INTERNATIONAL JOURNAL OF ARTIFICIAL INTELLIGENCE
ISSN: 2692-5206, Impact Factor: 12,23
American Academic publishers, volume 05, issue 06,2025
Journal:
https://www.academicpublishers.org/journals/index.php/ijai
page 861
METHODOLOGICAL FOUNDATIONS FOR ORGANIZING THE ACTIVITIES OF
DEVELOPMENTAL CENTERS IN PRESCHOOL EDUCATION INSTITUTIONS
Khasanova Madina Saidovna
Bukhara University of Innovation
2nd year Master's student
Abstract:
This article examines the methodological foundations for organizing the activities of
developmental centers in preschool education institutions. Such centers create a favorable
environment for children's independent thinking, creative approaches, self-expression,
communication, and personal development. The author highlights pedagogical conditions that
affect the effective functioning of these centers, organizational stages, and methodological
approaches based on play and practical activities. The article analyzes the functional types of
developmental centers, opportunities to enrich educational content through them, and important
aspects of the educator's role.
Keywords:
developmental center, methodological basis, preschool education, play activity,
children's creativity, educational environment, pedagogical conditions, center management, free
activity, integration
Introduction:
Creating a favorable pedagogical environment for children's comprehensive
intellectual, emotional, and social development is one of the main goals of the preschool
education system in a developing society. Effective organization of developmental centers
strengthens the vital connection between educational quality and child development. In
preschool education institutions, developmental centers are environments that allow children to
move freely, explore, experiment, think, and engage in creative activities appropriate to their
age and based on personal interests and needs.
Organizing the activities of such centers, on one hand, activates the educational process, and on
the other hand, ensures the individual development of each child's personality. Today,
pedagogical literature contains many theoretical and practical ideas about the role of centers
operating in harmony with developmental environments, play-based education, and STEAM
approaches. In particular, local scholars such as S. Nishonova, M. Qodirova, and Z. Tursunova
have revealed ways to develop children's free thinking through methodological tools in
preschool education.
Developmental centers are spaces that support freedom, choice, and movement. They are
typically organized in several directions: construction and design center, art and visual activity
center, dramatic center, mathematical thinking center, sensory and nature observation center.
Each center should be age-appropriate, safe, and aesthetically comfortable for children. The
pedagogical approach employs methodologies that view the child as an active subject –
activity-oriented, constructive, and communication-based strategies.
The effectiveness of center activities depends on several factors: the teacher's methodological
knowledge and skills, support from preschool institution leadership, close cooperation with
families, material and technical resources, and most importantly, the opportunity to work
individually with children. In each center, children freely choose the type of activity they are
interested in, participate in it, and directly experience the results. This increases the child's
potential for self-awareness, self-expression, decision-making, and independent action.
INTERNATIONAL JOURNAL OF ARTIFICIAL INTELLIGENCE
ISSN: 2692-5206, Impact Factor: 12,23
American Academic publishers, volume 05, issue 06,2025
Journal:
https://www.academicpublishers.org/journals/index.php/ijai
page 862
Scientific literature emphasizes that the developmental environment and center activities are
based on the principles of developmental pedagogy. Activities conducted in these centers form
important competencies in children, not only cognitive but also emotional and social. Play
serves as the main tool, and each game, activity, task, or experiment creates opportunities for
knowledge, skills, social experience, and communication for children.
The most pressing issue for today's preschool education institutions is comprehensively
improving developmental centers, systematically managing their activities, and conducting
continuous monitoring. When organizing centers, indicators specified in state education
standards and curricula, age psychology, and children's developmental stages should be
considered. Additionally, methodological guidelines, didactic materials, interesting tasks, mini-
projects implemented with children's participation, thematic stands, and creative corners should
be prepared for each center.
Furthermore, quality assessment indicators can be used to analyze the effectiveness of
developmental centers. For example, children's active participation, level of independent
activity, communication and cooperation, presence of results and creative products, formation
of social consciousness, and other aspects can be evaluated. This serves to increase the
effectiveness of each center and improve the methodological approach.
Conclusions and recommendations:
1.
When organizing developmental center activities, work should be based on
methodological approaches that consider children's age and psychological characteristics.
2.
A separate program, collection of didactic materials, and activity plan should be
developed for each center.
3.
Seminars and training sessions should be organized to improve educators' skills in
managing developmental center activities.
4.
It is recommended to further enrich center activities through cooperation with parents
and harmonize them with children's family upbringing.
5.
It is necessary to develop an assessment mechanism based on indicators to analyze the
effectiveness of developmental centers.
References:
1. Nishonova S. Methodology of Preschool Education. – Tashkent, 2020.
2. Qodirova D. Fundamentals of Organizing a Free Educational Environment. – Samarkand,
2019.
3. Tursunova Z. Psychology of Preschool Children. – Tashkent, 2021.
4. Rasulov M. Innovation in the Educational Process. – Bukhara, 2020.
5. G'ofurov N. Pedagogical Technologies. – Tashkent, 2019.
6. Karimova R. Methodological Foundations of Game Technologies. – Fergana, 2022.
7. Dewey J. Experience and Education. – New York, 1938.
8. Vygotsky L.S. Mind in Society. – Cambridge: Harvard University Press, 1978.
9. Montessori M. The Absorbent Mind. – Oxford, 2007.
10. UNESCO. Early Childhood Development Guidelines. – Paris, 2021.
11. OECD. The Future of Early Childhood Education. – Paris, 2022.
12. Hasanova D. System of Developmental Games. – Namangan, 2020.
13. Sharipov A. Developing Creative Thinking in Children. – Andijan, 2021.
14. Xolboyeva S. Interactive Methods in Preschool Education. – Termez, 2018.
15. Akramova N. Sensory Centers for Young Children. – Tashkent, 2023.
