JOURNAL OF IQRO – ЖУРНАЛ ИҚРО – IQRO JURNALI – volume 15, issue 02, 2025
ISSN: 2181-4341, IMPACT FACTOR ( RESEARCH BIB ) – 7,245, SJIF – 5,431
ILMIY METODIK JURNAL
Ubaydullayeva Begoyim O’ktamjon qizi
Andijan State Institute of Foreign Languages student of group 407.
Faculty of English philology, teaching methodology and translation studies.
Mamadaliyeva Xabibaxon
DISCIPLINE AS A SOCIAL EVENT AND PEDAGOGICAL PROCESS: THE STATUTE
OF PRE-SCHOOL EDUCATION IN UZBEKISTAN AND THE ROLE OF IT IN
BRINGING UP KIDS
Annotation
: This article examines the concept of discipline within the framework of the Statute
of Pre-School Education in Uzbekistan, analysing it not merely as a set of rules and punishments,
but as a dynamic social event and a crucial pedagogical process. It explores how the Statute
shapes the understanding and implementation of discipline in early childhood education,
emphasising its role in fostering prosocial behaviours, emotional regulation, and cognitive
development.
Keywords
: Pre-School Education, Statute, Uzbekistan, Discipline, Socialization, Pedagogy,
Child Development, Emotional Regulation, Prosocial Behavior, Early Childhood Education.
Аннотация
: В данной статье рассматривается концепция дисциплины в рамках Устава
дошкольного образования в Узбекистане, анализируя ее не просто как набор правил и
наказаний, а как динамическое социальное событие и важнейший педагогический процесс.
В ней рассматривается, как Устав формирует понимание и реализацию дисциплины в
раннем детском образовании, подчеркивая ее роль в содействии просоциальному
поведению, эмоциональной регуляции и когнитивному развитию.
Ключевые слова
: Дошкольное образование, Устав, Узбекистан, Дисциплина,
Социализация, Педагогика, Развитие ребенка, Эмоциональная регуляция, Просоциальное
поведение, Дошкольное образование.
Annotasiya
:Ushbu maqola ntizom tushunchasini O‘zbekistondagi maktabgacha ta’lim
to‘g‘risidagi Nizom doirasida ko‘rib chiqish, u nafaqat qoidalar va jazolar yig‘indisi, balki
dinamik ijtimoiy hodisa va hal qiluvchi pedagogik jarayon sifatida tahlil qiladi. U Nizomning
boshlangʻich ta'limda intizomni tushunish va amalga oshirishni qanday shakllantirishini
o'rganadi, uning ijtimoiy xulq-atvorni, hissiy tartibga solishni va kognitiv rivojlanish kabi
interaktiv rollarini ta'kidlaydi.
Kalit so‘zlar:
Maktabgacha ta’lim, Nizom, O‘zbekiston, Intizom, Ijtimoiylashtirish, Pedagogika,
Bola taraqqiyoti, Emotsional tartibga solish, Prosotsial xulq-atvor, maktabgacha taʼlim davridagi
ta’lim.
The early childhood years are recognised globally as a critical period for social, emotional, and
cognitive development. During this formative stage, children learn to navigate social interactions,
understand societal norms, and develop self-regulation skills. Discipline, traditionally viewed as
the enforcement of rules, is increasingly understood as a multifaceted pedagogical process aimed
at guiding children towards responsible behaviour and social competence (Curwen, 2000). In
Uzbekistan, the Statute of Pre-School Education serves as a foundational document guiding the
principles and practices within early childhood education settings. This article argues that the
Statute reframes discipline as a social event and pedagogical process, moving beyond punitive
JOURNAL OF IQRO – ЖУРНАЛ ИҚРО – IQRO JURNALI – volume 15, issue 02, 2025
ISSN: 2181-4341, IMPACT FACTOR ( RESEARCH BIB ) – 7,245, SJIF – 5,431
ILMIY METODIK JURNAL
measures to emphasize positive guidance, emotional support, and the creation of a nurturing
learning environment.The Statute of Pre-School Education in Uzbekistan implicitly recognizes
discipline as a social event by emphasizing the creation of a positive and supportive social
environment within pre-school settings (Ministry of Pre-School Education, 2018). This is
achieved through several provisions, including:
Promoting cooperation and collaboration
: The Statute emphasizes the importance of creating
opportunities for children to interact with their peers and adults in collaborative activities. This
fosters a sense of community and allows children to learn about social norms through
observation and interaction.Establishing clear and consistent expectations: The Statute advocates
for clear, age-appropriate rules and expectations to be communicated to children. This provides a
framework for understanding acceptable behavior and helps children develop a sense of
predictability and security.
Modeling positive behavior: Educators are expected to model prosocial behaviors, such as
respect, empathy, and cooperation, providing children with positive examples to emulate. By
focusing on these aspects, the Statute promotes the idea that discipline is not merely imposed
upon children, but rather co-constructed within the social context of the pre-school environment.
Children learn about appropriate behavior through social interaction, observation, and the
modeling of positive role models, creating a shared understanding of norms and
expectations.Emphasis on positive reinforcement: The Statute encourages educators to focus on
rewarding positive behavior rather than solely punishing negative behavior. This promotes
intrinsic motivation and encourages children to internalize desirable behaviors.
Development of problem-solving skills:
The Statute promotes activities that encourage children
to develop problem-solving skills, enabling them to resolve conflicts peacefully and make
responsible choices.
Emotional support and guidance:
The Statute emphasizes the importance of providing
emotional support and guidance to children, particularly when they are struggling with difficult
emotions or behaviors. This helps children develop emotional literacy and learn healthy coping
mechanisms.
Facilitating cognitive development:
The Statute promotes activities designed to enhance
cognitive skills such as attention, memory, and executive functioning. These skills are essential
for self-regulation and the ability to follow rules and make responsible decisions.
By focusing on these pedagogical strategies, the Statute recognizes that discipline is not simply
about controlling behavior, but about nurturing the development of self-regulation skills,
emotional intelligence, and cognitive abilities that will enable children to make responsible
choices throughout their lives (Bodrova & Leong, 2007).
Foster emotional well-being
: By providing emotional support and guidance, the Statute helps
children develop emotional resilience and healthy coping mechanisms, protecting them from the
negative impacts of stress and trauma.
Prepare children for future success:
By fostering self-regulation skills, emotional intelligence,
and cognitive abilities, the Statute prepares children for success in school, work, and life.
Promote responsible citizenship
: By instilling a sense of social responsibility and ethical
behavior, the Statute contributes to the development of responsible and engaged citizens who
will contribute to the well-being of their communities.
JOURNAL OF IQRO – ЖУРНАЛ ИҚРО – IQRO JURNALI – volume 15, issue 02, 2025
ISSN: 2181-4341, IMPACT FACTOR ( RESEARCH BIB ) – 7,245, SJIF – 5,431
ILMIY METODIK JURNAL
In conclusion the Statute of Pre-School Education in Uzbekistan represents a progressive
approach to discipline, recognizing it as both a social event and a crucial pedagogical process.
By emphasizing positive guidance, emotional support, and the creation of a nurturing learning
environment, the Statute aims to foster self-regulation, emotional intelligence, and cognitive
development in young children. Ultimately, the Statute plays a vital role in shaping the future
generation of Uzbekistan, contributing to the development of responsible, compassionate, and
successful citizens. Further research is needed to assess the long-term impact of the Statute on
children's developmental outcomes and to identify best practices for its implementation in
diverse pre-school settings.
References
:
1. Bodrova, E., & Leong, D. J. (2007). Tools of the mind: The Vygotskian approach to early
childhood education (2nd ed.). Merrill Prentice Hall.
2.Curwen, T. (2000). Discipline with dignity: How to build responsibility, relationships, and
respect in your classroom. Association for Supervision and Curriculum Development.
3.Ministry of Pre-School Education. (2018). Statute of Pre-School Education. Tashkent,
Uzbekistan
4.Gershoff, E. T. (2002). Corporal punishment by parents and associated child behaviors and
experiences: A meta-analytic and theoretical review. Psychological Bulletin, 128(4), 539–579.
5.Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes.
Harvard University Press.
6.Bandura, A. (1977). Social learning theory. Prentice-Hall.
7.Shonkoff, J. P., & Phillips, D. A. (Eds.). (2000). From neurons to neighborhoods: The science
of early childhood development. National Academies Press.
8. National Program on Personnel Training. (1997). Uzbekistan's Pathway to the 21st Century:
National Program of Personnel Training. Tashkent: Sharq Publishing House. (Note: while this is
a broader education reform document, it speaks to the overall emphasis on professional
development in the Uzbek educational system).
