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THE ROLE OF EDUCATORS IN SHAPING THE INTELLECTUAL ABILITIES OF
PRESCHOOL EDUCATIONAL INSTITUTION STUDENTS
Feruza Oljayevna Orinova
Kokand University Under the supervision of PhD,
Associate Professor, Professor, “Department of Education”
Boymirzayeva Shahnozakhon Olimjon kizi
Kokand University Teacher of the "Education Department"
Phone number:+998949845953
Orcid:
https://orcid.org/0009-00017868-7602
E-mail:
boymirzayevashahnoza98@gmail.com
Abstract:
This article discusses the role and place of educators in the formation of intellectual
abilities of children in preschool educational organizations. The study analyzes the content of
pedagogical activity, effective methods and factors affecting the development of the child's
personality.
Keywords:
preschool education, intellectual abilities, pedagogue, methodology, development,
thinking, young children.
INTRODUCTION
Today, the upbringing of competitive, thoughtful, and independent-thinking individuals has
become one of the urgent tasks for the development of society. The process of forming such a
personality begins from the earliest stage of a child's development - preschool age. Preschool
educational institutions serve as an important stage in revealing the intellectual potential of
children, forming their creative and thinking abilities.
It is at this age that the main foundation for a child's mental development is laid. Intellectual
abilities are understood as a child's thinking, memory, attention, ability to find a way out in
problem situations, and logical thinking. The timely and correct development of these abilities
depends, first of all, on the qualifications, professional skills, and methods of approach of the
educator.
In this regard, it is important to study the role of educators in the formation of the intellectual
abilities of preschool educational organizations, their methodological approach, personal
qualities, and the use of advanced experience.
LITERATURE REVIEW
The issue of developing intellectual abilities in preschool children occupies a special place in the
research of many pedagogical and psychological scientists. In particular, A.V. Zaporozhets
draws attention to the cognitive development of the child, types of activity and their role in the
formation of mental functions. According to him, the child grows and develops intellectually
through activities such as play, drawing, and working with a constructor¹.
V.V. Davydov and L.S. Vygotsky believe that the intellectual development of a child is closely
related to external social influences and is expanded through the developing environment created
by the teacher and tasks corresponding to the child’s “zone of proximal development”².
Vygotsky also emphasizes the inextricable link between the child’s speech activity and the
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development of thinking³.
Uzbek researchers S.S. Usmonov, D.S. Kholboyeva, and M.N. Yusupova highlight the
methodological competence of teachers and the possibilities of using innovative technologies in
the preschool education system. In their opinion, a modern educator should take an individual
approach to the child's personality and create an environment that encourages independent
thinking⁴.
Among modern pedagogical technologies, the STEAM approach, Montessori, Reggio Emilia,
and "Playful Learning" techniques are shown as effective methods for activating children's
thinking⁵. Through these approaches, children's observation, problem-solving skills, and creative
thinking abilities are activated.
METHODOLOGY
This study was aimed at analyzing the role of educators and their approaches in the process of
forming the intellectual abilities of students in a preschool educational organization.
Research methods:
Analytical method - scientific, pedagogical and psychological literature, curricula, regulatory
documents were studied and best practices were analyzed.
Observation method - the process of classes, games and creative activities conducted in
preschool educational organizations was directly observed.
Interview and questionnaire - interviews were held between educators, children and their parents,
and opinions were obtained about attitudes and approaches to intellectual activity.
Pedagogical experiment - classes were organized with an experimental group based on
innovative methodologies and their effectiveness was studied.
Comparison and generalization - traditional and modern pedagogical approaches were compared
and general conclusions were drawn.
Methodological approaches:
A person-centered approach - activities were organized based on taking into account the
individual intellectual potential of each child;
Activating methods - aimed at activating children's thinking through game tasks, problem
questions, brainstorming, role-playing games;
Innovative technologies - STEAM elements, Montessori elements, and developmental didactic
materials were used.
DISCUSSION AND RESULTS
Based on the observations, interviews, pedagogical experience and analysis, the following main
results were identified:
The quality of the pedagogical approach serves as a decisive factor in the intellectual
development of the child. In classes conducted by active and creative teachers, children's
thinking activity and participation in questions and answers were high.
In groups where individualized methods were used, children's memory, attention and logical
thinking indicators were significantly higher. Children in the experimental group were more
inclined to solve problems independently.
Playful pedagogical technologies, especially logical games, constructive activities, and problem
tasks, stimulated children's creative thinking.
It was observed that the methodological preparation and psychological approach of teachers
allowed the child to freely express his/her opinion, ask questions, and discuss.
In groups with a rich developmental environment (visual materials, books, didactic tools),
children were more interested in the activity.
For example, during the experiment, in activities using STEAM elements, children showed high
activity in:
identifying cause-and-effect relationships,
drawing conclusions through simple experiments,
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expressing logical thinking.
Discussion
The results of the study showed that the personal approach of the teacher, his professional
training and the methodology used are one of the main factors in the formation of the intellectual
abilities of a preschool child. In particular, it was shown that teaching through games, problem-
solving tasks, and methods that activate thinking should take a central place in pedagogical
activities.
In many cases, the traditional, passive approach (perceiving the child only as a listener) reduced
the child's activity, limited the desire to think independently and ask questions. On the contrary,
methods based on active participation and free expression of opinions revealed the child's
internal intellectual needs.
CONCLUSIONS AND SUGGESTIONS
Based on the conducted research and practical observations, the following conclusion can be
drawn:
The intellectual abilities of preschool children are a combined form of their thinking, memory,
attention, logical thinking and creative approaches. These abilities are mainly formed in the
preschool period.
The role of the educator is crucial in the intellectual development of the child. Teachers with
active, modern approaches encourage children's independent thinking and develop in them the
skills of exchanging ideas, asking questions, and drawing conclusions.
Through playful activities, problem tasks, questions and answers, STEAM, Montessori and other
methodologies, the thinking process of children is activated and their intellectual potential is
revealed.
A developing environment, pedagogical approaches and individual work are important factors in
the formation of children's intellectual abilities.
Based on the research, the following practical proposals were developed:
Special methodological manuals, seminar-trainings on intellectual development should be
organized for teachers of preschool educational institutions.
It is necessary to systematically introduce intellectual games, problem tasks and other
developmental techniques into the training processes.
Separate modules on the use of innovative technologies (STEAM, LEGO, Montessori) should be
included in teacher certification and retraining courses.
In each group, developmental programs should be developed based on the individuality and
interests of children, and criteria for assessing intellectual potential should be determined.
Working with parents - to support the child's intellectual development in the family, educators
should actively involve them.
LIST OF REFERENCES USED
1. Zankov L.V., Zaporozhets A.V. "Psychological elementary training and adolescence". -
Moscow: Prosveshchenie, 1981.
2. Davydov V.V. "Psychological theory of teaching and learning". - Moscow: Institute of
Development, 1996.
3. Vygotsky L.S. "Myshlenie i rech." - Moscow: Pedagogy, 1982.
4. Usmanov S.S., Kholboeva D.S., Yusupova M.N. "Innovative approaches to working with
preschool children". - Tashkent: Science, 2021.
5. Abdurashidov, A., & Turdaliyeva, N. (2023). Development of manual work in preschool
education. Science and innovation, 2(B2), 282-286.
6. daughter Turdaliyeva, N. A. (2024). Theoretical foundations of the development of creative
abilities in preschool children. 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
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Kindergartener. Journal of Pedagogical Inventions and Practices, 19, 108–112. Retrieved from
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8.Soliyev, I., & Boymirzayeva, S. (2023). Methodological foundations and pedagogical
conditions of an innovative approach in the preschool education system. Science and Innovation,
1(6), 128-129.
9.kizi Boymirzayeva, S. O. (2024). Developing the creativity of a future educator in a preschool
education organization. Golden brain, 2(7), 41-47.
10.Shahnoza, B. (2024). METHODOLOGICAL BASIS AND PEDAGOGICAL CONDITIONS
OF INNOVATIVE APPROACH IN THE PRESCHOOL EDUCATION SYSTEM. University
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11. Boymirzayeva, S. (2025). GAME TECHNOLOGIES FOR DETERMINING THE
INTELLECTUAL ABILITIES OF STUDENTS AND METHODS OF THEIR TARGETED
DEVELOPMENT. QOKON UNIVERSITY NEWSLETTER, 14, 136-139.
12.Shahnoza Olimjon qizi, B. (2025). PEDAGOGICAL BASIS OF IDENTIFICATION AND
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