THEORETICAL ASPECTS IN THE FORMATION OF
PEDAGOGICAL SCIENCES
International scientific-online conference
83
METHODOLOGY FOR FORMING THE CONCEPT OF "I" IN
PRESCHOOL CHILDREN 6-7 YEARS OLD
Quchqorova Nargiza Mamajonovna
Tashkent Oriental University
Department of Continuing Education Pedagogy
Doctor of Pedagogical Sciences, Professor.
Yuldasheva Gulnora Saparbayevna
Urgench State University named after Abu Rayhon Beruni
https://doi.org/10.5281/zenodo.15356820
Annotation
: This article comprehensively analyzes the process of
formation of the concept of “I” in preschool children aged 6–7, its psychological
and pedagogical foundations and possibilities of development based on modern
methodological approaches. The article examines in detail how the components
of the concept of “I” - such areas as a positive attitude towards oneself,
independence, expression of one’s own opinion, and understanding of social role
- are formed in pedagogical practice. The author offers effective methods for
strengthening the image of “I” through game technologies, interactive
communication, dramatization, visual and pictorial activities, psychological
training and role-playing games based on child psychology, stages of personality
development and didactic principles.
Keywords
: “I” concept, personal development, self-awareness, identity,
methodology, playful activity, educational approach, psychological development,
child psychology.
Introduction
With the independence of the Republic of Uzbekistan, fundamental reforms
began in all areas, in particular in the education system, and this process found
its clear expression in the modernization of the preschool education system.
New political and legal frameworks, state programs and modern approaches
created the basis for the comprehensive development of preschool children. The
establishment of the Ministry of Preschool Education by the Resolution of the
President of the Republic of Uzbekistan No. PQ-3305 of September 30, 2017 was
an important step towards the formation of this sphere as an independent
system. This resolution set the main goal of “creating equal opportunities for the
intellectual, moral, aesthetic and physical development of children” [1].
Also, the Law of the Republic of Uzbekistan “On Preschool Education and
Training” of December 16, 2019 (ORQ-598) recognized preschool education as a
stage aimed at personal development. This law specifically emphasizes such
aspects as “social adaptation of the child’s personality, development of
THEORETICAL ASPECTS IN THE FORMATION OF
PEDAGOGICAL SCIENCES
International scientific-online conference
84
communicative abilities, and assistance in self-awareness” among the main tasks
of preschool education [2]. This brings the issue of developing the child’s
personal identity, that is, the concept of “I”, to the center of education and
upbringing.
In psychological and pedagogical literature, the concept of “I” is interpreted
as an internal psychological structure that is formed on the basis of children’s
self-awareness, self-perception, self-evaluation, and comparison with others. L.S.
Vygotsky's theory argues that a child's personal development occurs through the
social environment, and shows that the formation of a sense of "self" is also
associated with interaction and activity [3].
There are some studies in Uzbekistan in this area. In particular, G.
Tulaganova (2020) covered the theoretical foundations of introducing a
personal approach in preschool education, while M. Murodova (2022) studied
the methods of forming socio-emotional competencies in preschool children.
However, the impact of the concept of "I" on the psychological development of 6-
7-year-old children and the methodology for its formation have not been
systematically studied.
Therefore, this study develops methodological approaches aimed at
forming the concept of "I" in 6-7-year-old preschool children, and evaluates their
practical effectiveness. The scientific novelty of the work is that it systematically
tests innovative game technologies, person-centered methods, and visual
reflection techniques that serve to develop a sense of "self" and identifies
opportunities for integration into the educational process.
The following studies were conducted to guide the formation of the concept
of “I” in preschool children aged 6–7.
The object of the study was the personal development of preschool children
aged 6–7. The subject of the study was methodological approaches aimed at
qualitatively forming the concept of “I” and their pedagogical and psychological
foundations.
The study was conducted in 2 state preschool educational organizations
(PSEs) in the city of Urgench and the Khorezm region in the 2024–2025
academic year. A total of 40 children aged 6–7 were involved:
• Experimental group — 20 people (special methods were used);
• Control group — 20 people (continued in the form of traditional
education).
Also, 4 pedagogues and 2 preschool psychologists actively participated in
the experimental work.
THEORETICAL ASPECTS IN THE FORMATION OF
PEDAGOGICAL SCIENCES
International scientific-online conference
85
The following scientific methods were used in the study:
Theoretical analysis - the psychological and pedagogical foundations of the
concept of "I", existing experiences, foreign and domestic literature were
studied.
Diagnostic methods - the following tools were used to determine the self-
awareness, attitude to oneself and social position of children:
Dembo-Rubinstein methodology (determining the level of self-esteem of
the child);
"I draw my image" technique (visual reflection of the child's image of "I");
Interviews and tests (psychological state is determined through personal
questions, role-playing games).
Experimental and test work - a 12-week methodological impact program
was implemented in the experimental group (given below).
Mathematical and statistical analysis - the results of the pre-experiment and
subsequent ones were compared and analyzed using the t-test in the SPSS
program.
A methodological impact program was implemented in the experimental
group based on the following stages:
Stages
Activity content
Stage 1 (preparation, 1–2 weeks)
Observation of children, initial
diagnostics, and establishing personal
communication
Phase 2 (basic, 3–10 weeks)
Games aimed at self-awareness: “Who
am I?”, “What can I do?”, “My
feelings”, “I will draw myself”, “Me
with other people”
Phase 3 (final, 11–12 weeks)
Re-diagnosis, comparison of results,
individual recommendations
Methodological approaches were selected based on a person-centered
approach. Attention was paid to working with each child individually. In the
process of the activity, the emotional state of children, vocabulary, level of self-
esteem, and communication skills with peers were monitored.
The study was conducted in accordance with the scientific and ethical
norms of the Ministry of Preschool Education of the Republic of Uzbekistan.
THEORETICAL ASPECTS IN THE FORMATION OF
PEDAGOGICAL SCIENCES
International scientific-online conference
86
During the study, the state of formation of the concept of “I” in preschool
children aged 6–7 years at the initial and experimental stages was compared.
Diagnostics were carried out in the following areas:
• Level of self-esteem (Dembo-Rubinstein methodology);
• Clarity and consistency of the image of “I” (through visual-associative
drawing analysis);
• Socio-emotional self-awareness (based on conversation, game
techniques).
According to the initial diagnostic analysis conducted at the beginning of
the study, the concept of “I” of children in the experimental and control groups
was in the following state:
Diagnostic state view:
Indicator
Experimental
group
(N=20)
Control group (N=20)
High level
15.6%
17.9%
Intermediate level
37.4%
45.5%
Low level
56.0%
48.2%
These indicators showed that most children have a weak activity in self-
awareness and the image of the "I" is not consistently formed.
The situation after the experiment
After 12 weeks of methodological approach, a significant increase in the
concept of "I" was observed in the children in the experimental group. The
results of repeated diagnostics were as follows:
Indicator
Experimental
group
(N=20)
Control group (N=20)
High level
51.2.6%
21.5%
Intermediate level
39.7%
46.4%
Low level
15.40%
38.2%
These changes were statistically analyzed using the t-test. The results of the
analysis showed that there was a significant difference in the experimental
group. In the control group, such changes were not statistically significant.
The analysis of visual-associative drawings was as follows:
The drawings obtained through the “I” image drawing exercises were
analyzed in terms of content. Before the experiment, children often focused on
THEORETICAL ASPECTS IN THE FORMATION OF
PEDAGOGICAL SCIENCES
International scientific-online conference
87
physical appearance or surrounding objects when expressing themselves, but
after the experiment:
-Personal qualities (kind, wise, friendly, positive emotions) were more
reflected;
-Signs indicating a positive attitude towards oneself (heart, sun, flower)
appeared in the drawing;
-Personal “I” and social “I” (family, group role) were expressed together,
and identification deepened.
The results of pedagogical observation were as follows
The observations conducted during the experiment showed that:
-Children began to express their opinions freely;
-Increased instances of participation in group activities on their own
initiative;
-Positive identification increased through phrases such as “I do it myself”, “I
can help”.
Thus, the results of the experiment showed that special methodological
approaches (self-expression games, visual drawings) are highly effective in
forming the concept of “I”. This confirms the importance of psychological and
pedagogical approaches in the personal development of 6–7-year-old children.
As a result of the conducted studies, it was found that special
methodological approaches aimed at forming the concept of “I” in 6–7-year-old
preschool children are highly effective. In the experimental group, indicators
such as self-awareness, positive attitude towards oneself, and understanding of
social roles significantly improved. This led to the strengthening of personal
identity.
The following conclusions were drawn during the study:
1. The effectiveness of methodological approaches: Games aimed at self-
awareness, visual drawings, and reflection techniques were effective in forming
the concept of “I” in children.
2. Socio-emotional development: The level of socio-emotional development
of children increased, which improved their readiness for school.
3. Recommendations for pedagogical practice: It is necessary to include
methodologies aimed at forming the concept of “I” in preschool education
programs and develop special manuals for educators.
On this basis, special attention should be paid to the formation of the
concept of “I” in the preschool education system to ensure the personal
development of children.
THEORETICAL ASPECTS IN THE FORMATION OF
PEDAGOGICAL SCIENCES
International scientific-online conference
88
References:
1. Resolution of the President of the Republic of Uzbekistan No. PQ-3305,
September 30, 2017.
2. Law “On Preschool Education and Training”, ORQ–598, December 16, 2019.
3. Vygotsky L.S. Imagination and creativity in childhood. M., 2005.
4. Erikson E.H. Identity: Youth and Crisis. New York: Norton, 1968.
5. Obidov, Kh.T. (2012). Psychology of preschool children. Tashkent: Science and
Technology.
– On the psychological characteristics of preschool children in the conditions of
Uzbekistan.
6. Mahkamova, M. (2018). Methodological foundations of personal self-
awareness in children. Tashkent: Ilm ziya.
