EMOTSIONAL-IRODAVIY SIFATLARNI MAKTABGA TAYYORLOV GURUHLARIDA SHAKLLANTIRISHNING TASHKILIY-DIDAKTIK TIZIMI

KIRISH: ushbu maqolada o‘zbekiston Respublikasining “Maktabgacha ta’lim va tarbiya to‘g‘risida”gi qonuni hamda “Ilk qadam” davlat o‘quv dasturi talablari doirasida maktabga tayyorlov yoshidagi bolalarni ijtimoiy-hissiy jihatdan rivojlantirish va ularni maktab ta’limiga muvaffaqiyatli moslashtirish dolzarb pedagogik muammo sifatida yoritiladi. MAQSAD: tadqiqotning maqsadi — 6-7 yoshli bolalarda emotsional-irodaviy sifatlarni shakllantirishning o‘ziga xos xususiyatlarini tahlil qilish va ularni maktabga tayyorlashda innovatsion tashkiliy-didaktik tizim modelini ishlab chiqishdir. MATERIALLAR VA METODLAR: tadqiqot metodologiyasida klassik yondashuvlar modifikatsiyasi, takomillashtirilgan “to‘siqli grafik diktant”, AKTga asoslangan “interaktivmultimediali emotsiya diagnostikasi” hamda “faoliyatlar almashinuvidagi ijtimoiy-emotsional kuzatuv xaritasi” qo‘llanildi. tajriba-sinov ishlari samarqand va surxondaryo viloyatlaridagi 4 ta DMTTda 100 nafar tarbiyalanuvchi ishtirokida o‘tkazildi. NATIJALAR VA MUHOKAMA: natijalar shuni ko‘rsatdiki, integrativ faoliyatlar asosida ta’lim olgan tajriba guruhidagi bolalarda emotsional barqarorlik va irodaviy regulyatsiya nazorat guruhiga nisbatan 28% ga oshdi, past darajadagi ko‘rsatkichlar esa 10% gacha kamaydi. XULOSA: taklif etilayotgan integrativ tizim maktabgacha ta’lim muassasalari pedagoglari va psixologlari uchun bolani maktabga tayyorlashda samarali amaliy vosita bo‘lib xizmat qiladi.

INTRODUCTION: this article highlights the urgent pedagogical issue of sociallyemotional development of preschool children aged 6–7 within the framework of the law “on preschool education and upbringing” of the republic of uzbekistan and the requirements of the state curriculum “ilk qadam.” PURPOSE: the purpose of the study is to analyze the specific features of forming emotional-volitional qualities in preschoolers and to develop an innovative organizationaldidactic system model for successful school adaptation. MATERIALS AND METHODS: the methodology included modified classical approaches such as the improved “barrier graphic dictation,” ict-based “interactive multimedia emotion diagnostics,” and the “social-emotional observation map in activity alternation.” experimental trials were conducted in 4 state preschool institutions in samarkand and surkhandarya regions with 100 participants. RESULTS AND DISCUSSION: the findings demonstrated that children in the experimental group trained through integrative activities showed a 28% increase in emotional stability and volitional regulation compared to the control group, while low-level indicators decreased fourfold to 10%. CONCLUSION: the proposed integrative system serves as an effective practical tool for preschool teachers and psychologists in preparing children for school education.