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METHODOLOGY FOR DETERMINING THE INTELLECTUAL CHARACTERISTICS
OF CHILDREN DURING THE ACTIVITIES OF DEVELOPMENTAL CENTERS IN
PRESCHOOL EDUCATIONAL INSTITUTIONS
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"
Telefon raqami:+998949845953
Orcid:
https://orcid.org/0009-00017868-7602
E-mail:
boymirzayevashahnoza98@gmail.com
Abstract:
The article discusses the methodology for determining the intellectual characteristics
of children through developmental centers operating in preschool educational institutions. The
research used observation, psychodiagnostic tests, pedagogical experiments and questionnaires.
The results showed the effective impact of developmental centers on the development of
children's thinking, observation and creative thinking. This methodology allows for early
identification of children's intellectual development and their individual guidance.
Keywords:
preschool education, developmental center, intellectual characteristics, diagnostics,
methodology, psychological tests, child development
INTRODUCTION
Preschool age is one of the most active stages of a child's mental, psychological and personal
development, and his success in subsequent educational processes depends on the basic
competencies formed during this period. Therefore, identifying the individual abilities of
children, in particular intellectual characteristics, and their targeted development at this stage is
considered one of the important tasks of preschool educational institutions.
In recent years, developmental centers have been actively introduced in preschool educational
institutions - that is, specially organized playful and pedagogical environments that create
conditions for children to freely search, experiment and think. In such centers, children naturally
show their interests and demonstrate their capabilities by completing various intellectual tasks.
This helps educators to identify the individual intellectual characteristics of children.
This article analyzes the methodology for identifying the intellectual characteristics of children
during the activities of developmental centers, the tools and approaches used, and their
effectiveness is scientifically justified.
LITERATURE REVIEW
Meisels and Atkins-Burnett suggest a relational approach to assessing intellectual and emotional
abilities in gifted children—using multiple sources, context, and parent-child communication.
They emphasize that assessment should be interactive and ongoing, not just test-based, but
developmental.
The Torrance Creativity Tests—are widely used to assess divergent thinking; they include visual
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and verbal creative thinking. The reliability of these tests has been confirmed in Brazil, and a test
battery called BAICI has been developed that assesses both intellectual and creative abilities—a
particularly important approach to identifying gifted children.
The Emotional Intelligence (EI) rubric developed by Rohaizad et al. was developed for children
aged 4–6. This model has been validated using the Rasch model for reliability and validity;
provides an assessment of abilities aimed at normal functioning, such as identifying and
managing emotions, etc.
The article by Muborak Ganiyeva and Khurshida Madaliyeva (2024) discusses innovative
pedagogical approaches in preschool education, including ways to implement creative and
innovative methods in the activities of developmental centers.
The thesis presented by Ergasheva S.U. (2024) provides an understanding of the formation of the
educational process based on the abilities, capabilities and personality-oriented principles of
children through developmental centers.
METHODOLOGY
This study was conducted to develop and pilot-test a methodology for identifying and assessing
children's intellectual characteristics based on developmental centers operating in preschool
educational institutions. The study used a mixed methods approach - that is, a combination of
qualitative and quantitative methods. To develop and test in practice a methodology that allows
identifying, assessing and monitoring children's intellectual characteristics through their
activities in developmental centers.
Methods and tools used in the study:
1. Observation method
Educators assessed children's activities based on a special "Intellectual activity observation card";
Evaluation criteria: logical thinking, problem solving, independent decision-making, consistent
thinking, voluntary attention and creative approach.
2. Psychodiagnostic tests
Intellectual characteristics were analyzed using the following tests. (Raven color matrices,
Leiter-3 test, “Mind Wheel” test, Torrance tests)
3. Pedagogical experiment
Within the framework of the development centers, zones such as “Project Center”,
“Mathematical Thinking Center”, “Creative Research Center” were organized.
Special training scenarios were developed and implemented for each zone.
The training was conducted individually and in small groups.
4. Questionnaires and interviews
Parents and educators were asked about the intellectual state of children;
Subjective and objective assessments were compared through mutual comparison.
DISCUSSION AND RESULTS
Within the framework of this study, a methodology was tested to identify and assess the
intellectual characteristics of children through developmental centers in preschool educational
institutions. During the study, training was conducted in the experimental group based on the
developmental center, while training continued in the traditional method in the control group.
The results were summarized as follows:
Analysis of diagnostic results
Initial (diagnostic) assessment stage:
Table 1
Indicators
Experimental group
(30 children)
Control group (30 children)
High intellectual level
6 (20%)
5 (16.7%)
Average intellectual level
18 (60%)
19 (63.3%)
Low intellectual level
6 (20%)
6 (20%)
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Final assessment results (after the experiment):
Table 2
Indicators
Experimental group
(30 children)
Control group (30 children)
High intellectual level
17 (56.7%)
7 (23.3%)
Average intellectual level
11 (36.7%) 18 (60%)
18 (60%)
Low intellectual level
2 (6.6%)
5 (16.7%)
The number of children with a high intellectual level in the experimental group increased from
20% to 56.7%. These indicators confirm that intellectual potential can be clearly and actively
developed with the help of development centers.
In development centers, classes organized on the basis of creative tasks, construction games, and
problem situations strengthened children's independent thinking and encouraged them to be
active.
“Mind Wheel” test:
In the experimental group, children made significant progress in problem solving, understanding
cause and effect, and identifying analogies.
Torrance test:
Children in the experimental group moved from “average” to “high” in terms of visual and
verbal creativity and divergent thinking.
Discussion
The results of the study show that through developmental centers, it is possible not only to
identify the intellectual characteristics of children, but also to develop them. These centers
encourage the child to:
Activate on the basis of free choice;
Develop logical and creative thinking;
Encourage independent decision-making in group and individual activities.
The methods used in the study (Raven, Torrance, Leiter-3, observation cards) helped to identify
various aspects of the child's thinking. Also, these methods gave more reliable results in a
developmental environment.
CONCLUSIONS AND SUGGESTIONS
The results of this study, conducted on the basis of the activities of developmental centers
established in preschool educational institutions, show that:
A systematic approach is important in determining the intellectual characteristics of children.
The combination of the results of psychodiagnostic tests, observation and pedagogical activities
increases accuracy and reliability.
The activities of developmental centers create an effective environment for increasing the
thinking potential of children. In the experimental group, a significant development of logical
thinking, creative approach and independent decision-making skills was observed.
Intellectual abilities should be assessed comprehensively. Along with the test results, it is
necessary to take into account the motivation, emotional responses, and creative approach in the
child's activities.
In a developmental environment, the effectiveness of diagnostic methods increases. This allows
for the integration of diagnosis into the dynamic development process, rather than just a static
assessment.
The methodology developed in the study is distinguished by its applied, practical significance in
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determining and developing the intellectual potential of children in preschool educational
institutions.
Proposals
It is recommended to expand the activities of development centers in preschool educational
institutions and enrich them with activities aimed at intellectual development.
It is necessary to develop and introduce a system of complex methodologies (test + observation +
interview) for assessing intellectual characteristics as a practical guide for educators.
It is advisable to train educators in intellectual assessment methods and increase their
methodological preparation by organizing special trainings for them.
It is necessary to develop test options that are appropriate for the age, cultural environment, and
speech development of children. In particular, non-verbal tests or colorful, game-based
assessment tools should be introduced.
It is proposed to form an intellectual portfolio of children in each preschool educational
institution, through which individual development monitoring can be carried out.
LIST OF REFERENCES USED
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2. qizi Turdaliyeva, N. A. (2024). Theoretical foundations of the development of creative
abilities in preschool children. Golden brain, 2(7), 48-52.
3. 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.
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4. 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.
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