INTERNATIONAL JOURNAL OF ARTIFICIAL INTELLIGENCE
ISSN: 2692-5206, Impact Factor: 12,23
American Academic publishers, volume 05, issue 04,2025
Journal:
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page 918
PEDAGOGICAL WAYS OF COOPERATION WITH PARENTS IN PREPARING
PRESCHOOL CHILDREN FOR SCHOOL
Urinova Dilbar Abdusamat kizi
Independent researcher of the
Institute of Advanced Training in Preschool Education
Psychologist of the Yakkasaroy district SPEO No. 362
Abstract:
The mechanisms of cooperation between the kindergarten and the family in
preparing preschool children for school are described in detail, and the tasks of parents and
the kindergarten in preparing a child for school and their views on education and upbringing
are analyzed on the basis of scientific and practical pedagogical laws.
Keywords:
State requirement, preschool age, test, questionnaire, psychodiagnostics.
The implementation of the goals and objectives set for the development of preschool
children and their preparation for school is monitored through the “State Requirements for
the Education of Preschool Children”. The State Requirements define the main areas of the
content of education for preschool children and the minimum requirements for their level of
readiness for school and are recognized as a state document.
The preschool educational organization requires the educator to recognize and
appreciate the values, lifestyle, and distinctive features of the family and the community with
which they work, as well as to appreciate many important methods that contribute to the
education and development of children. Educators working with preschool children expand
their educational opportunities, building on what children learn in the family and community.
In preparing children for school, in accordance with the Law of the Republic of
Uzbekistan “On Preschool Education and Training”, a child receives preschool education at
home, through independent education by parents, or in permanently operating preschool
educational organizations, as well as in preschool educational organizations for children not
involved in preschool educational organizations, in special groups or centers organized in
schools, neighborhoods. The transition of a preschool child to school education always
entails quite serious changes in his life, morals, interests and relationships. Therefore, it is
necessary to prepare the child for school education at home, introducing him to not too
difficult knowledge, concepts, skills and qualifications.
Preparing children for school implies, firstly, organizing educational work in a
preschool educational organization in such a way as to ensure a high level of general,
comprehensive development of children of preschool age, and secondly, to provide special
preparation for children to master the subjects that they must master in the primary grades of
school. General readiness for school is such a level of mental, spiritual, aesthetic and physical
development that a child has reached by the time of going to school, which creates the
necessary basis for the child's active entry into the new conditions of school education and
the conscious acquisition of educational material. In most cases, when talking about the level
of mental development of a child, more attention is paid to the amount of mental knowledge,
which is determined by the child's vocabulary. Parents, and even some teachers, think that the
more a child knows, the more developed he is. In fact, this is not the case, due to the
widespread use of science, technology, and mass media, today's children seem to be
INTERNATIONAL JOURNAL OF ARTIFICIAL INTELLIGENCE
ISSN: 2692-5206, Impact Factor: 12,23
American Academic publishers, volume 05, issue 04,2025
Journal:
https://www.academicpublishers.org/journals/index.php/ijai
page 919
swimming in an ocean of information. This is the basis for a sharp increase in their
vocabulary, but this does not mean that their thinking is also developing at the same pace.
Mastering the educational programs implemented at school requires that the child has
sufficiently developed cognitive processes such as the ability to compare things, analyze,
generalize, and draw independent conclusions. Therefore, psychodiagnostic tools, tests, and
questionnaires that are currently widely used by school psychologists in the process of
admitting children to first grade are mainly methods designed to determine the level of
development of the above-mentioned characteristic in a child.
The process of developing children and preparing them for school in preschool
educational organizations is carried out in three stages:
1. Physical development of children.
2. Development of children's speech and thinking.
3. Spiritual development of children. Based on the goals and objectives of preschool
education, the purpose of the subject "Methodology of preparing children for school" is to
familiarize students with the methods and techniques of preparing preschool children for
school.
Preparing children for school also develops in connection with biology, psychology,
and youth psychology. Physiology is the natural and scientific basis for preparing children for
school, which is primarily based on information about the development of higher human
nervous activity, typological characteristics of the nervous system, sensory organs,
musculoskeletal system, cardiovascular and respiratory systems, endocrine glands, and the
like. When preparing children for school, on the basis of this information, they will be able to
more successfully solve the issues of increasing the effectiveness of the educational process,
and will have the opportunity to study in more depth some of the laws of mental events and
processes. Modern physiology helps to correctly solve the most important pedagogical
problems: to determine the influence of the environment, heredity and upbringing on the
development of children, the formation of their abilities, and so on. Age physiology, which
gives the basic principles of the structure and laws of movement of a growing organism, is of
particular importance for the development of educational issues. Without knowing these
features, it is impossible to correctly determine the means and methods of education,
organizational forms of conducting one or another activity or educational event in accordance
with the age of the pupils. Conclusions about the higher nervous activity of physiology,
typological features of the nervous system help in developing the methodology of the
pedagogical educational process, in creating better conditions for children's activities.
The system of work with the family of a preschool educational organization should
have a clear goal and content. It is advisable to carry out planned and consistent work using
various and interrelated forms and methods, analyzing the results of previous achievements
and experiences in cooperation with parents. The day when parents take their children to
kindergarten for the first time is associated with many emotional feelings. Therefore, in the
second half of August every year, excursions, meetings and general meetings can be held for
parents in the preschool educational organization. This includes information about the
kindergarten's regime, content, educational process, etc. By skillfully combining the forms of
work with parents in a team and individually, preschool educational organizations can
achieve positive results in raising children. Here are some of the most common forms and
methods of kindergarten staff working with parents and families:
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ISSN: 2692-5206, Impact Factor: 12,23
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- One-on-one work with parents and families. Advanced pedagogical experience
shows that this type of work is of great importance and gives the expected results. In this case,
the educator studies the personal characteristics of the family and the child and takes them
into account in his educational work. As a result, friendly relations, mutual respect and trust
are established between the educator and the family more quickly. In the experience of our
kindergartens, various forms of one-on-one work with parents and families have been
identified, namely, the educator's visit to the family, holding conversations for parents, giving
them advice, introducing parents to the child's life in kindergarten, etc.
- Work organized in a team style with parents. These are group and general meetings
of parents, parents' schools, conferences, Saturdays (joint practical activities of kindergarten
employees with parents), question and answer evenings.
- Demonstration work. This type of work includes: exhibitions, photomontages,
demonstrations of children's work, open days, pedagogical information stands (parents'
corner), a library for parents, folders with materials on various issues of family education, etc.
Of course, these forms can be different. The creative approach to this work also depends on
the kindergarten director, educators, and the parents themselves (in some cases, experienced
parents can give advice).
- Visiting the child's family and getting to know family members better.
- Providing pedagogical training to parents, etc. Among these, visiting the child's
family and getting to know the family members is not an easy task for everyone. We consider
some of the forms of work carried out in cooperation with parents and the family to be
appropriate. Studying the family in which the child lives is one of the effective ways to
establish close contact with the parents and provide them with support and advice. The
educator does not visit the family as an inspector, but as an advisor, friend and person who
helps the child in raising the child. The main purpose of the educator's visit to the family is to
see the conditions in which the child is being raised and, if necessary, to provide assistance to
the parents. Therefore, the educator should carefully consider the proposals he makes to the
parents. When home visits are organized with a specific goal in mind, they not only provide
an opportunity to get acquainted with family upbringing and identify the specific features of
the child's behavior in the family, but also to determine the content of individual and
collective work with parents, as well as their various forms. Sometimes such a phenomenon
can be observed: a lot of attention and care is paid to the child in the family, order is
established in the family, the child eats well, and the child is not given any tasks. The child
does not clean up his place and toys himself, this work is done by his parents or older family
members. In this case, the educator advises that the parents should allocate a separate place, a
corner for the child in the house, this measure will allow his life in the family to be properly
organized. In his corner, the child lives, plays, draws, makes toys, etc. The first visit to the
family is especially responsible. The development of mutual understanding, trust and positive
communication between the preschool educational organization and the family depends on
how this work goes. Before visiting the family, it is necessary to determine for themselves
information about its members, the professions of the parents, their places of work, etc. If the
educator draws up a characteristic of the child’s level of development and upbringing before
visiting the family, the visit to the family will be more effective. In this case, it is necessary to
identify those aspects that require clarification and discussion with the parents. The first visit
should give the educator a general idea of the family’s lifestyle, the family “situation”, and
the child’s upbringing in the family. Subsequent visits will allow the educator to understand
INTERNATIONAL JOURNAL OF ARTIFICIAL INTELLIGENCE
ISSN: 2692-5206, Impact Factor: 12,23
American Academic publishers, volume 05, issue 04,2025
Journal:
https://www.academicpublishers.org/journals/index.php/ijai
page 921
in detail specific issues of the child’s upbringing. When visiting the family again, the
educator is interested in whether his advice and suggestions have been implemented or not.
The purpose and content of visiting the family should be reflected in the educator's plan,
account and special diary. It is recommended to visit the family at least twice a year. Family
visits, analysis of questionnaire data, reveal the general picture of positive experience and
specific difficulties in family upbringing. This helps the head and educator to improve the
pedagogical culture of parents of different age groups, to direct the work of educators with
parents in a certain system. The most common method of personal work with the family is a
conversation - it can be held during the morning reception and evening drop-off of children.
They help educators and parents get to know each other better, inform each other about the
child's life, monitor changes in his successes and shortcomings, behavior, and health.
Personal consultations are much closer to a conversation. Consultations are held when there
is a need for a more detailed conversation with parents to analyze any shortcomings and
mistakes they have made in raising a child, and when it is necessary to give them qualified
advice and recommendations to correct the situation. Consultations allow for in-depth
coverage of rather narrow issues. The choice of topic for them is determined by the results of
observation of children or by the problems of upbringing.
Thus, mental readiness for schooling is a complex of interconnected components of
the mental and speech development of children. The unity of cognitive activity, cognitive
interests, child's thinking methods, conscious ideas about the world around them, speech and
the general level of elementary educational activity is a prerequisite for successful schooling,
which is of great help to us, educators and parents.
List of used literature:
1. Maktabgacha ta’lim muassasalarida ta’lim jarayonini mavzuli rejalashtirish (barcha yosh
guruhlari uchun) 2018 y.
2. O.U. Hasanboeva va boshqalar. Maktabgacha ta’lim pedagogikasi. Pedagogika kolleji
uchun o‘quv qo‘llanma (3-nashr) T.:”Ilm ziyo”, 2012y.
3. http://www.edu.uz
4. https://fayllar.org/maktabgacha-talim-tarbiyachilari-kasbij-ajta-tajerlov-v2.html?page=4
