T A D Q I Q O T L A R
jahon ilmiy – metodik jurnali
https://scientific-jl.com
62-son_6-to’plam_May-2025
223
ISSN:3030-3613
INTELLIGENCE DISCIPLINE AT THE AGE OF PRE-SCHOOL KIDS
Andijan State Institute of Foreign
Languages, Faculty of English Language
and Literature, Foreign Language and Literature
Teacher:
Shamsuddinova Diyoraxon Yorqinbek qizi,
Group I-21-09 Student:
Qodirova Mohlaroyim Ravshanbek qizi
Annotation:
This article explores the concept of intelligence discipline among
preschool children and how it shapes their cognitive, emotional, and social
development. It focuses on the significance of nurturing self-regulation, attention
control, and problem-solving skills during early childhood. Through a methodological
analysis of psychological and pedagogical approaches, the paper emphasizes the role
of parents and educators in guiding children's discipline without suppressing creativity
or curiosity.
Keywords:
intelligence discipline, preschool children, cognitive development,
self-regulation, early education, behavior control, pedagogical approach
Introduction
The preschool period is a critical stage in a child's intellectual and emotional
development. At this age, children begin to form their personality traits, learning habits,
and behavioral patterns. The concept of intelligence discipline refers to a child's ability
to control impulses, manage emotions, and act thoughtfully, which is essential for
school readiness and lifelong learning.¹
Theoretical Background
According to Vygotsky's sociocultural theory, cognitive development is
influenced by social interaction. Therefore, the role of adults in shaping intelligence
discipline is vital.² Piaget also emphasized the importance of active learning through
play and exploration, suggesting that discipline should be developmentally appropriate
and cognitively engaging.³
Modern researchers assert that early experiences in emotional regulation and
self-discipline contribute to academic success and positive behavior.⁴ These
foundational skills can be instilled through consistent routines, gentle guidance, and
emotional support.In the preschool years, children begin to develop emotional
intelligence (EI) — the ability to understand, express, and manage emotions.
Intelligence discipline is closely linked to EI because children who are emotionally
aware tend to regulate their behavior better. Teaching children to name emotions ("I
am angry" vs. throwing a toy) is a foundational step in fostering discipline.
T A D Q I Q O T L A R
jahon ilmiy – metodik jurnali
https://scientific-jl.com
62-son_6-to’plam_May-2025
224
ISSN:3030-3613
Research by Daniel Goleman highlights that emotional intelligence is a better
predictor of long-term success than IQ in many cases. Thus, intelligence discipline is
not only about rules and obedience but about equipping children with emotional tools
to navigate life.
Neurodevelopmental Foundations of Discipline
During early childhood, the prefrontal cortex — responsible for decision-
making, self-control, and planning — is still developing.This is why preschoolers often
act impulsively. Intelligence discipline, then, must be developmentally sensitive. It
should not expect adult-like self-control but rather scaffold growth by gradually
increasing expectations in a supportive way.
According to neuroscience, consistent routines and gentle correction help build neural
pathways associated with self-regulation. Punitive or inconsistent discipline, by
contrast, can elevate stress and hinder development.
Cultural and Environmental Influences
Cultural norms significantly shape how discipline is taught. In some cultures,
obedience and respect are emphasized; in others, autonomy and negotiation are
encouraged. Intelligence discipline works best when it is culturally responsive,
respecting the child’s background while promoting universal skills like empathy,
patience, and cooperation.
Additionally, children growing up in chaotic or stressful environments may
struggle with discipline due to constant cortisol activation.Thus, intelligence discipline
is not just an individual skill, but also a social and environmental outcome.
Integrating Play-Based Learning
Play is the natural language of preschoolers. Through role-play, board games,
and storytelling, children learn to wait their turn, follow rules, and cope with losing —
all components of discipline.Teachers and parents can use play as a gentle, effective
method to build intelligence discipline without rigid rules or punishments.
Methodological Approaches
There are several methods for fostering intelligence discipline in preschoolers:
1. Modeling behavior – Children often imitate adults. When caregivers exhibit patience
and emotional control, children are more likely to adopt these behaviors.¹
2. Positive reinforcement – Encouraging good behavior with praise helps children
associate discipline with positive outcomes.⁴
3. Structured environments – Predictable routines and clear expectations help children
understand boundaries and develop internal discipline.³
4. Interactive activities – Games that involve turn-taking, memory, and problem-
solving promote cognitive control.²
Challenges and Solutions
T A D Q I Q O T L A R
jahon ilmiy – metodik jurnali
https://scientific-jl.com
62-son_6-to’plam_May-2025
225
ISSN:3030-3613
One of the main challenges is finding the balance between discipline and
autonomy. Overly strict rules may suppress a child’s creativity, while lack of guidance
may lead to behavioral problems. Effective intelligence discipline requires
adaptability, understanding of child psychology, and collaboration between parents and
teachers.⁴
Another challenge is individual differences. Not all children respond to the same
techniques. Therefore, a flexible and personalized approach is essential.¹
Conclusion
In conclusion, fostering intelligence discipline in preschool children is a vital
part of early childhood education. It lays the foundation for future academic
achievement, emotional health, and social competence. Educators and parents must
work together to create supportive environments where children can develop discipline
naturally and positively.
References:
1.
Bronson, M. B. Self-Regulation in Early Childhood: Nature and Nurture. Guilford
Press, 2000.
2.
Vygotsky, L. S. Mind in Society: The Development of Higher Psychological
Processes. Harvard University Press, 1978.
3.
Piaget, J. The Origins of Intelligence in Children. International Universities Press,
1952.
4.
Shanker, S. Calm, Alert, and Learning: Classroom Strategies for Self-Regulation.
Pearson Canada, 2013.
