YOSH OLIMLAR
ILMIY-AMALIY KONFERENSIYASI
in-academy.uz/index.php/yo
78
THE PREOPERATIONAL PSYCHOLOGICAL CHARACTERISTICS OF
PRESCHOOL
CHILDREN
Dadakhanova Mohlaroyim Muratvayevna
Andijan state institute of foreign languages
13.00.08 faculty of theory and methodology of preschool education
https://doi.org/10.5281/zenodo.15676072
Annotation.
The preschool age, typically defined as the period between 3 to 5 years, is a
crucial developmental stage characterized by rapid growth in various psychological domains.
Understanding the psychological characteristics of preschool-aged children is essential for
educators, parents, and psychologists as it provides insights into their cognitive, emotional,
social, and physical development. Moreover explores the key psychological characteristics of
preschool-aged children, highlighting their cognitive development, psychological
characteristics, social interactions, and the impact of environmental factors on their growth.
Key words
: preschool age, crucial development, psychological domains, cognitive,
emotional, social, physical development, psychological characteristics, psychological
characteristics, social interactions.
Аннотация
. Дошкольный возраст, обычно определяемый как период от 3 до 5
лет, является важнейшей стадией развития, характеризующейся быстрым ростом в
различных психологических областях. Понимание психологических характеристик
детей дошкольного возраста имеет важное значение для педагогов, родителей и
психологов, поскольку оно дает представление об их когнитивном, эмоциональном,
социальном и физическом развитии. Кроме того, исследуются ключевые
психологические характеристики детей дошкольного возраста, подчеркивая их
когнитивное развитие, психологические характеристики, социальные взаимодействия
и влияние факторов окружающей среды на их рост.
Ключевые слова
: дошкольный возраст, важнейшее развитие, психологические
области,
когнитивное,
эмоциональное,
социальное,
физическое
развитие,
психологические характеристики, психологические характеристики, социальные
взаимодействия.
Izoh
. Odatda 3 yoshdan 5 yoshgacha bo'lgan davr sifatida belgilanadigan maktabgacha
yosh, turli xil psixologik sohalarda tez o'sish bilan tavsiflangan muhim rivojlanish bosqichidir.
Maktabgacha yoshdagi bolalarning psixologik xususiyatlarini tushunish pedagoglar, ota-
onalar va psixologlar uchun juda muhim, chunki u ularning kognitiv, hissiy, ijtimoiy va
jismoniy rivojlanishi haqida tushuncha beradi. Bundan tashqari, maktabgacha yoshdagi
bolalarning asosiy psixologik xususiyatlarini o'rganadi, ularning kognitiv rivojlanishini,
psixologik xususiyatlarini, ijtimoiy o'zaro ta'sirini va ularning o'sishiga atrof-muhit
omillarining ta'sirini yoritadi.
Kalit so'zlar
: maktabgacha yosh, hal qiluvchi rivojlanish, psixologik sohalar, kognitiv,
hissiy, ijtimoiy, jismoniy rivojlanish, psixologik xususiyatlar, psixologik xususiyatlar, ijtimoiy
o'zaro ta'sirlar.
The preoperational stage, occurring between ages 2 and 7, is characterized by the
development of symbolic thinking and language, but with limitations in logical reasoning and
understanding perspectives other than their own. Children in this stage can represent objects
and events through words, pictures, and gestures, engaging in pretend play and
YOSH OLIMLAR
ILMIY-AMALIY KONFERENSIYASI
in-academy.uz/index.php/yo
79
imitation. However, they struggle with conservation tasks and may exhibit egocentrism and
centration, focusing on single aspects of a situation while ignoring others.
Key features of the preoperational stage: Children can use symbols (like words, images,
or objects) to represent things they can't see or that are not present.
Language skills expand significantly, allowing children to express themselves more
fully. Learning language seems like a monumental task for the young child. The world’s
languages contain thousands of words that can be combined to convey an infinite number of
meanings. Children are born without knowing which of the world’s languages they must learn.
If born in Brazil, they must learn Portuguese; if born in the Philippines, they must learn
Tagalog. If born in Belgium or Quebec, or into an immigrant or refugee family, they may need
to learn 2 different languages simultaneously. Despite these challenges, most children acquire
the fundamentals of language effortlessly in the toddler and preschool years, without formal
instruction or explicit feedback. By age 5 years, they have a vocabulary of thousands of words;
create sentences with complex grammatical features; differentiate literal from nonliteral
meanings, such as humor or metaphor; observe the social conventions of conversation; and
apply language skills in the service of learning to read. By age 8 years, their speech sound
inventory is mature. Variation in the rate and efficiency of language development is
substantial. Approximately 16% of children experience delays in the initial phases of language
learning, and approximately half of those children show persistent difficulties. (1) In children
age 3 to 5 years, speech and language impairment is the most prevalent eligibility criterion
that warrants enrollment in special education preschool services (2) Among school-age
children, the category of learning disabilities, often a late manifestation of language and
speech disorders, predominates as the eligibility criterion for special education; however,
speech-language impairment ranks second. Deficits in language or speech that are sufficiently
severe to interfere with daily functioning, including learning, communication, and/or social
interactions, meet the criteria for a disability. Pediatric clinicians are on the front line for
primary, secondary, and tertiary prevention of language and speech disorders. (3) Primary
prevention, such as immunizations, prevents the condition from ever occurring. Secondary
prevention requires early detection and treatment of a disorder to result in a milder variant
than would have Among the more than 750,000 children in the United States age 3 to 5 years
in 2016 who were enrolled in special education services, this pie chart shows the percentages
found eligible for services based on speech-language impairment, autism, developmental
delays, and other criteria. Speech-language impairment is the most common reason that
children are deemed eligible for preschool special education services. based on “parallel
distributed processing”or “connectionist frameworks” that are designed to mimic
characteristics of human brain structure and function.(5) Basic processing units in these
models are simple and highly interactive, analogous to neurons in the brain. Units that
become active simultaneously develop connections, and connections that occur in unison
form networks. Knowledge is conceptualized as patterns of activity within the network;
learning represents changes in the patterns of activity within and across networks.
Importantly, networks do not require any initial biases or built-in organization to become
organized. Rather, they organize based on experiences in the environment. These models can
explain how infants learn whatever language they are exposed to. These models have also
been found to further explain many of the phenomena of language. learning, such as how
children learn to correctly conjugate both regular verbs and irregular verbs. (5)A challenge
YOSH OLIMLAR
ILMIY-AMALIY KONFERENSIYASI
in-academy.uz/index.php/yo
80
for the infant issegmenting the sound stream into meaningful units, such as words, that serve
as inputs for learning. Children use “statistical learning” for this purpose. Statistical properties
of sound sequences vary. For example, sounds that occur within words have a higher
frequency of co-occurrence than sounds that occur between words. Infants as young as age 8
months unconsciously detect these distributional statistical properties and use them to
segment the continuous sound stream into word like units. (6) Sequential statistical learning
also allows the young child to detect sequential ordering and co-occurrence of words within
sentences to explain the acquisition of syntax. (7) Moreover, infants and children can take
advantage of statistics of word referent co-occurrences to learn the meanings of words. (8)
Statistical learning is facilitated when parents use child-directed language, colloquially known
as baby talk. Child-directed language is characterized by limited vocabulary, short sentences,
multiple repetitions, relatively few errors, and exaggerated intonation. (9) An important
ingredient for language learning is the social context. Early language learning requires human
interactions; televisions and computers are not sufficient. Warm, mutually respectful, low-
stress exchanges between infants and competent language users (adults or other children)
facilitate learning. Language learning requires the child’s active engagement with the input.
Children must monitor the input, detecting, for example, differences between what they heard
and what they might have said or what they thought a word meant. Recognition of the
discrepancy helps children progress in learning semantics and syntax. Talking about what a
child is doing or expanding what a child has just said facilitates the child’s active engagement.
Another challenge for the infant is learning to map speech perception to speech production.
(10) Most of the structures that generate speech sounds in the vocal tract are hidden from
view. “Mirror neurons” that fire both when an individual performs an action and when the
individual perceives others performing the same action are plausible mechanisms for linking
perception to production. Human mirror neuron populations seem to be clustered in several
cortical areas in the brain, including the prefrontal cortex, that are often implicated in
language use. (10) Primary prevention of language and speech delays or disorders may be
achieved by providing children with a rich language environment within positive social
relationships.Therefore, recommendations that primary care clinicians can give to parents of
infants and young toddlers are as follows: Speak often to infants and young children. Baby
talk—the use of simple sentences with exaggerated intonation—is well suited to children’s
learning needs.
References:
Используемая литература:
Foydalanilgan adabiyotlar:
1.
Banks, J.A., Banks, C.A.M. (2010). Multicultural Education: Issues and Perspectives.
2.
Cummins, J. (2000). Language, Power, and Pedagogy: Bilingual Children in the Crossfire.
3.
Kramsch, C. (1998). Language and Culture.
4.
UNESCO (2006). Global Education First Initiative.
5.
Vygotsky, L.S. (1978). Mind in Society: The Development of Higher Psychological
Processes.
6.
Chen, Y., Starosta, W.J. (2016). Intercultural Communication Competence: A Synthesis.
YOSH OLIMLAR
ILMIY-AMALIY KONFERENSIYASI
in-academy.uz/index.php/yo
81
7.
Dervin, F., Hahl, K. (2016). The Role of Digital Technologies in Language Learning: A
Review.
8.
Kuhl, P.K., Rivera-Gaxiola, M. (2008). Language Acquisition: Neural and Behavioral
Aspects.
9.
Warschauer, M., Healey, D. (1998). Computers and Language Learning: An Overview.
10.
Zhao, Y., Frank, K.A. (2003). Factors Affecting Technology Uses in Schools: An Ecological
Perspective.
