INTERNATIONAL MULTIDISCIPLINARY JOURNAL FOR
RESEARCH & DEVELOPMENT
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IMPROVING SOFTWARE AND METHODOLOGICAL SUPPORT FOR
DEVELOPING DIGITAL COMPETENCIES IN PRESCHOOL EDUCATIONAL
ORGANIZATIONS
Mamatqulov Ravshanjon Mamurjonovich
Farg’ona davlat unversiteti doktaranti
Annotation:
This article comprehensively analyzes the main ways of improving software and
methodological support for developing children's digital competencies in preschool educational
organizations (PEOs). The article discusses the importance of forming digital literacy, the
necessity of creating interactive and game-based software applications, and the mechanisms for
improving teacher qualifications and methodological support. It also highlights ways to
integrate innovative technologies such as robotics, virtual reality, and artificial intelligence into
the educational process based on international experience. This article is intended for
professionals, researchers, and parents in the field, providing a deep analysis and practical
recommendations on how to prepare the next generation for the digital age.
Keywords:
preschool education, digital competencies, software support, methodological
support, digital literacy, innovative technologies, robotics, virtual reality, teacher qualifications.
Introduction
In today's era of globalization and technological advancement, the education system faces new
and more complex tasks. The next generation must not only be consumers of information but
also individuals who can analyze it, create new ideas, and solve problems. This process begins
at the preschool education stage. At this stage, forming digital competencies in children is not
only a requirement of the times but also a crucial factor for a person's all-round development.
This article aims to provide a broad overview of ways to improve software and methodological
support to effectively organize this process.
New Stages of Improving Software Support
When creating software, it is crucial not to be limited to just educational programs but to
consider the psychological and developmental characteristics of a child's age.
1.
Creating Programs Based on Adaptability:
o
Adaptive Learning Systems: Modern programs should be able to determine each
child's learning speed and level and offer tasks accordingly. This is achieved with the help of
artificial intelligence (AI)-based analytical tools.
o
Personalized Learning Paths: It is essential to offer different learning paths based
on each child's interests, abilities, and knowledge level, such as creating modules focused on
developing math, language, or creative skills.
2.
Continuously Updating Content:
o
Cloud-based Platforms: Placing all educational materials and programs on a
centralized cloud platform allows for continuous updates and the introduction of uniform
standards across PEOs.
INTERNATIONAL MULTIDISCIPLINARY JOURNAL FOR
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o
Multimedia and Interactivity: Software applications should be enriched not only
with games but also with animated stories, plot-based games that allow interaction with
characters, and audio-visual educational resources.
3.
Ensuring Child Safety:
o
Content Filtering: All materials in the software must be safe and age-appropriate
for children. Inappropriate advertisements, violent scenes, or information not suitable for their
age must be completely excluded.
o
Time Control: It is important to include special functions in the programs that
allow parents and educators to limit and monitor the time a child spends on the device.
An Expanded Approach to Improving Methodological Support
For effective use of software, it is necessary to improve the competence of educators and
provide them with comprehensive support:
1.
A Systematic Model for Improving Teacher Qualifications:
o
"Digital Educator" Certificate: Introduce a mandatory certification system for
educators on using digital education technologies. This system should assess not only the
teacher's technical skills but also their methodological knowledge on integrating digital
resources into the educational process.
o
Remote Learning Resources: Create opportunities for continuous professional
development by organizing online learning platforms, webinars, and masterclasses for
educators.
2.
Centralizing Methodological Resources:
o
A Single Electronic Library: Establish a single electronic library that includes all
methodological guides, lesson plans, video instructions, and other resources. These resources
should be freely accessible to PEO educators.
o
Peer-to-Peer Knowledge Sharing: Create social networks or forums for
educators to share experiences, discuss problems, and find solutions together.
3.
Mechanisms for Involving Parents:
o
Electronic Journals and Information Systems: Introduce mobile applications and
electronic journals so that parents can monitor their child's development.
o
Seminars for Parents: Regularly hold seminars and webinars at PEOs for parents
on how to properly use digital technologies.
Conclusion
Developing digital competencies in preschool education is not just about teaching children how
to use computers and tablets; it's about forming 21st-century skills—creativity, critical thinking,
collaboration, and problem-solving—in children. This requires systemic, safe, and flexible
software support, as well as complex methodological support aimed at training qualified
educators who can effectively use it. By gradually introducing innovative technologies and
actively involving parents in the process, these goals can be achieved.
References
INTERNATIONAL MULTIDISCIPLINARY JOURNAL FOR
RESEARCH & DEVELOPMENT
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eISSN :2394-6334 https://www.ijmrd.in/index.php/imjrd Volume 12, issue 08 (2025)
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