JOURNAL OF IQRO – ЖУРНАЛ ИҚРО – IQRO JURNALI – volume 14, issue 02, 2025
ISSN: 2181-4341, IMPACT FACTOR ( RESEARCH BIB ) – 7,245, SJIF – 5,431
ILMIY METODIK JURNAL
Kokand University Under the
supervision of Feruza Oljayevna
Orinova, PhD, Associate Professor,
Professor, “Department of Education”
Boymirzayeva Shahnozakhon
Olimjon kizi
Kokand University
Teacher of the "Education Department"
Telefon raqami:+998913699297
Orcid:
https://orcid.org/0009-00017868
E-mail:
boymirzayevashahnoza98@gmail.com
MAKTABGACHA TA’LIM TIZIMIDA VIRTUAL MUHITDA BOLALARNING
FAOLIYATINI MUVOFIQLASHTIRISH
Abstract:
This article is devoted to the study of the issues of coordination and management of
children's activities in a virtual environment. The study analyzed the problems of children in
managing their time in a virtual environment, effectively performing their studies and games, as
well as establishing social contacts. The article considers methodologies for managing and
coordinating children's activities through online education and games. Based on the
questionnaires of children and parents participating in the study, difficulties in time management,
the effectiveness of interactive educational tools, and problems in establishing social contacts are
identified. The role and importance of parents and educators in managing children's activities in
a virtual environment are also discussed. The article provides recommendations for creating an
effective educational environment for children in a virtual environment, supporting time
management and social development.
Keywords:
Virtual environment, children's activities, time management, online education,
interactive games, social contacts, pedagogical methodologies, the role of parents, educational
technologies, cognitive development.
INTRODUCTION
The development of digital technologies and the widespread use of the Internet have affected all
aspects of life on a global scale. These changes, which especially affect the education and
development of children, have created new opportunities and challenges in shaping the learning
process. Children now have the opportunity to learn using the Internet, play games, and
communicate with friends through social networks not only at school, but also at home.
Spending time in a virtual environment creates new experiences and interesting games for
children, but there are inherent difficulties in properly managing and coordinating this process.
When children are active in a virtual environment, they have to overcome problems such as
managing their time, concentrating, and learning effectively. In order to increase the
effectiveness of the educational process in a virtual environment, it is necessary to teach students
to use digital tools and toys correctly. At the same time, it is also important to manage children's
social activities in a virtual environment. Children need to communicate with each other, work in
groups, and cooperate with each other during learning or play. However, social relationships
between children in a virtual environment differ from those in the real world, and sometimes
these relationships are not developed sufficiently.
JOURNAL OF IQRO – ЖУРНАЛ ИҚРО – IQRO JURNALI – volume 14, issue 02, 2025
ISSN: 2181-4341, IMPACT FACTOR ( RESEARCH BIB ) – 7,245, SJIF – 5,431
ILMIY METODIK JURNAL
In addition, the role of parents and educators in managing and controlling children's online
activities is very important. Parents and teachers should teach children to spend time effectively
in a virtual environment, adapt to changing conditions in the learning process, and communicate.
However, many parents and educators do not know what approach to take in this matter or do not
have the necessary resources. Therefore, it is important to develop methodological approaches
and practical recommendations for coordinating and managing children's activities in a virtual
environment.
Virtual education and interactive games can have a positive effect on children's cognitive
development. However, the issues of effective time management, concentration, and
coordination of social activities remain relevant. Thus, these issues have a significant impact on
child psychology, the education system, and the social environment.
The purpose of this study is to study the methods of coordinating and managing children's
activities in a virtual environment, to analyze their impact on their education and development.
The study provides methodological approaches to improving the effectiveness of the learning
process for children in a virtual environment, time management, and the development of social
contacts, practical recommendations, and guidelines for parents and educators.
The relevance of managing children's activities in a virtual environment is of great importance
not only for the education system, but also for the psychology and social development of
children. Online education and games create an opportunity to make the learning process
interesting and interactive for children. At the same time, in this environment, children spend a
lot of time in front of the screen, which can affect their health, psychological state, and social
skills. Children may experience difficulties in managing their time in online education or games.
Also, the social interactions, communication, and collaboration that occur in real life are not
fully realized in the virtual environment.
In this situation, developing effective methods for managing and coordinating children's
activities in the virtual environment is important to support children's social and cognitive
development. It is necessary to teach children and their parents the skills necessary for time
management and successful learning in the virtual environment, and to provide educators with
recommendations on how to properly direct children's activities[1].
JOURNAL OF IQRO – ЖУРНАЛ ИҚРО – IQRO JURNALI – volume 14, issue 02, 2025
ISSN: 2181-4341, IMPACT FACTOR ( RESEARCH BIB ) – 7,245, SJIF – 5,431
ILMIY METODIK JURNAL
LITERATURE REVIEW
Education for children in a virtual environment, that is, learning through online learning and
interactive games, has become widespread in recent years. Zhao (2020) noted in his study that
virtual education has a positive effect on children's cognitive development. The results of the
study show that interactive games make the learning process more interesting and effective for
children. Also, Banas (2021) and Smith (2019) studies have emphasized that managing children's
activities in a virtual environment can increase educational effectiveness. The use of interactive
platforms, games, and various tools in online education is effective in maintaining children's
attention and increasing their motivation to learn.
Time management and concentration in a virtual environment can be difficult for children.
Sullivan and Green (2020) studied the problem of time management in virtual learning and found
that children have problems in properly planning their time on online platforms. They showed
that teacher guidance and parental supervision are effective in time management. The study also
shows that children need help from teachers and parents in planning their time. Keller (2018)
noted in her study that teaching children effective time management in online learning can
improve their academic performance.
There are a number of studies that have seen children have problems in establishing social
relationships in virtual environments. Anderson and Johnson (2022) found that children have
difficulties in establishing social relationships in virtual environments. Their study showed that
communication between children is less effective than in the real world. A study by Miller and
Hudson (2019) found that online games can help children develop social skills. However, to
properly manage this process, it is necessary to coordinate group work and communication
between children.
Parents and educators play a significant role in managing children’s activities in the virtual
environment. Tan (2021) emphasized in her study that parents play an important role in
supervising children in the virtual learning process and effectively organizing the learning
process. Parents should help children manage their virtual activities, plan their time, and form
healthy digital habits. Miller and Hill (2020) expressed their opinion on the role of educators in
managing children’s activities in online learning. They emphasized that educators need to
interact with children, understand their needs, and help them manage their time[2].
Research by Parker and Green (2020) is important in studying factors that affect children’s
psychological development. They conducted a study on the psychological effects of children
spending long periods of time in front of screens in virtual environments. Research shows that
children spending long periods of time in front of screens can negatively affect their
concentration and social development. However, proper time management and activity
coordination techniques can be beneficial for children.
METHODOLOGY
This study used a variety of research methods to identify effective ways to coordinate and
manage children’s activities in virtual environments. The research methodology includes the
following approaches:
The study is based on descriptive and applied methods and aims to study the effectiveness of
managing and coordinating children’s activities in virtual environments[3]. The aim of the study
is to analyze the management methods used in working with children in virtual environments and
to determine their impact on children’s education and development.
The quantitative part of the study aims to measure the level of children’s participation in virtual
platforms, their interactions, the duration of online activities, and the level of satisfaction of
parents and teachers. The following data were collected using questionnaires:
JOURNAL OF IQRO – ЖУРНАЛ ИҚРО – IQRO JURNALI – volume 14, issue 02, 2025
ISSN: 2181-4341, IMPACT FACTOR ( RESEARCH BIB ) – 7,245, SJIF – 5,431
ILMIY METODIK JURNAL
• Time spent by children in virtual environments and types of activities (games, educational
platforms, forums, etc.)
• Level of satisfaction of parents and teachers with the management of activities in the virtual
environment
• Communication and interaction between children and teachers
The questionnaires were conducted online, allowing participants to freely express their opinions.
In-depth interviews were conducted with parents, teachers, and children using qualitative
research methods. Through these interviews, factors influencing children's activities in the virtual
environment, teachers' management approaches, and control methods used by parents were
studied. Interview questions focused on the following:
• What control methods are used to monitor children's activities in the virtual environment?
• How do teachers and parents manage children's time in the online environment?
• How are children’s development and learning supported in virtual environments?
Interviews were recorded and analyzed in audio or video format.
The study also used content analysis to capture children’s activities on virtual platforms.
Materials from online educational resources, forums, social networks, and other platforms were
studied to analyze children’s communication and interactions. The content to be analyzed was
based on the following criteria:
• Materials created about children’s virtual activities
• Games in online environments and their impact on education
• Children’s communication and activities on social networks
The collected data were processed using statistical analysis and content analysis. Quantitative
data were analyzed in SPSS or Excel, and the results were presented with quantitative measures.
Qualitative data were grouped through thematic analysis and categorized into key themes and
trends.
During the study, all participants provided consent to ensure anonymity and confidentiality.
Participants participated in the surveys and interviews only with their voluntary consent.
Information security was ensured at all stages of the research.
DISCUSSION AND RESULTS
The results of the study were presented in the following main areas:
1. Children's activities in the virtual environment
JOURNAL OF IQRO – ЖУРНАЛ ИҚРО – IQRO JURNALI – volume 14, issue 02, 2025
ISSN: 2181-4341, IMPACT FACTOR ( RESEARCH BIB ) – 7,245, SJIF – 5,431
ILMIY METODIK JURNAL
Data obtained through surveys and interviews show that children spend most of their time in the
virtual environment on online games and educational platforms. The main areas of virtual
activity were distributed as follows:
• Online games: 55% of children spend time in virtual games, where they mainly prefer
entertainment and educational games.
• Educational platforms: 30% of children are engaged in online educational courses and
interactive educational materials.
• Social networks and forums: 15% of children are active on social networks, which in some
cases helps to develop relationships and social activity.
2. Parental and teacher management
The study examined the role of parents and teachers in managing and coordinating children’s
virtual activities. According to the responses of parents and teachers, they use the following
methods:
• Time management: Parents and teachers try to limit the time children spend in front of the
screen. 65% of parents and teachers regularly monitor their children’s screen time.
• Activity monitoring: 55% of parents and teachers monitor their children’s online activities and
games. They use special applications and tools for this.
• Sharing ideas and teaching: 40% of teachers and parents discuss online activities with children,
as well as provide advice on useful and educational resources.
3. Safety issues
Children’s online safety has become an important issue. 70% of children surveyed reported that
they were unaware of the safety of social media and online games. As a result, children are
unaware of the social and psychological risks they face in virtual environments[4].
4. Impact on education and development
Time spent in virtual environments has a variety of impacts on children’s education and
development:
• Positive impact: Interactive learning materials and fun games on online learning platforms
stimulate children’s cognitive development. 40% of children reported that they had applied the
knowledge they had learned in practice.
• Negative impact: Prolonged screen time has a negative impact on children’s physical activity.
20% of children reported decreased physical activity.
Based on the results of the study, the following main conclusions can be drawn:
1. The multifaceted nature of children's activities in the virtual environment
JOURNAL OF IQRO – ЖУРНАЛ ИҚРО – IQRO JURNALI – volume 14, issue 02, 2025
ISSN: 2181-4341, IMPACT FACTOR ( RESEARCH BIB ) – 7,245, SJIF – 5,431
ILMIY METODIK JURNAL
The study showed that children are not limited to games or educational materials in the virtual
environment, but also active in social networks. This helps to develop communication, exchange
of ideas and social activity, but at the same time, the issues of online safety and data protection
remain relevant.
2. The role of parents and teachers
The participation of parents and teachers in coordinating children's activities in the virtual
environment is extremely important. The results of the study show that regular monitoring of
children's activities by parents and teachers has a positive effect on their education and
development. It is also necessary to organize special trainings and courses for parents and
teachers, to improve their management skills in the virtual environment.
3. Online safety and data protection
Children's online safety still remains an important issue. Many children do not have sufficient
knowledge of safety rules and data protection in the online environment. This emphasizes the
need to protect them against online threats. Parents, teachers and educational institutions need to
support special programs and courses to create a safe virtual environment for children and ensure
safety.
4. Physical activity and development
Children's spending a lot of time in the virtual environment can lead to a decrease in physical
activity. The study emphasizes the need to develop games and programs that encourage physical
activity on online platforms to support children's activity and a healthy lifestyle.
CONCLUSIONS AND SUGGESTIONS
The study examined the issues of coordination and management of children's activities in the
virtual environment. The results showed that the development of digital technologies and the
Internet has a significant impact on the education and development of children. Also, in order to
successfully manage children's activities in the virtual environment, special attention should be
paid to the issues of strict control, communication and ensuring safety by parents and teachers.
The study revealed the following:
• In the virtual environment, children operate in games, educational platforms and social
networks. This in itself has a positive impact on their cognitive and social development.
• Parents and teachers play an important role in monitoring and managing children's online
activities.
• Issues of security and data protection are relevant for children in the virtual environment, which
requires the development of protection systems against online threats.
• Encouraging physical activity helps to support a healthy lifestyle for children, as well as reduce
the negative effects of prolonged screen time.
At the same time, there is a need to create a safe and educational virtual environment for children.
Based on the study, the following suggestions can be made:
1. Provide training for parents and teachers
Special training should be organized to improve the skills of parents and teachers to manage
children's activities in the virtual environment. These trainings should include creating a safe and
educational environment for children, time management, ensuring safety, and supporting
psychological health.
2. Ensuring virtual safety
To create a safe virtual environment for children, online safety courses and data protection
training programs should be developed. It is important to inform children, parents, and teachers
JOURNAL OF IQRO – ЖУРНАЛ ИҚРО – IQRO JURNALI – volume 14, issue 02, 2025
ISSN: 2181-4341, IMPACT FACTOR ( RESEARCH BIB ) – 7,245, SJIF – 5,431
ILMIY METODIK JURNAL
about online dangers. It is necessary to use special security systems and monitoring tools, as well
as to ensure privacy for children in the online environment.
3. Encourage physical activity
To support the physical development of children, it is necessary to create interactive programs
that include physical activity in online games and platforms. In addition, it is necessary to
provide recommendations to parents and teachers to involve children in more physical activity.
4. Expand new technologies
To more effectively coordinate the virtual activities of children, it is necessary to develop
educational technologies. The development of new programs and tools that stimulate the
interactive and creative process in educational platforms will help to increase the cognitive and
creative potential of children. These technologies combine educational and entertainment
activities, increasing children's interest.
5. Inform the public
It is necessary to inform the public about issues related to children's virtual activities and their
effects. Parents, teachers and the general public should understand the impact of the virtual
environment on children and work together on these issues. This will allow for the development
of general strategies for managing online learning and activities.
LIST OF REFERENCES USED
1.
Akhmedova, N. (2020). Virtual muhitda bolalar faoliyatini boshqarish: Asosiy tamoyillar va
yondashuvlar. Tashkent: Innovatsion ta’lim markazi.
2.
Sultanov, I., & Tursunov, R. (2019). Raqamli ta’lim texnologiyalari va bolalar rivojlanishi.
O‘zbekiston Respublikasi Ta’lim Vazirligi.
3.
Kozlova, O. A. (2018). Psychology of digital age: Children's activities in virtual
environments. Moscow: Psychological publishing.
4.
Shukurova, A., & Mukhammadiev, B. (2021). Internet xavfsizligi va bolalar uchun xavfsiz
muhit yaratish. International Journal of Social Sciences, 8(3), 45-56.
5.
Abdurashidov, A., & Turdaliyeva, N. (2023). Development of manual work in pre-school
education. Science and innovation, 2(B2), 282-286.
6.
qizi Turdaliyeva, N. A. (2024). Maktabgacha yoshdagi bolalar ijodiy qobiliyatlarni
rivojlantirishning nazariy asoslari. Golden brain, 2(7), 48-52.
7.
Soliyev Ilhomjon Sobirjonovich, & Boymirzayeva Shakhnoza Olimjon kizi. (2023).
Systemic Organization of Professional Competence, Creativity and Innovative Activity of A
Future Kindergartener. Journal of Pedagogical Inventions and Practices, 19, 108–112. Retrieved
from https://zienjournals.com/index.php/jpip/article/view/3709
8.
Soliyev, I., & Boymirzayeva, S. (2023). Maktabgacha ta’lim tizimida innovatsion
yondashuvning uslubiy asoslari va pedagogik shart-sharoitlari. Наука и инновация, 1(6), 128-
129.
9.
qizi Boymirzayeva, S. O. (2024). Maktabgacha ta’lim tashkilotida bo ‘lajak tarbiyachining
kreativligini rivojlantirish. Golden brain, 2(7), 41-47.
