MODELS AND METHODS IN MODERN SCIENCE
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SPECIFIC FORMS OF THE CONCEPT OF “I” IN PRESCHOOL
CHILDREN AGED 6-7
Kuchkarova Nargiza Mamajonovna
Doctor of Pedagogical Sciences,
Tashkent Oriental University
Professor of the Department of Continuing Education
Yuldasheva Gulnora Saparbayevna
UrSU, Faculty of Sports, Pedagogy and Psychology,
Teacher of the Department of “Primary Educational Methodology”
https://doi.org/10.5281/zenodo.15377779
Annotation
: This thesis describes the specific forms of the concept of “I” in
preschool children aged 6-7. At each age, the concept of “I” takes on different
forms. In preschool children, the concept of “I” begins to manifest itself clearly.
Keywords
: Preschool education, concept of “I”, self-awareness, personal
identity, psychological development, reflection, methodology, child personality.
Introduction.
The concept of “I” plays an important role in the personal development of
children. At the age of 6–7, children begin to perceive themselves as
independent individuals, which affects their social and emotional development.
This study examines the specific forms of the concept of "I" and the factors that
form them. Of course, below you will find the Introduction, prepared in
accordance with the IMRAD requirement for an international scientific article. It
is dedicated to the topic of the concept of "I" in children aged 6–7, and is
enriched with positive achievements in the field of preschool education in
Uzbekistan during the years of independence:
In recent decades, among psychological and pedagogical studies on the
personal development of children, the formation of the concept of "I" has been
gaining special attention. Especially for preschool children aged 6–7, this period
is extremely important in understanding personal consciousness and social
identity. At this age, a child recognizes himself as a separate individual, accepts
social roles, and begins to evaluate himself based on his interaction with people
around him.
After Uzbekistan gained independence, the preschool education system was
radically reformed. Especially after the reforms of the preschool education
system initiated by President Shavkat Mirziyoyev in 2017, significant progress
has been made in this area. In 2018, the Ministry of Preschool Education was
established, which ensured the improvement of the quality of education and the
introduction of programs based on modern methodologies. The “First Step”
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program, the introduction of STEAM technologies, and the establishment of
advanced training courses for educators have had a significant impact on the
personal development of children, including the formation of the “I” concept.
Today, preschool educational institutions pay great attention not only to
preparing children for school, but also to developing their personal
characteristics, self-awareness, social adaptation, and emotional stability. From
this perspective, studying the specific forms of the “I” concept is an important
scientific and practical issue in ensuring the healthy psychological development
of children.
Therefore, studies were conducted to develop the concept of self in children
and to study its age-related characteristics. 60 preschool children aged 6–7
years participated in the study.
The following methods and techniques were used in the study:
• Questionnaires: Special questionnaires were developed to determine the
level of self-awareness of children.
• Observation: Children's play activities and social relationships were
observed.
• Interviews: Interviews were conducted with educators and parents.
The collected data were statistically analyzed, and qualitative data were
studied using the thematic analysis method.
The results of the study revealed the following forms of the concept of "I" in
children:
• Social "I": The child understands himself as a member of a group.
• Emotional "I": The child recognizes and expresses his feelings.
• Cognitive "I": The child understands his thinking and learning abilities.
The results of the study showed that the formation of the concept of "I" in
children is a multifactorial process. The social environment, family upbringing
and experiences in educational institutions have a great influence on this
process. Also, the level of self-awareness of children directly affects their social
and emotional development.
The formation of the concept of "I" in children aged 6–7 years plays an
important role in their personal and social development. This study helps to
understand the process of self-awareness of children in a deeper way and
provides practical recommendations for educational institutions.
The formation of personality is associated with the development of a child's
meaningful and constructive "I". Self-awareness is considered in the literature as
an awareness of the uniqueness and uniqueness of the individual. At preschool
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age, the child not only actively assimilates the worldview, but also forms his own
picture of "I", the image of self-awareness, the concept of self. This is reflected in
his subsequent personal behavior and affects the growth of the individual.
Famous researchers R. Berne, K. Blaga, M. Shebek and others noted that
there is nothing in the child’s actions that is not related to the concept of the Self.
Personality, as the highest point of a person’s development, is manifested in his
subjective capabilities (V. I. Slobodchikov, E. I. Isaev). The awareness of oneself
as a subject of activity begins at about three years of age, it is during this period
that the initial appearance of the social “I” system is formed, the child expresses
a desire to express himself (the famous phrase “I do it myself!”).
At preschool age, elements of self-education and self-correction are just
beginning to form in the space of the “I”. At the same time, the tendency of
significant people around the child to influence him by giving him ideas about
himself is very strong. Therefore, it is very important to create psychological and
pedagogical conditions that will help to reveal and develop the child’s deeply
hidden abilities, expand interests and knowledge. In this case, one should not
“stick” any negative labels to the child, do not characterize him with negative
traits, because such traits, unfortunately, can become the “building material”
that forms the child’s personal “I”.
Researchers N. P. Kolesnikova, M. V. Krulekht, T. A. Repina and others have
identified the conditions for preparing for self-education in older preschool
children.
References:
1. Rubinstein, S.L. (2000). Man and the World: Theories of Psychological
Thinking. Moscow: Pedagogical.
2. Bozhovich, L.I. (1976). The formation of personality and its motivational
foundations. Moscow: Pedagogika.
3. Vygotsky, L.S. (1997). Theories of psychological development. Tashkent:
Teacher.
4. Erikson, E.H. (1994). Identity: Youth and Crisis. New York: W.W. Norton &
Company.
5. Obidov, X.T. (2012). Psychology of preschool children. Tashkent: Science and
technology.
