MAKTABGACHA YOSHDAGI BOLALAR DUNYOQARASHINI SHAKLLANTIRISHDA JADID MA’RIFATPARVARLARINING MA’NAVIY MEROSIDAN FOYDALANISH IMKONIYATLARI

KIRISH: ushbu maqolada maktabgacha yoshdagi bolalar dunyoqarashini shakllantirish masalasi jadid ma’rifatparvarlarining boy ma’naviy merosi asosida tahlil qilinadi. Bugungi kunda maktabgacha ta’lim tizimida bolalarni har tomonlama barkamol shaxs etib tarbiyalash, ularda mustaqil fikrlash, ma’naviy-axloqiy qadriyatlar va ijtimoiy faollikni rivojlantirish muhim vazifalardan biri hisoblanadi. Mazkur jarayonda milliy ma’naviy merosdan samarali foydalanish ta’lim-tarbiya mazmunini boyitishga xizmat qiladi. Jadid ma’rifatparvarlari o‘z pedagogik va ma’rifiy faoliyatida ta’limning inson kamolotidagi o‘rnini alohida ta’kidlab, yosh avlodni ilmli, ma’naviy yetuk va vatanparvar ruhda tarbiyalashga da’vat etganlar. Ularning qarashlari va g‘oyalari maktabgacha yoshdagi bolalar dunyoqarashini shakllantirishda metodik asos sifatida qo‘llanishi mumkin. Shu bois maqolada jadid ma’rifatparvarlarining ma’naviy merosidan foydalanish imkoniyatlari, ularning maktabgacha ta’lim amaliyotidagi ahamiyati yoritib beriladi. MAQSAD: quyidagi maqolaning maqsadi maktabgacha yoshdagi bolalar dunyoqarashini shakllantirishda jadid ma’rifatparvarlarining ma’naviy merosidan foydalanish imkoniyatlarini aniqlash, ularning pedagogik ahamiyatini tahlil qilish hamda mazkur merosni maktabgacha ta’lim jarayoniga samarali tatbiq etish yo‘llarini asoslab berishdan iborat. MATERIALLAR VA METODLAR: mazkur tadqiqot jarayonida jadid ma’rifatparvarlarining pedagogik va ma’naviy-ma’rifiy merosi asosiy tadqiqot materiali sifatida olindi. Jumladan, jadid mutafakkirlarining ta’lim-tarbiya masalalariga oid asarlari, ilmiy-pedagogik qarashlari, davriy nashrlardagi maqolalari hamda ushbu yo‘nalishda olib borilgan zamonaviy ilmiy tadqiqotlar tahlil qilindi. Shuningdek, maktabgacha ta’lim tizimiga oid me’yoriy-huquqiy hujjatlar, davlat ta’lim standartlari va o‘quv-metodik qo‘llanmalardan foydalanildi. Tadqiqotda nazariy va amaliy metodlar majmuasidan foydalanildi. Nazariy metodlar sifatida ilmiy adabiyotlarni tahlil qilish va umumlashtirish, taqqoslash, tarixiy-mantiqiy tahlil metodlari qo‘llanildi. MUHOKAMA VA NATIJALAR: tadqiqot natijalari shuni ko‘rsatdiki, maktabgacha yoshdagi bolalar dunyoqarashini shakllantirishda jadid ma’rifatparvarlarining ma’naviy merosidan foydalanish pedagogik jihatdan samarali hisoblanadi. Jadid mutafakkirlarining ilmga, tarbiyaga va inson kamolotiga oid g‘oyalari bolalarda ijtimoiy faollik, mustaqil fikrlash hamda ma’naviy-axloqiy qadriyatlarga hurmatni shakllantirishga xizmat qiladi. Ayniqsa, ularning ta’lim-tarbiyada axloqiy tarbiyaga ustuvor ahamiyat berish haqidagi qarashlari maktabgacha ta’lim mazmuni bilan uyg‘unlashadi. O‘rganishlar jarayonida jadid ma’rifatparvarlarining hikmatli fikrlari, tarbiyaviy mazmundagi asarlari va pedagogik qarashlaridan mashg‘ulotlar jarayonida foydalanish bolalarning bilimga bo‘lgan qiziqishini oshirishi, atrof-muhitga nisbatan ongli munosabatini rivojlantirishi aniqlandi. Shuningdek, milliy ma’naviy meros asosida tashkil etilgan mashg‘ulotlar bolalarda vatanparvarlik, insonparvarlik va o‘zlikni anglash kabi ijtimoiy-axloqiy sifatlarning shakllanishiga ijobiy ta’sir ko‘rsatdi. Muhokama jarayonida shuni ta’kidlash mumkinki, jadid ma’rifatparvarlari merosini maktabgacha ta’lim amaliyotiga tatbiq etishda bolalarning yosh va psixologik xususiyatlarini inobatga olish muhim ahamiyatga ega. Mazkur merosdan foydalanishda ertaklar, hikoyalar, suhbatlar va o‘yin faoliyatiga asoslangan metodlardan foydalanish yuqori samaradorlikni ta’minlaydi. Natijada ta’lim-tarbiya jarayoni mazmunan boyib, bolalar dunyoqarashini shakllantirishda innovatsion va milliy yondashuv uyg‘unlashadi. XULOSA: xulosa qilib aytganda, maktabgacha yoshdagi bolalar dunyoqarashini shakllantirishda jadid ma’rifatparvarlarining ma’naviy merosidan foydalanish muhim pedagogik ahamiyatga ega ekanligi aniqlandi. Jadid mutafakkirlarining ta’lim-tarbiya, ilmfan va inson kamolotiga oid ilg‘or g‘oyalari bolalarda ma’naviy-axloqiy qadriyatlarni, mustaqil fikrlash va ijtimoiy faollikni rivojlantirishga xizmat qiladi. Tadqiqot natijalari shuni ko‘rsatdiki, jadid ma’rifatparvarlari merosini maktabgacha ta’lim jarayoniga moslashtirilgan holda tatbiq etish bolalarning bilimga qiziqishini oshiradi, atrof-muhitga ongli munosabatini shakllantiradi hamda milliy o‘zlikni anglash jarayonini jadallashtiradi. Ayniqsa, ushbu merosdan foydalanishda bolalarning yosh va psixologik xususiyatlarini hisobga olgan holda o‘yin, suhbat va tarbiyaviy mashg‘ulotlarga tayanish yuqori samaradorlikni ta’minlaydi. Shu boisdan, jadid ma’rifatparvarlarining ma’naviy merosini maktabgacha ta’lim mazmuniga tizimli ravishda joriy etish, tarbiyachilar uchun metodik tavsiyalar ishlab chiqish hamda mazkur yo‘nalishda ilmiy-amaliy tadqiqotlarni kengaytirish maqsadga muvofiq deb hisoblanadi.

INTRODUCTION: this article analyzes the issue of forming the worldview of preschool children based on the rich spiritual heritage of new enlighteners. Today, one of the important tasks in the preschool education system is to educate children as comprehensively well-rounded individuals, to develop independent thinking, spiritual and moral values, and social activity in them. Effective use of the national spiritual heritage in this process serves to enrich the content of education. In their pedagogical and educational activities, the new enlighteners emphasized the role of education in human development and called for the upbringing of the younger generation in a scientific, spiritually mature and patriotic spirit. Their views and ideas can be used as a methodological basis for forming the worldview of preschool children. Therefore, the article highlights the possibilities of using the spiritual heritage of the new enlighteners and their significance in the practice of preschool education. AIM: the purpose of the following article is to identify the possibilities of using the spiritual heritage of the new enlighteners in forming the worldview of preschool children, to analyze their pedagogical significance, and to justify ways of effectively implementing this heritage in the preschool education process. MATERIALS AND METHODS: in this research, the pedagogical and spiritualenlightenment heritage of the new enlighteners was taken as the main research material. In particular, the works of Jadid thinkers on educational issues, their scientific and pedagogical views, articles in periodicals, and modern scientific research conducted in this area were analyzed. Also, regulatory and legal documents, state educational standards, and educational and methodological manuals on the preschool education system were used. A set of theoretical and practical methods was used in the study. The methods of analysis and generalization of scientific literature, comparison, and historicallogical analysis were used as theoretical methods. DISCUSSION AND RESULTS: the results of the study showed that using the spiritual heritage of Jadid enlighteners in forming the worldview of preschool children is pedagogically effective. The ideas of Jadid thinkers on science, education, and human development serve to form social activity, independent thinking, and respect for spiritual and moral values in children. In particular, their views on giving priority to moral education in education are consistent with the content of preschool education. In the course of the study, it was found that the use of the wise thoughts, educational works and pedagogical views of the Jadid Enlightenment in the process of classes increases children's interest in knowledge and develops a conscious attitude towards the environment. Also, classes organized on the basis of the national spiritual heritage had a positive effect on the formation of socio-moral qualities such as patriotism, humanity and self-awareness in children. In the process of discussion, it can be noted that it is important to take into account the age and psychological characteristics of children when implementing the heritage of the Jadid Enlightenment in preschool education practice. The use of methods based on fairy tales, stories, conversations and game activities in using this heritage provides high efficiency. As a result, the educational process is enriched in content, and an innovative and national approach is combined in the formation of children's worldview. CONCLUSION: in conclusion, it was found that the use of the spiritual heritage of the Jadid Enlightenment in the formation of the worldview of preschool children is of significant pedagogical importance. The progressive ideas of Jadid thinkers on education, science and human development serve to develop spiritual and moral values, independent thinking and social activity in children. The results of the study showed that the implementation of the heritage of the Jadid Enlightenment in a manner adapted to the preschool educational process increases children's interest in knowledge, forms a conscious attitude to the environment and accelerates the process of understanding national identity. In particular, the use of this heritage, taking into account the age and psychological characteristics of children, provides high efficiency, relying on games, conversations and educational activities. Therefore, it is considered appropriate to systematically introduce the spiritual heritage of the new enlighteners into the content of preschool education, develop methodological recommendations for educators, and expand scientific and practical research in this area.