Volume 04 Issue 11-2024
19
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
04
ISSUE
11
P
AGES
:
19-31
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
ABSTRACT
This article describes methods of improving spe
ech culture and rhetoric of future pedagogues.Тhe article considers
the importance of rhetoric as the art of using a living word for effective and efficient communication. The laws of
rhetoric under consideration make it possible to determine the path of students to rhetorical success. The peculiarities
of teaching undergraduates rhetoric at a higher educational institution is their comprehension of the art of the word,
regardless of the direction of training and the construction of the educational process, taking into account these
circumstances, in accordance with the methodological and didactic principles of teaching in preschool education.
KEYWORDS
Professional, rhetoric, future educators, competencies, speech, excursion, observation, education, individual,
preschooler, senior preschool age, speech development, tasks, planning, vocabulary, methodological,
communication, didactic, important, culture, article, mastery, communication, construction, modern, introduction,
independent.
INTRODUCTION
Research Article
THE ROLE AND SIGNIFICANCE OF SPEECH CULTURE IN THE ACTIVITY OF
FUTURE EDUCATORS
Submission Date:
October 25, 2024,
Accepted Date:
October 30, 2024,
Published Date:
November 06, 2024
Crossref doi:
https://doi.org/10.37547/ijp/Volume04Issue11-04
Dono Babayeva
Tashkent State Pedagogical University Named After Nizomi, Faculty Of Preschool Education, Professor Of The
Departme
nt Of “Methodology Of Preschool Education.’’
, Uzbekistan
Gulnara Jumasheva
Nukus State Pedagogical Institute Named After Ajiniyaz, Doctor Of Pedagogical Sciences, Professor Of The
Department Of “Preschool Education”
, Uzbekistan
Ilzaxan Ibragimova
Nukus State Pedagogical Institute Named After Ajiniyaz, Phd Associate Professor Of The Department Of
“Preschool Education”
, Uzbekistan
Journal
Website:
https://theusajournals.
com/index.php/ijp
Copyright:
Original
content from this work
may be used under the
terms of the creative
commons
attributes
4.0 licence.
Volume 04 Issue 11-2024
20
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
04
ISSUE
11
P
AGES
:
19-31
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
The most important element of the humanitarian
culture of a modern professional is his successful
mastery of rhetoric, since knowledge of the laws and
rules of speech construction allow him not only to
establish friendly contacts with the audience, but also
form skills such as tolerance, the ability to find
compromises with opponents, be able to listen to the
interlocutor, possess communicative competencies in
the field of dispute rhetoric, etc. The culture of speech
is the key to professional activity, a business card for
any specialist with a higher education. The ability to
express your thoughts, to master professional
terminology, competent and expressive speech - all
this is undoubtedly one of the conditions for success in
professional activity. These circumstances are the
reason for the introduction of the academic discipline
"Rhetoric" into the educational process of the
university, which contributes to the formation of the
speech culture of the future specialist, gives
knowledge and skills of a humanitarian nature about
speech, so necessary in the life of every person. The
path to rhetorical success also depends on the
knowledge of modern rhetoric, mediated by the laws
of rhetoric or the laws of speech behavior. The laws of
rhetoric determine the consistency of thought-speech
activity and, thus, determine the communicative
success. The main task of modern higher education is
to form the personality of a future professional who
meets the current needs of society and the state. The
change of the university educational paradigm - from
the formative to the developing one, allows you to fully
realize the student's inner potential, prepare him for
professional activity, form a readiness for negotiations,
discussions, public speaking. The practice of
developing a student's speech culture is determined by
the goals and objectives of the academic discipline
"Rhetoric", as well as the competencies formed in
accordance with the state educational standard of
higher education, which determines that as a result of
mastering this discipline, the student must have the
ability to carry out business communication orally and
in writing in the state language and a foreign language.
Theoretical and practical competences in the field of
rhetoric are formed by implementing the principle of
the connection of theoretical learning with practice,
the essence of which comes from the fact that
"knowledge that is not used in solving practical
problems, separated from practical training, becomes
weak, and by future pedagogues does not absorb,
does not arouse their interest, does not stimulate
cognitive activity. For example: by studying the
concept of conflict, future educators will acquire skills
that allow to properly conduct constructive
communication not only in a group, but also in
everyday life, which constitutes the successful
development of interpersonal relations and in practice
awareness of the need for the studied material
significantly increases the motivation to study. In
practical classes, students are given the opportunity to
learn the practice of public speaking. Public speech is a
type of discourse involving communication with
groups of people united by a variety of principles: by
profession, by community of interests, by joint
activities, etc. At the same time, the association can be
stable, permanent, organized, or it can be temporary,
accidental, spontaneous. The ability to carry out public
communication with any of these groups is what
develops rhetoric. In practical classes, students also
learn the clear pronunciation of words, compose
various congratulatory speeches, speeches designed
for different audiences and taking into account the
profile of the student's training. Important for oratory
is the elocution of speech, the use of tropes and
rhetorical figures that adorn speech, make it more
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OCLC
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Publisher:
Oscar Publishing Services
Servi
expressive. The training session should be emotionally
intense, contributing to the creation of a situation of
success for students. So, the principle of emotionality
implies building the educational process in such a way
that the future educator feels comfortable in the
lesson, positive emotions and self-confidence prevail.
It is known that learning is a two-way process, the
result of which depends on the activities of the
pedagogue (educational process) and the student
(educational process), so the interaction between the
participants of the educational process The nature of
mystery, being a subject-subject contributes to the
development of cognitive activity of future
pedagogues, to the formation of activity and
independence in acquiring knowledge. Thus, the
effectiveness of the organization of educational
activities of the teacher and students in the field of the
formation of a culture of speech and rhetorical
competencies
depends
on
the
pedagogically
competent organization of the educational process, in
accordance with the methodological and didactic
principles of higher education, in creating a situation of
success, motivation to study the discipline,
coordinated work of teachers and students.
Method: The process of teaching rhetoric should be
holistic, closely related to the upbringing and
development of the children's personality. Creating
conditions for the comprehensive development of
preschool children, the widespread introduction of the
state program "First step" and inclusive education, the
development of educational materials, ensuring
continuity of preschool and primary education will
increase coverage, ensure equal access of children to
quality preschool education, which will affect all
aspects of preschool educational activities, including
the development of speech of preschool children. The
connection between speech and mental development
of children clearly appears in the formation of coherent
speech, the development of their thinking, perception,
and observation. What would be good, coherent to tell
about something, you need to clearly imagine the
object of the story (subject, event), be able to analyze
the subject, select the main (for this situation of
communication) properties and qualities, establish
cause-and-effect, time and other relationships
between objects and phenomena. The pedagogue
provides preschool children with basic knowledge and
understanding of nature, social phenomena, the work
of adults, teaches them cultural ethics, civilized
relationships with their peers and adults, kindness,
truthfulness, justice, courage, humility, respect for
adults it educates moral qualities such as respect,
interest in nature, observation, caring for plants and
animals, hard work, preserving the results of the work
of adults. Knowledge of folk art, music, singing,
literature, fine art, love for art makes the educator
cultured and helps in his work with children. A
pedagogue can achieve good results in raising and
teaching children only if he acquires the necessary
knowledge, skills and abilities with a certain
consistency. The pedagogue provides preschool
children with basic knowledge and understanding of
nature, social phenomena, the work of adults, teaches
them cultural ethics, civilized relationships with their
peers and adults, kindness, truthfulness, justice,
courage, humility, respect for adults it educates moral
qualities such as respect, interest in nature,
observation, caring for plants and animals, hard work,
preserving the results of the work of adults.
Knowledge of folk art, music, singing, literature, fine
art, love for art makes the educator cultured and helps
in his work with children. A pedagogue can achieve
good results in raising and teaching children only if he
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OCLC
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Publisher:
Oscar Publishing Services
Servi
acquires the necessary knowledge, skills and abilities
with a certain consistency. The role of organizing and
conducting excursions and observations is important
for the development of preschool children's speech.
Proper planning, organization and creative approach
of excursions and observations by the pedagogue is
necessary for the development of coherent speech of
older preschool children. The use of various types and
forms of excursions in the observation process allows
to diversify its process. The more fun it is organized by
the teacher, if all opportunities are used, the higher the
children's interest. In the process of organizing and
conducting excursions in pre-school educational
organizations, children develop their speech by getting
to know the environment and give high-quality results.
In the development of children's speech and in the
development of a child of preschool age, the factor of
mental development of the child is assigned. The field
of direct observation is pushed apart by drawings. The
images and representations called by them are, of
course, less vivid than those given by real life, but in any
case they are incomparably more vivid and definite
than the images called by the naked word. Drawing
classes are held in all age groups. But while younger
and middle-aged children learn to describe drawings
based on questions from the teacher, in the senior and
preparatory school groups, the main focus is on
independent storytelling. A preschool child likes to
look at drawings and talks about them vividly and with
interest. Great is his desire to share his impressions
with others about what he sees. The task of the
teacher is to teach the preschooler to start the story
correctly on the chosen topic and convey it vividly,
interestingly, logically sequentially. Classes allow you
to accumulate knowledge about subjects that are not
always present in the daily life of the child. Any new
drawing that tells about the next event in the life of
familiar characters helps children master the skills of
competent
storytelling,
and
later
competent
construction of a monologue. Of particular interest to
kids are classes on the possibility of using ordinary
objects in a new form. A simple example is plain paper.
Children are always interested in how it turns into
three-dimensional toys. Even the kid himself can make
them. Let him crumple the paper and wrap it with
thread to make a ball. They can also be played, for
example, to throw in a bucket or a target. Older
children can fold their own airplane or boat. But to do
this, you need to show them consistently how they can
be made. The kids ' memory is quite good, so they will
quickly make a new toy, and in the future they will
make it independently, without the participation of
their parents.
Educational Games in Preschool Institutions and Their
Importance.
Educational games are a category of games that
correspond to the developmental characteristics of
children. A key feature of didactic games is the
presence of rules. In these games, there is a direct
connection between the game’s purpose, rules, and
actions. The game’s purpose defines the nature of
the
game activities, while the rules help in solving tasks and
executing actions within the game.
Through educational games, children are provided
with new knowledge and concepts. These games
contribute to the overall development of the child,
enhancing their knowledge acquisition, sensory
culture, speech activity, and cognitive abilities.
Adhering to the game’s rules enriches the content of
the game.
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OCLC
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Publisher:
Oscar Publishing Services
Servi
In educational games, it is essential to take into
account the age and individual characteristics of
children. The tempo and rhythm of the game play a
significant role; a very slow and monotonous pace can
lead to boredom, while a very fast tempo can create
excitement and lead to various disputes. Proper
assessment of the participants by adults is crucial.
There are several types of educational games:
a) games with objects and toys;
b) tabletop games;
c) verbal games.
Games with objects and toys are played from early
childhood until school age. In these games, children’s
imagination and attention form the basis of play. They
develop a general understanding of the surrounding
objects, their qualities, and their usefulness. Each
object or toy used in the game should have a distinct
appearance, allowing children to recognize its main
characteristics. Such gam
es expand children’s
knowledge about the shape, size, features, and
qualities of objects.
Tabletop Games
Tabletop games provide a method for identifying and
organizing
children’s
understanding
of
their
surroundings, as well as fostering their thinking skills
(analysis, synthesis, generalization, and description).
This type of game includes: a) lotto; b) matching
pictures; c) dominoes; d) mazes.
Educational Games for Vocabulary Enrichment
Educational games, especially didactic games, are
designed to align with children's age-related
characteristics. A key feature of didactic games is the
presence of rules. In these games, there is an intrinsic
connection between the game’s intent, its rules, and
the actions involved. The game’s intent determines the
nature of the actions taken during play, while the rules
help in resolving tasks and executing the actions within
the game.
Didactic Games and Their Role in Child Development
Didactic games facilitate the introduction of new
knowledge and concepts to children. These games
contribute to the overall development of the child,
enhancing their learning processes, sensory culture,
speech activities, and cognitive abilities. Adhering to
game rules enriches the game’s content.
In didactic games, natural objects and materials are
widely utilized. It is essential to allocate time and space
for didactic games in a child’s daily routine. Such games
can be conducted during learning sessions or at times
outside of play, either in groups or individually. The
content and outcomes of the games should be clearly
defined.
The following rules should be observed in didactic
games:
1.
Take turns influencing each other.
2.
Respond when asked.
3.
Listen to peers’ opinions.
4.
Do not disrupt others during play.
5.
Follow the game rules.
6.
Ac
knowledge one’s own mistakes.
The Importance of Didactic Games in Early Childhood
Education
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VOLUME
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ISSUE
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19-31
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
In didactic games, it is essential to consider the age and
individual characteristics of children. The tempo and
rhythm of the game play a significant role; a very slow
and monotonous pace can lead to boredom, while an
excessively fast tempo may excite the children,
potentially leading to disputes. Accurate assessment of
the game participants by adults is crucial.
Types of Didactic Games
1. Games with Objects and Toys: These games are
suitable from early childhood until the school age. They
are based on children’s imagination and attention,
helping them develop an understanding of the
surrounding objects, their qualities, and usefulness.
Each object or toy used in the game should have a
distinct appearance, allowing children to differentiate
its main characteristics. Such games expand children’s
knowledge about shapes, sizes, attributes, and
qualities of objects.
2. Table Games: These games help children identify and
systematize their perceptions of the world around
them and enhance cognitive skills such as analysis,
synthesis, generalization, and description. Examples
include loto, matching pairs, dominoes, and mazes.
3. Oral Language Games: Conducted with older
preschool children, these games teach listening skills,
prompt response, and the ability to express thoughts
quickly and clearly. Researchers suggest that these
games are vital for children’s cognitive development.
Movement-Based Games
Movement-based
games
focus
on
physical
development and involve actions such as walking,
running, jumping, climbing, throwing, and crawling.
These games can be categorized into:
- National Folk Games
- Authorial Game Types
The presence of educational objectives and suitable
materials is fundamental to the success of the
aforementioned game types. By engaging in these
activities, children not only have fun but also develop
essential skills and knowledge that contribute to their
overall growth.
The Role of Games in Early Childhood Education
In both types of games, the primary criterion is the
game rules. Movement games promote clarity and
expressiveness in actions, helping develop virtues like
agility, skill, courage, and quickness in children. Many
movement games are designed for group play,
fostering the ability to act cohesively within a team.
Properly distributing roles among children, monitoring
the game process, guiding participants, and
encouraging positive actions enhance the game's
prestige. Throughout the game, a cheerful atmosphere
and positive emotions arise.
For younger children, game scenarios tend to be open-
ended, such as "Chase the Ball!" or "Catch the Ball!" In
contrast, for older children, the objectives, rules, and
organization of the game become more complex.
Regular practice of movement games begins in
physical education classes and should be reinforced in
other activities. The "Bolajon" program includes
various categories of movement games tailored for
different age groups.
Types of National Folk Games
National folk games can be divided into two groups:
1. National Movement Games
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Publisher:
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2. Traditional National Games
National movement games are connected with sports
and the values of our culture, evolving and being
cherished over centuries. They play a crucial role in
helping children grow physically strong, healthy, brave,
determined, agile, and resourceful. These games
encapsulate the history, spiritual and cultural
development, customs, and traditions of the nation.
Implementing Educational Games in Early Childhood
Education
To enrich children's vocabulary through educational
games, the following tasks should be accomplished in
organizing national folk games in preschool settings:
-
Develop types of national games along with
methods and techniques for their organization.
-
Integrate spiritual values and traditions into daily
activities during the organization of these games.
-
Utilize national folk games purposefully to instill a
sense of independence and national identity in
preschool children.
-
Effectively incorporate folk tales and oral traditions
into the learning process.
-
Create favorable conditions for children to play,
including providing necessary equipment and
materials.
-
Organize competitions and exhibitions of national
games
among
preschools,
families,
and
communities.
National movement games evolve based on children's
age characteristics and the development of actions
within the game, ensuring continuous growth and
engagement.
Games for Children Aged 1-2:
Games such as "Finger-to-finger," "Goose-goose,"
"Goose stand," "Bup-bup," "Toy-toy," "Train," and
"Achom-achom" are suitable for toddlers who are just
learning to take a few steps and need help maintaining
their balance.
Games for Children Aged 3-4:
Games such as "Horse game," "Eye catcher," "Chori
chambar," "First my brother," "Stick throwing," "Ear
stretching," "Little flower," "Auntie came to visit," and
"It flew-it flew" are fun and engaging for this age
group.
Games for Children Aged 4-5:
Games like "Spinning around," "Chillak," "Tug of war,"
"Sheet," "Dor game," "Hide and seek," "Everyone,"
and "Tap the wall, spin around" encourage interaction
and physical activity.
Games for Older Children:
For older children, games like "Horsemen," "Draw in a
circle," "Hide the cap," "Jumping frog," "Five stones,"
and "Is it a white poplar or a blue poplar?" help develop
agility, self-control, confidence, determination, and
critical thinking skills.
Magical-Fantasy Tales:
These tales are entirely fictional and are based on the
animistic beliefs of primitive humans. They differ
significantly from other types of tales. In these stories,
the characters, whether animals or humans, can
communicate with each other, meaning all characters
understand each other's languages. Most children's
stories fall into the category of magical tales, such as
"Two Curious Goats," "Seven Goat Kids," and "Little
Red Riding Hood."
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OCLC
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Publisher:
Oscar Publishing Services
Servi
Educational Tales:
These tales are primarily designed to develop
children's intellect and provide educational content.
Through these stories, children gain necessary
information. Examples include "Why Does the Bear
Sleep?" and "How Does a Rainbow Appear?"
Domestic-Life Tales:
The content of these tales is directly related to real life.
They depict real social realities based on everyday
experiences, with real people as the main characters.
Domestic-life tales are almost devoid of excessive
fiction, and only occasionally may include fantastic
details.
Educational Tales:
These tales have educational significance and aim to
teach children values. They encourage hard work,
honesty, and moral behavior. Examples of such tales
include "Emerald and Precious," "Curved and
Straight," "Strike the Drum," and "The Boy Who Didn't
Water the Flowers."
Creative Tales:
These are authorship tales created by one or several
authors. They may include stories invented by
preschool children, where each child or group creates
new stories based on their desires, resulting in modern
tales.
Animal Tales:
The creation of these tales is rooted in the ancient
totemistic beliefs of primitive humans. In these stories,
animals are the main characters, often portrayed in
human form and artistically brought to life.
Consequently, the human image plays a secondary role
in the narratives, and often humans do not interact
with the events.
Poetic Tales:
Poetic tales are primarily written in a lyrical style,
composed of meaningful, rich, and rhyming words.
Such tales are very interesting for children. For
example, in the tale "The Golden Fish," one line goes:
- "Let me go, dear grandfather,
I will grant your wish."
Or in "The Stubborn Mouse," the line:
- "Go home, chicken coop,
Keep my baby safe."
After conducting systematic activities to familiarize
children with plants and animals, they will gain a
certain understanding of young animals and plants.
Subsequently, to develop children’s cognitive skills and
abilities, the educator may plan activities with the
children. These could include:
"Describe it, and I'll guess it."
Didactic Task: Answering adult questions by identifying
and naming the characteristic features of an object.
Game Activity: Adults presenting riddles.
Game Rule: The name of the object being described
cannot be said.
The educator's role: Asking clear and precise
questions.
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Setup: Vegetables and fruits are placed on the table.
The educator should arrange their chair so that the
plants are not visible.
Game Process:
The educator asks the children to choose one of the
vegetables on the table. "I will ask you what it is, but
don’t say its name. Based on your answers, I will try to
guess it," they say. Then, in turn, the educator asks
questions like: "What shape is it? Is it round from all
sides? Does it have a pit? What color is it?" and others.
The children provide complete answers. After they
describe the characteristic features of the object, the
educator attempts to guess what it is. During the
game, in nature corners and during outdoor activities,
excursions, and walks, the educator shows children the
diversity and beauty of the surrounding world. They
introduce various properties and qualities of plants,
helping to form elementary concepts about the plant
and animal kingdoms. The captivating stories told by
the educator enhance the children's engagement and
learning. In the activities and didactic games, children
learn to identify, compare, group, and classify objects
and phenomena based on their characteristics. They
develop critical thinking and learn to draw conclusions,
which in turn enhances their attention, memory, and
voluntary perception. As they engage in games and
problem-solving tasks, children explain their actions,
aiding in their speech development. Through repeated
practice during activities and didactic games,
preschool children assimilate a div of knowledge
specific to early education programs. When selecting
games with natural materials, the educator should
ensure that the game's content aligns with the
changes in the environment and nature.
Example:
The game "Buying Seeds" should be played in spring,
while "Harvesting" should be conducted in summer or
autumn. The educator can also think of various options
for the activities and games: additional tasks, new
roles, and ways to enrich the children's knowledge
about the world around them.
Some didactic games are recommended in different
variations for children of various ages. The complexity
of the games increases with the addition of more
plants, animals, or other objects, as well as through
different rules and actions. For example, to facilitate
exploration, carrots, cucumbers, apples, and others
can be introduced, followed by fruits and vegetables
with similar shapes.
For preschool children, playing with leaves and flowers
often relates to decorating the classroom, the dining
table, or giving bouquets and leaves as gifts to adults
and younger children. In conducting such games and
activities, it is essential to teach children to treat plants
with care and not to pick flowers unnecessarily.
If a child focuses on the shape of an apple or another
object, they should be encouraged to roll the apple,
feel its smoothness, and explore its characteristics.
Children should be taught to use concepts of color,
shape, and size.
In the world of diverse natural phenomena, plants and
domestic animals are the most understandable for
children's direct observations. During the process of
introducing preschool children to plants and animals,
love for nature is fostered, and a desire to care for
animals and grow plants is cultivated.
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The Role of Mental Education in Preparing Children for
School:
Preparing children for school involves developing their
mental activity, which serves as a foundation for
acquiring knowledge, skills, and competencies
necessary for successful learning and future work
activities. The importance of mental education in
preparing children for school is significant. Expanding
their knowledge base, enhancing mental activity, and
fostering independence are essential conditions for
performing well in school and preparing for future
work.
As children transition from age 6 to 7, ensuring that
their mental development is sufficient for school
readiness requires considerable responsibility from
educators. During the preschool years, knowledge
develops rapidly and becomes enriched. Speech
develops, cognitive processes improve, and children
gradually acquire the most basic methods of mental
activity. Initially, mental activity in children is
implemented through interaction and later through
activities and instruction.
The primary tasks of mental education for preschool
children are as follows:
1. Forming a System of Knowledge about Nature and
Society: Developing a scientific worldview in children.
2. Developing Cognitive Processes: This includes
enhancing
perception,
cognition,
memory,
imagination, thinking, and speech. Developing these
cognitive processes is a crucial aspect of mental
education.
3. Fostering Interest in Knowledge and Intellectual
Abilities: Promoting a culture of intellectual labor is
part of mental education. This involves nurturing
children’s curiosity and analytical thinking, which in
turn sparks their interest in learning.
4. Developing Mental Skills and Competencies: This
entails teaching children to examine objects,
distinguish between important and unimportant
characteristics, and compare items. These skills and
competencies are essential components of cognitive
activity and aid in deepening children's understanding
and retention of knowledge.
The Importance of Teaching Children to Apply
Knowledge:
It is crucial not only to provide children with knowledge
but also to teach them how to use that knowledge to
solve intellectual and practical tasks.
The main goals and objectives of education for
preschool children involve their physical and mental
development, fulfilling their emotional and personal
capabilities, desires, and needs, while ensuring they
grow up loyal to national and universal values and
ideals of independence. This includes preparing them
for school education according to state requirements
for preschool education.
The process of developing preschool children is carried
out based on the "First Step" state program, which
aims to achieve the goals and tasks set forth for their
education and upbringing. In recent years, there has
been a focus on improving the preschool education
system, simplifying the content, forms, tools, and
methods of education. The state and society have set
the task of developing preschool children based on
unified requirements. Accordingly, programs are being
provided for integrated education and upbringing of
preschool children, based on state requirements.
Volume 04 Issue 11-2024
29
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
04
ISSUE
11
P
AGES
:
19-31
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
These programs enable the development and
preparation for school of over three million children
who are currently not engaged in preschool education,
ensuring compliance with state standards. The primary
goal at the end of the educational process is to raise
independent thinkers who are free, knowledgeable,
and, in a word, well-rounded individuals. This requires
a unique approach to preschool education, which is the
first stage of continuous education.
From the moment a child is born, the responsibility of
the state, society, and parents is to nurture them to be
healthy, intelligent, and well-mannered.
These skills and competencies break down cognitive
activities into components, helping children to acquire
knowledge deeply.
Methods of Mental Education:
In pedagogy and psychology, effective mental
education primarily involves properly utilizing a child's
capabilities while avoiding excessive strain that could
lead to fatigue. Full mental development occurs only
when activities are organized correctly. Therefore,
educators must create the necessary conditions to
provide educational influences aimed at specific goals.
Mental activity in children is initially facilitated through
interaction and later through activities, games, and
instruction. Children are constantly surrounded by
objects and events. They are always discovering
something new, handling items, and listening to
sounds, which helps them understand the world
around them. Surrounding objects and phenomena
impact children’s sensory organs and analyzers,
leading to the development of sensations. These
sensations assist children in learning about various
properties. Developing mental skills and competencies
in children includes tasks such as examining objects,
distinguishing between important and unimportant
characteristics, and comparing different items. These
activities are crucial components of mental education
for preschool-aged children.
Pedagogical Technology is a process that develops
rational pathways in the education system, where the
educator plays a crucial role. The primary responsibility
of the educator is to convey information to children
quickly, accurately, and understandably. Regardless of
the children's varying tendencies to accept new
information and their different temperaments, the
educator must teach them to think independently,
reflect, and draw conclusions.
Changes and innovations in the education system aim
not only to provide children with new knowledge,
skills, and competencies but also to instill in our youth
a sense of self-awareness, social responsibility, and
patriotism towards their community, state, and nature.
This process is implemented through embedding our
rich spiritual heritage, traditions, and customs into the
hearts of children.
Studying
and
analyzing
works
created
by
representatives of classical literature that reflect our
national values can also help achieve these goals.
However, since the language of these works may not
be equally understandable to all children, working on
the text can become complicated and tedious. This
situation negatively impacts the quality of education.
Results: Thus, in the current socio-economic
conditions, it is necessary to take into account the
socio-educational potential of higher pedagogical
education, which combines the leading factors in the
formation of the personality of future teachers of
Volume 04 Issue 11-2024
30
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
04
ISSUE
11
P
AGES
:
19-31
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
preschool educational organizations
–
activity and
connected communication, has a significant range of
social openness, accelerates the process of
interiorization of socially significant experience by a
person, contributes to the formation of professional-
value prosocial attitudes among future teachers,
focuses on the implementation of the "prosocial
vector" of higher education, which can bring the
culture of human and pedagogical relations to a
qualitatively new level, ensure the restoration of
regional solidarity, people's awareness of their
common interests with the interests of the region,
country, fellow citizens, colleagues, and close people,
their readiness for socially approved behavior, socially
significant activity, collective actions, systematic
mutual assistance and mutual support. In the process
of reviewing, Dialogic speech develops: the ability to
answer questions, justify your answers, ask questions
yourself, and the vocabulary is activated and refined.
Therefore, the purpose of the conversation on
drawings is to bring children to the correct perception
and understanding of the main content of drawings
and at the same time, the development of Dialogic
coherent speech.
CONCLUSION
Topical methodological mistakes of the teacher are
often predetermined by difficulties in children's
perception and understanding of drawings: the lack of
introductory conversation and stencil, template-based
questions. Stories based on a series of story drawings
prepare children for creative storytelling on paintings,
for inventing the beginning and end of the depicted
episode. A pedagogue can achieve good results in
raising and teaching children only if he acquires the
necessary knowledge, skills and abilities with a certain
consistency. The success of a teacher's work also
depends on the availability of pedagogical skills.
Pedagogical skill is the art of providing education to the
young generation at a high level and continuously
improving it.
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Volume 04 Issue 11-2024
31
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
04
ISSUE
11
P
AGES
:
19-31
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
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