one can consider the intensive
development of a new scientific direction that studies the nature, patterns, principles, mechanisms of
involving art in solving various pedagogical problems, called art therapy and art pedagogy.
Various methods of using art technologies were developed theoretically and practically by CIS
scientists A.I.Kopytina, M.V.Kiseleva, A.G.Kuznetsova [1;2,3], teachers and researchers of
Uzbekistan M.M. Nigmatova, D.Sh.Mirzaeva, T.L.Chabrova. Art therapy techniques, initially
applied to the development of children with physical or intellectual problems, were subsequently and
are still used in working with children who do not have developmental disabilities. The presence of
a modern classification of types of art therapy (isotherapy, bibliotherapy, imagotherapy, music
therapy, kinesitherapy, etc.), on the one hand, provides educators with ample opportunities to use
them to develop certain psychological states, qualities and skills of children, but, on the other hand,
creates a problemtheir appropriate parallel or simultaneous use.In this case, the help of qualified
specialists (psychologists, speech pathologists, professional art teachers) and dosing of the types of
creative activities of children is necessary. In particular, in our work these areas were used
sporadically and in different paired combinations: isotherapy-music therapy (drawing to music),
bibliotherapy - isotherapy (drawing characters and plots of famous and read fairy tales, proverbs,
children's stories), music therapy - kinesitherapy (movements tomusic, dancing). Also, with the help
of types and means of art pedagogy, comprehensive (integrative) education and upbringing of
children was provided, consisting of:
a) in a psychotherapeutic beneficial effect on children (relieving tension, muscle and nerve tension,
negative emotional states, fear, shyness, etc.);
b) in increasing the level of their artistic and aesthetic development;
c) intensive influence on the comprehensive development of preschool children, since in the process
of so many different types of activities related to art, the senses develop, intellectual, artistic, motor
abilities, skills and inclinations are formed. The possibilities of art therapy were used to influence the
physiological and mental state of the child with the help of art as follows:
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- formation in a child of an aesthetic attitude to the world around him through various types of art
through questions, quizzes, expressing opinions, discussions, through comparisons and contrasts;
- formation of initial knowledge of the basics of artistic culture, encouraging children’s participation
in activities related to the aesthetic design of the kindergarten space and the environment;
- teaching the child the use of artistic means of expression, various types of art;
- organization, if necessary, of correctional-compensatory, correctional-developmental work with
children who have psychological constraints, are shy, poorly adapted and socialized to the conditions
of kindergarten.
Systematization and disclosure of the content of the listed stages makes it possible to streamline the
methods of music education in preschool institutions, improve the results of working with children,
and improve the quality of the pedagogical activities of educators.
REFERNCES
1. Kopytin A.I., Svistovskaya E.E.Art therapy for children and adolescents.– M.: Cogito-Center,
2007. – 260 p.
2. Kiseleva M.V.Art therapy in working with children: A guide for child psychologists, teachers,
doctors and specialists working with children.– St. Petersburg: Rech, 2008. – 160 p.
3. Kuznetsova A.G.The emotional impact of art on a primary school student as the basis for the use
of art pedagogy.// Current problems of pedagogy and psychology: challenges of the 21st century:
Collection of articles.2017. – pp. 122-127.
4. Nigmatova M.M., MirzaevaD.Sh.Art therapy as a means of adaptation of young children to
preschool // Oriental renaissance: Innovative, educational, natural and social sciences.– T., 2022. –
No. 1. – P. 1209–1215.
5. Chabrova T.L.Let's draw together.– T.: Complex Print, 2016. – 45 p.
BILIMLENDIRIWDE INTEGRALLAP OQÍTÍWDÍŃ PEDAGOGIKALÍQ HÁM
METODIKALÍQ TIYKARLARÍ
Bekmuratova Ulmeken Keńesbay qızı,
Nókis mámleketlik pedagogikalıq institutı
1-basqısh doktorantı
Keyingi jıllarda integraciya (óz-ara baylanısqan halda ilimiy-pedagogikalıq sheriklik
dóretiwshilik ortalıǵın jaratıw) ideası jedel rawajlanıp atırǵan teoriyalıq hám ámeliy izertlewlerdiń
tiykarı bolıp atır. Integraciya, bir tárepten, bilim alıwshıǵа «dúnyаnı tanıstırıw» hám pánlerdiń ilimiy
tiykarların biliwdi úyretse, ekinshi tárepten, оqıw waqtın gruppalastırǵan halda onı bos waqıtınan
ónimli paydalanıwǵa uyretedi.
«Integraciya» sózi latınsha integratio - qayta tiklew, toltırıw, «integer»- pútkil sózinen kelip
shıqqan. Integraciyalaw processinde bir-birine baylanıslılıq kólemi asadı hám tártipke túsedi.
Integraciya - arnawlı bir sistemanıń háreketi hám rawajlanıwın xarakterlеytuǵın process bolıp,
ol jaǵdayda sistema elementleriniń sanı hám óz-ara baylanıslardıń intensivligi аrtadı hám kúshеyеdi.
Nátiyjede bir-birine baylanıslılıq halları artıp baradı.
Integraciyalasqan tálim-tárbiya, pánler arаlıq baylanıslardıń ayırım táreplerin dáslep Ya.
Komenskiy, D. Lokk, I. Gerbart, M. Pestalotstsi, K. Ushinsiky sıyaqlı ilimpazlar baslap bergen. Bul
jónelisti keyinirek T.Rizaeva, G.Akvileva, D.Troytap, G.Baltyukova, N.Вelenkin, N.Drujnina,
T.Nаzerova, I.Blinova, R.Matyushova dawam ettirgеn. Bul mashqala ózbek ilimpazlarınan
R.Mavlyanov, Q.Abdullaeva, X. Qayumovlardıń jumıslarında izertlengen.
Pánler arаlıq baylanıslılıq pedagogika pánindegi zárúrli didaktikаlıq princip retinde uzaq
waqıtlardan berli talqılanıp kelinbekte. Bilimlendiriw sistemasında oqıw pánleriniń óz-ara baylanısın
támiyinlew máselesi mudamı aktual bolıp kelgen.
Úzliksiz bilimlendiriwde pánler arаlıq baylanısıwdı támiyinlewdiń ayrıqsha tárepleri bar. Bul
ayrıqshalıq mámleketlik bilimlendiriw standartı talapları tiykarında júzege kelgen oqıw dástúrin
mazmunı menen xarakterlenedi. Pánler arаlıq baylanıs bir tárepten oqıw pánleri ortasında, basqa bir
