KIRISH: zamonaviy ta’lim islohotlari maktabgacha yoshdagi bolalarda mustaqil va kreativ fikrlash hamda muammolarni hal qilish ko‘nikmalari shakllantirishni ustuvor vazifa qilib qo‘ymoqda. Maktabgacha yosh davri bilish jarayonlari, tafakkur va ijtimoiy tajriba jadal rivojlanadigan ontogenetik bosqich bo‘lib, unda faqat bilimlarni o‘zlashtirish emas, balki o‘zgaruvchan sharoitlarga moslashish qobiliyati ham muhim pedagogik natija hisoblanadi. Shundan kelib chiqqan holda, bolalarning kognitiv moslashuvchanligini pedagogik fenomen sifatida tadqiq etish dolzarb ahamiyat kasb etadi. MAQSAD: maqolaning asosiy maqsadi maktabgacha yoshdagi bolalarning kognitiv moslashuvchanligini pedagogik fenomen sifatidagi mazmuni, strukturaviy tuzilishi, tarkibiy qismlari hamda uni rivojlantirish jarayonlarining pedagogik xususiyatlarini nazariy va amaliy jihatdan ochib berishdan iborat. MATERIALLAR VA METODLAR: tadqiqot jarayonida Sharq mutafakkirlari (Abu Nasr Forobiy) va g‘arb psixologlari (J.Piaje) qarashlari, mahalliy olimlarning ilmiy ishlari va “Ilk qadam” davlat o‘quv dasturi tahlil qilindi. Metodologik asos sifatida kognitiv, amaliy, loyihaviy (STEAM), muammoli va Montessori ta’lim metodlari hamda pedagogik kuzatuv va uslubiy tahlil usullaridan majmuaviy foydalanildi. MUHOKAMA VA NATIJALAR: tadqiqot natijasida kognitiv moslashuvchanlik kognitiv, operatsion, motivatsion, emotsional-regulyativ, refleksiv, ijodiy va ijtimoiy-kommunikativ kabi tarkibiy qismlardan iborat ko‘p komponentli tuzilma ekani isbotlandi. Uning rivojlanishida bola, pedagog, rivojlantiruvchi muhit va faoliyat o‘rtasidagi o‘zaro ta’sir muhim o‘rin tutishi hamda fasilitativ pedagogik ko‘mak orqali bolani yangi yechimlarni izlashga yo‘naltirish samara berishi ko‘rsatildi. XULOSA: maktabgacha yoshdagi bolalarning kognitiv moslashuvchanligi — bu yangi vaziyatlarni anglash, kognitiv tajribani qayta tashkil etish, faoliyat strategiyalarini o‘zgartirish va muqobil yechimlarni izlash qobiliyatini ifodalovchi integrativ shaxsiy sifatdir. Ushbu sifatni rivojlantirishda ijodiy erkinlik va fasilitativ pedagogik boshqaruvning maqbul mutanosibligini ta’minlash ta’limiy muhitning samaradorligini oshiradi.
INTRODUCTION: educational reforms place significant emphasis on developing independent, creative thinking and problem-solving skills in preschool children. As the preschool age represents a critical ontogenetic stage of intensive cognitive, speech, and social development, the ability to adapt to changing environments is recognized as an essential pedagogical outcome. Consequently, analyzing cognitive flexibility as a pedagogical phenomenon is of high scientific and practical relevance. AIM: the main objective of this study is to examine the content, structure, components, and developmental processes of preschool children's cognitive flexibility as a pedagogical phenomenon. MATERIALS AND METHODS: the study synthesizes the philosophical heritage of Farabi, J. Piaget's cognitive theory, national educational standards ("Ilk Qadam"), and contemporary pedagogical frameworks. Methodological approaches include literature analysis, project-based learning (STEAM), problem-based learning, the Montessori method, and communicative-reflexive analysis. DISCUSSION AND RESULTS: the findings establish that cognitive flexibility is a multi-component structure consisting of cognitive, operational, motivational, emotional-regulatory, reflexive, creative, and social-communicative dimensions. The process of its development relies heavily on the dynamic interaction within the "child – educator – developmental environment – activity" system, where facilitative pedagogical support plays a decisive role. CONCLUSION: cognitive flexibility in preschool children is an integrative personal quality that enables them to reorganize cognitive experience, alter operational strategies, and seek alternative solutions in dynamic learning contexts. Fostering this capability requires an optimal balance between the child's creative autonomy and guided facilitative pedagogy.
ResearcherUz