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TEACHING STUDENTS OF PRE-SCHOOL EDUCATIONAL INSTITUTIONS TO
PROTECT THEMSELVES FROM HARMFUL INFORMATION BASED ON VALUES.
Scientific supervisor: (Phd)
Hojaqulov Akbar Eshquvatovich
Urinova Rushana Tursinniyozovna
Master's student of Asian Technology University
E-mail: urinovarushana@gmail.com
Annotation:
This article reveals the pedagogical content of the concept of information immunity
based on values in ensuring the conscious behavior of preschool children in the information
environment. The article discusses the issue of increasing the pedagogical competence of parents
of preschool children in protecting children from harmful information in the process of
interaction between teachers of preschool educational organizations and families, describes the
components of literacy, stages of interaction between educators and parents. Based on the
studied theoretical sources and practical examples, effective methods for the formation of moral
and information immunity are analyzed.
Key words:
Information, safety of the educational environment, protection of children from
harmful information, pedagogical literacy of parents, interaction between parents and teachers.
Introduction
The interests and abilities of preschool children are manifested in the practical and theoretical
interaction of educators with the child, taking into account the spiritual resources and the
requirements and needs of the present time. Modern society is characterized by the rapid
development of information, computer, telecommunication and other technologies. The Internet,
television, smartphones, telephones, tablets are becoming an integral part of human everyday life.
The aggressive influence of various information flows often creates serious problems for the
development of the personality of the child and his parents, since not only the younger
generation, but also adults often become addicted to television, computers, the Internet, etc.
Often, the uncontrolled input of information transmitted by newly emerging gadgets, advertising,
some films and cars has a negative impact. On the psyche of the child and his general health.
Today, the information space is conflicting, aggressive and negative in nature, and does not
always have a positive effect on the social and moral guidelines of society. Each unit of
information, each word, character, text carries a semantic load that affects the consciousness,
values, habits, motivation, mental state of a person, and therefore affects the psyche, often
suppressing the personality, manipulating it.
Harmful information - information that is harmful to the health or development of children,
presented in the form of cruelty, physical and mental images or images.
Research methodology
Bibliographic description: Istratova M.A., Pazukhina S.V. Improving the pedagogical literacy of
parents of preschool children in the issue of protecting children from harmful information:
violence, crime or other antisocial actions that cause fear, horror or panic in children, including
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non-violent death, illness, suicide, accident, disaster or catastrophe and (or) their consequences,
presented in the form of a derogatory image or description; presented in the form of an image or
description of sexual relations between a man and a woman; containing words and phrases that
are not related to obscenity. The most vulnerable and unprotected category of users of modern
information technologies are children, since they do not yet have a formed worldview and a
stable life position, do not understand the dangers of mastering the Internet and media space.
Watching TV and playing computer games do not go well with other activities of preschool age,
such as drawing, modeling, and sports. If a child watches TV for a long time, has unsupervised
access to computer games and does not follow the daily routine, then, as a rule, he does not get
enough sleep, does not play with peers and does not participate in household chores. Many
parents have an idea of the possible negative consequences of TV or computer
addiction for a child, but due to busyness or other reasons, they do not always treat this situation
with full understanding and seriousness. In such conditions, the problem of improving the
pedagogical literacy of parents in ensuring children's information security and protecting
children from harmful information becomes relevant [2].
In the Federal Law "On the Protection of Children from Information Harmful to Their Health
and Development", the concept of children's information security is considered as a state of
protection of children in which there is no danger associated with information that harms their
health and (or) physical, mental, spiritual or moral development. The family is the first in
maintaining the health of the child. To perform this function, parents must have the necessary
pedagogical resources. Pedagogical literacy is understood as a set of knowledge, skills,
competencies and the ability to convey the acquired knowledge and social experience to others;
the ability to act as an intermediary between those who create, preserve and enrich socio-cultural
experience and those who need to assimilate their achievements. Pedagogical literacy A balanced
curriculum is the basis of any effective preschool educational program, as it serves as the basis
for the overall development of the child. Such a curriculum should include several key areas that
contribute to the comprehensive growth of young children.
Results and analysis
Preschool is a crucial time for emotional and social development. Activities that encourage
cooperation, empathy, and self-expression help children develop their emotional intelligence.
Through group play, role-play, and discussion, children learn to communicate, share, and
manage their emotions, developing the interpersonal relationships they need for life.
Physical development: Active play is essential for developing fine and gross motor skills.
Activities that encourage running, jumping, climbing, and making crafts help children develop
physical coordination and control. Regular physical activity also supports overall health and
well-being, helping children develop strength and resilience.
Cultural awareness and values: Exposure to different cultures and values is essential for
fostering respect and inclusion. Preschool is an ideal environment to expose children to diverse
traditions, languages, and practices, helping them to understand and appreciate differences. By
celebrating diversity, children learn to be open-minded, respectful, and compassionate
individuals. Recognize signs of distress or trauma in children and respond appropriately.
Preschool teachers are often the first to notice that a child is experiencing emotional or
psychological difficulties. Learning to recognize these signs and provide support can help
maintain children’s well-being. Regular workshops and mentoring programs are essential to
achieving these goals. Such opportunities for professional development provide teachers with the
tools they need to create nurturing, stimulating, and inclusive learning environments, ultimately
creating a positive and supportive foundation for children’s future learning.
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Expanding access to educational resources
For many underserved communities, the lack of educational materials is a serious barrier to
children’s learning and development. MNEs can play a critical role in overcoming this challenge
by:
Providing age-appropriate books, puzzles, and educational toys that stimulate children’s minds,
encourage exploration, and help develop problem-solving skills. These resources can make a
significant difference in early childhood education by fostering a love of learning.
Creating locally relevant educational materials using cost-effective and readily available
materials. This ensures that educational materials are not only affordable, but also culturally
appropriate, reflect local contexts, and resonate with children’s experiences.
Establishing libraries and resource centers in the community. These centers can serve as
valuable places where children, families, and teachers can access a variety of educational
resources, books, and materials that are not available in the community.
Conclusion
In conclusion, values-based education is a key tool in protecting preschool children from harmful
information. A collaborative approach between educational institutions, educators, psychologists
and parents is necessary in this regard. Information education for each child is the foundation of
his or her personal and moral development. Parent Zone: The Parent Zone provides parents with
resources and support on a variety of topics, including digital resilience and online safety.
In the digital age, it is crucial to establish clear household internet rules to ensure children’s
online safety. Establishing these guidelines helps create a structured and safe online environment
and reduces the risks associated with internet use. Screen time limits: Setting daily or weekly
screen time limits is essential to balance online activities with other aspects of life, such as
homework, physical activity and family time. It encourages parents to adjust screen time rules
based on the child’s age and personal needs. For example, there could be a rule that children can
spend no more than two hours a day on screens for entertainment. Therefore, all information
resources created for children should also be consistent with these values, and educators and
parents should be careful when selecting information on each topic.
The list of used literature:
1. Resolution of the President of the Republic of Uzbekistan PQ-3261 - "On measures to
radically improve the preschool education system" 09.09.2017.
2. UNESCO, Montoya S. Defining literacy. GAML fifth meeting, Germany, 2018.
3. Barnett, W. Preschool education for economically disadvantaged children: Effects on reading
achievement and related outcomes. In S. B. Neuman & D. K. Dickinson (Eds.), Handbook of
early literacy research, Vol. 1, pp. 421-443. New York: Guilford Press.
4. Torakulov X.A. Information systems and technologies in pedagogical research. - T.; Science,
2007.
5. www.gov.karelia.ru/Leader/Gossovet/d14.html.
6. Azizkhodjayeva N.N. Pedagogical technologies and pedagogical skills. - T.: 2018.
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7. Rakhmonova G.S.Hakimova.N.S. The use of interactive methods in the spiritual and moral
education of students// Oriental renaissance:Innovative, educational, natural and social sciences.-
2022.-T.2.-C.67-72
8. Kurbanova Z.I. THE USE OF MODERN PEDAGOGICAL AND INFORMATION
TECHNOLOGIES IN IMPROVING THE QUALITY OF EDUCATION IN PRESCHOOL
EDUCATIONAL ORGANIZATIONS IS OUR URGENTEOUS TASKS» //
9. Orinova Y.T. FORMATION OF FOREIGN LANGUAGE COMPETENCES OF STUDENTS
IN THE FIELD OF CLIL TECHNOLOGY.// MODERN PROBLEMS IN EDUCATION AND
THEIR SCIENTIFIC SOLUTIONS.
10. Ganiyeva, N. Moral education in preschool education. Samarkand. 2022.
11. Aliev, R. Psychological immunity and information threats. Andijan. 2019.
12. Normurodova, D. Multimedia tools and their impact on children. Bukhara. 2023.
13. Masharipova, Z. The role of values in the formation of children's consciousness.
Namangan. 2024
