KIRISH: jamiyat taraqqiyoti bevosita yosh avlodning har tomonlama barkamol bo‘lib voyaga yetishiga bog‘liq. Bolaning shaxs sifatida shakllanishida oila bilan bir qatorda maktabgacha ta’lim muassasalari ham muhim o‘rin tutadi. Ayniqsa, tarbiyachi shaxsi bolaning ruhiy rivojlanishi, ijtimoiylashuvi va ma’naviy qadriyatlarining shakllanishida hal qiluvchi omillardan biri hisoblanadi. Maktabgacha yosh davri (3–7 yosh) psixologiyada eng sezgir va intensiv rivojlanish bosqichi sifatida e’tirof etiladi. Bu davrda bolaning idroki, tafakkuri, nutqi, hissiyoti va ijtimoiy ko‘nikmalari shakllanadi. Tarbiyachining shaxsiy fazilatlari, pedagogik mahorati, muloqot madaniyati va psixologik yondashuvi bolalar psixologiyasiga bevosita ta’sir ko‘rsatadi. Shu bois, tarbiyachi shaxsining bolalar psixologiyasiga ta’sirini ilmiy jihatdan o‘rganish dolzarb masalalardan biridir. MAQSAD: maktabgacha yoshdagi bolalar psixologiyasining xususiyatlari, tarbiyachining emotsional, ijtimoiy va intellektual rivojlanishga ta’siri, shuningdek, zamonaviy tarbiyachi shaxsiga qo‘yiladigan psixologik-pedagogik talablar yoritilgan. Tadqiqot maqsadi shuni ko‘rsatadiki, tarbiyachi shaxsining pedagogik mahorati, mehribonligi va emotsional barqarorligi bolalarning ruhiy barqarorligi, ijtimoiy xulq-atvori va bilish qobiliyatini bevosita shakllantiradi. MATERIALLAR VA METODLAR: tadqiqot jarayonida pedagogika va bolalar psixologiyasiga oid ilmiy adabiyotlar, maktabgacha ta’lim dasturlari, kuzatuv natijalari hamda ilg‘or pedagogik tajribalar tahlil qilindi. Tarbiyachi shaxsining bola ruhiyatiga ta’siri ularning emotsional, barkamol rivojlanishiga yordam beradi. Adabiyotlarda ilmiy-nazariy tahlil, pedagogik kuzatuv, taqqoslash metodi, psixologik tahlil, so‘rovnoma va suhbat usullari orqali olib borilgan tahlillar asosida pedagogic-psixologik yondashildi. MUHOKAMA VA NATIJALAR: tadqiqot natijalari shuni ko‘rsatdiki, tarbiyachi shaxsi bolalarning ruhiy holati va ijtimoiy moslashuviga kuchli ta’sir ko‘rsatadi. Ayniqsa, quyidagi omillar muhim ahamiyatga ega. Mehribonlik, sabr-toqat, adolat, halollik, samimiylik kabi sifatlar bolalarda ishonch hissini shakllantiradi. Mehribon va e’tiborli tarbiyachi bilan muloqot qilgan bola o‘zini xavfsiz his qiladi, bu esa uning psixologik barqarorligiga ijobiy ta’sir ko‘rsatadi. Tarbiyachining nutqi, ohangi va munosabati bolalarda nutq rivoji, o‘z fikrini erkin ifodalash va ijtimoiy faollikni kuchaytiradi. Qo‘pol munosabat esa aksincha, bolada qo‘rquv, tortinchoqlik va ishonchsizlikni yuzaga keltirishi mumkin. Tarbiyachining o‘yin, mashg‘ulot va tarbiyaviy jarayonni tashkil eta olish qobiliyati bolalarning bilish jarayonlariga ijobiy ta’sir qiladi. O‘yin orqali o‘qitish metodlari bolalarning tafakkur, xotira va tasavvurini rivojlantiradi. Guruhdagi ijobiy psixologik muhit bolaning ruhiy sog‘lig‘ini mustahkamlaydi. Tarbiyachining ijobiy kayfiyati va qo‘llabquvvatlashi bolalarda optimizm va ijtimoiy faollikni shakllantiradi. Tahlillar shuni ko‘rsatadiki, tarbiyachi shaxsining ijobiy namuna bo‘lishi bolalarda axloqiy qadriyatlar, mustaqillik va mas’uliyat hissining shakllanishiga xizmat qiladi. XULOSA: tarbiyachi shaxsi maktabgacha yoshdagi bolalar psixologik rivojlanishida muhim omil hisoblanadi. Uning shaxsiy fazilatlari, pedagogik mahorati va muloqot uslubi bolalarning hissiy, ijtimoiy va intellektual rivojlanishiga bevosita ta’sir ko‘rsatadi. Shu sababli tarbiyachilarni tayyorlash jarayonida psixologik kompetensiyalarga alohida e’tibor qaratish, ularning kommunikativ va emotsional madaniyatini rivojlantirish, maktabgacha ta’lim muassasalarida sog‘lom psixologik muhitni yaratish zarur. Barkamol avlodni tarbiyalashda tarbiyachi shaxsining o‘rni beqiyosdir.
INTRODUCTION: the development of society is directly connected with the comprehensive and harmonious upbringing of the younger generation. Alongside the family, preschool educational institutions play a significant role in the formation of a child’s personality. In particular, the personality of the educator is considered one of the decisive factors in a child’s psychological development, socialization, and the formation of moral and spiritual values. Preschool age (3–7 years) is recognized in psychology as the most sensitive and intensive stage of development. During this period, perception, thinking, speech, emotions, and social skills are actively formed. The educator’s personal qualities, pedagogical competence, communication culture, and psychological approach have a direct impact on children’s psychology. Therefore, the scientific study of the influence of the educator’s personality on children’s psychology is one of the urgent issues of modern pedagogy. AIM: the article highlights the characteristics of preschool children’s psychology, the influence of the educator on their emotional, social, and intellectual development, as well as the psychological and pedagogical requirements for a modern educator’s personality. The purpose of the study demonstrates that the educator’s pedagogical mastery, kindness, and emotional stability directly shape children’s psychological stability, social behavior, and cognitive abilities. MATERIALS AND METHODS: in the course of the research, scientific literature on pedagogy and child psychology, preschool education programs, observation results, and advanced pedagogical experiences were analyzed. The influence of the educator’s personality on a child’s psyche contributes to their emotional and harmonious development. The study was conducted using scientific-theoretical analysis, pedagogical observation, comparative methods, psychological analysis, questionnaires, and interviews, ensuring a comprehensive psychological and pedagogical approach. DISCUSSION AND RESULTS: the research findings indicate that the educator’s personality has a strong influence on children’s psychological state and social adaptation. The following factors are of particular importance. Qualities such as kindness, patience, fairness, honesty, and sincerity foster a sense of trust in children. A child who communicates with a caring and attentive educator feels safe, which positively affects their psychological stability. The educator’s speech, tone, and attitude enhance children’s speech development, their ability to express thoughts freely, and their social activity. Conversely, rude behavior may lead to fear, shyness, and insecurity in children. The educator’s ability to organize games, lessons, and the educational process positively influences children’s cognitive processes. Game-based learning methods develop thinking, memory, and imagination. A positive psychological climate within the group strengthens a child’s mental health. The educator’s positive attitude and support foster optimism and social activity among children. The analysis shows that when the educator serves as a positive role model, it contributes to the development of moral values, independence, and a sense of responsibility in children. CONCLUSION: the educator’s personality is a crucial factor in the psychological development of preschool children. Their personal qualities, pedagogical skills, and communication style directly influence children’s emotional, social, and intellectual growth. Therefore, in the process of training educators, special attention should be paid to developing psychological competencies, communicative and emotional culture, and creating a healthy psychological environment in preschool institutions. The role of the educator’s personality in raising a harmoniously developed generation is invaluable.
ResearcherUz