T A D Q I Q O T L A R
jahon ilmiy – metodik jurnali
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181
ISSN:3030-3613
CONTENT AND PRIORITY PRINCIPLES OF DEVELOPING
QUALIMETRIC COMPETENCE IN PRESCHOOL EDUCATIONAL
ORGANIZATIONS
Kurbanova Mukhtasarkhon Bahromovna
Master's student of Kokand University
Annotation.
This article presents some thoughts on the content and priority
principles of developing qualitative competence in preschool educational
organizations. We have determined the scope of knowledge, skills and abilities for the
successful application of qualitative methods that allow drawing conclusions at the
level of qualitative competence in editorial practice. When assessing the level of
qualitative competence, it is necessary to take into account the availability and quality
of practical experience in the use of qualitative methods in editorial objects, processes
and events in the educational process, in editorial practice and in performing
qualification work.
Keywords.
Competence, qualitative competence, racial educational program,
leaders of preschool educational organizations, education system, children.
Since 2020, when the project of the “Consortium for Ensuring the Continuity of
the History Course in Preschool, General Secondary, Vocational and Higher Education
Systems” was announced, the practice of consistently introducing children to historical
knowledge has been established in the republic, starting from the initial stage of the
continuous education system. According to the idea of the project, on the basis of a
racial educational program, primary historical concepts are given to preschoolers. One
of its important aspects is the use of qualitative methods that can be found directly in
the subject of history.
At the same time, it would be appropriate to comment on the concept of "racial
educational program": a racial educational program is an additional program to the
main program for educating children in preschool educational institutions and groups,
which serves a specific purpose.
Based on the results of research on the development of qualitative competence of
heads of preschool educational organizations, qualitative competence of heads of
educational institutions was considered as a set of knowledge, skills, abilities and
practical experience necessary for their successful professional activity in a particular
area. In addition, we understand the content and essence of the concept of qualitative
competence of heads of preschool educational organizations as a special type of
professional and pedagogical training aimed at the development of qualitative
competence.
T A D Q I Q O T L A R
jahon ilmiy – metodik jurnali
https://scientific-jl.com
64-son_1-to’plam_Iyun-2025
182
ISSN:3030-3613
We have determined the volume of knowledge, skills and abilities for the
successful application of qualitative methods that allow us to draw conclusions at the
level of qualitative competence in editorial practice. When assessing the level of
qualitative competence, it is necessary to take into account the availability and quality
of practical experience in the use of qualitative methods in editorial objects, processes
and phenomena in the course of the educational process, in editorial practice and in the
performance of qualification work.
Editorial qualitative is considered the structure of the editorial activity of the
teacher, depending on the multifaceted editorial process, and occupies the most
important place among the areas of editorial science. It should be noted that editorial
qualitative determines the quality of the editorial process and the editorial activity of
the teacher. The methodological problems of editorial qualitymetry have not yet been
sufficiently studied by scientific researchers and the problems in this area are waiting
for their solution. The analysis of the literature has shown that the methodological
foundations of editorial qualitymetry are directly related to the socio-economic
development of society, state and social orders placed on educational institutions, and
therefore the work carried out on its methodological foundations has developed on the
basis of the law of the logical unity of the socio-economic development of society.
Life in the education system also proves the need to train managers to objectively
assess the changing qualities of a person's cognitive activity. Research indicates that
the increase in the effectiveness of teaching and skills development is directly related
to the improvement of the quality of assessing student success. The use of modern
technologies opens up additional opportunities in the system of assessing educational
outcomes as qualifications and skills. Among the assessment methods, tests (exams),
which include the organization of computer and remote testing, occupy an important
place.
In educational systems, including in the preschool education system, two
principles of knowledge control are used:
1) assessment of the student's knowledge in the subject area and the rules for
assessing the actions of respondents and diagnosis of the level of knowledge;
2) standardized control of knowledge on the basis of a selected set of specific
tasks and the respondent's answers to them.
The computerized testing technology of control in the preschool education system
should have the following main features:
a) the presence of an interactive media environment; blind application; adequate
reflection of the future model of the subject area in the testing process;
b) the ability to choose a testing algorithm; the ability to integrate (combine,
integrate) various educational technologies; the ability to create a profile; the ability to
change the scope;
T A D Q I Q O T L A R
jahon ilmiy – metodik jurnali
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64-son_1-to’plam_Iyun-2025
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ISSN:3030-3613
c) ease of operation, acquisition, study, implementation, availability; user-friendly
interface;
d) maintaining (conducting) a database of blindly selected test tasks;
e) the ability to control/adjust the planning and management of the test;
f) intended to achieve good results and increase the level of motivation.
In recent times, instead of the traditional concept of “control”, in addition to the
concept of “diagnosis”, the concept of “monitoring” has begun to be used. In the
“teacher-learner” system, monitoring is understood as a set of control and diagnostic
measures that arise from setting the goals of the educational process and provide for
the dynamics of the learner's mastery levels. Assessment, grading is a one-time action
or interaction between a teacher and a respondent, the result of which is a quantitative
or qualitative result reflecting the achievements of the subject at a certain stage of
education. In the assessment of educational outcomes, there are control, result,
verification, measurement, observation, analysis, conclusion, training, level,
indicators.
Qualimetric competence of the heads of preschool educational organizations is an
important structural element of educational work organized in the relevant direction of
advanced training courses. This structural element represents the general essence of the
process of teaching a series of preschool education courses ("Mathematics", "native
language", "edagogy", "psychology", "education"), organizing spiritual and
educational work outside the classroom and the course. In the development of
qualitative competence, the independent mastering of courses in the field by the leaders
of preschool educational organizations and the process of applying theoretical
knowledge into practice - educational practice - also plays an important role.
Based on the ideas put forward in educational sources, the level of possession of
qualitative competence of preschool educational organization leaders is assessed using
the following methods:
1) methods of direct study of students' educational and cognitive activities in the
educational process (educational observation, study of retrospective work documents
and plans of educational and professional activities, interview, analysis, etc.);
2) special methods that help diagnose the level of possession of qualitative
competence (diagnostic situations, questionnaire, test, etc.).
The full development of qualitative competence of preschool educational
organization leaders in higher education institutions is a rather complex process.
Consequently, the series of preschool education courses includes a large amount of
knowledge, the successful mastery of which by students requires a certain amount of
time and intellectual effort. Positively solving the following tasks in the educational
process will allow preschool education respondents to adequately master the
knowledge of qualitative competence during their student years:
T A D Q I Q O T L A R
jahon ilmiy – metodik jurnali
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ISSN:3030-3613
1. An innovative approach to the process of teaching the series of preschool
education courses.
2. Organizing classes based on interactive methods.
3. Establishing collaboration between the teacher and respondents.
4. Creating conditions for the respondent to independently act in mastering the
basics of preschool education courses.
5. To direct respondents to the implementation of creative projects through work
in small groups.
6. To stimulate the creative activities of respondents.
To develop in respondents the ability to independently reflect on their learning
and cognitive activities.
References
1.
Concession for ensuring the continuity of history in the preschool, general
secondary,
vocational
and
higher
education
systems
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httрs://uzviylik.tdi.uz/uрload/iblock/fbf/
fbf807fcc6a092deb5efa04b9525ce1c.рd
f.
2.
xWJq5LVxjZh5Kcd.рdf
httрs://aрi.ziyonet.uz/uрloads/books/10001253/xWJq5LVxjZh5Kcd.рdf
3.
Зaнинa Л.В., Меньшиковa Н.Л. Основы педaгогического мaстерствa /
Учеб.пособие для студ. пед. вузов. – Ростов-нa-Дону, Феникс, 2003. – С. 238.
