MAKTABGACHA TA’LIM TARBIYALANUVCHILARNI MILLIY QADRIYATLAR ASOSIDA TARBIYASHNING O‘ZIGA XOS PEDAGOGIK XUSUSIYATLARI

KIRISH: maktabgacha ta’lim yosh bolalarda shaxsiy, intellektual va ijtimoiy rivojlanishni shakllantirishning asosiy bosqichi hisoblanadi. Shu yoshda tarbiyalanuvchilarga milliy qadriyatlarni singdirish, ularni ona tiliga, milliy urf-odat va an’analariga hurmat ruhida tarbiyalash muhimdir. Milliy qadriyatlar asosida tarbiya bolaning axloqiy, madaniy va estetik rivojlanishida muhim o‘rin tutadi, ularning milliy o‘zligini saqlash va jamiyatga moslashishiga xizmat qiladi. MAQSAD: maktabgacha ta’lim muassasalarida tarbiyalanuvchilarni milliy qadriyatlar asosida tarbiyalash jarayonining o‘ziga xos pedagogik xususiyatlarini aniqlash va ularni amaliyotda samarali tatbiq etish usullarini ishlab chiqishdir. Shu bilan birga bolalarning milliy ongini rivojlantirish va ularni ona tiliga, milliy urf-odat va an’analarga hurmat ruhida tarbiyalash, tarbiyachilarning milliy qadriyatlarni tarbiyaviy jarayonga integratsiya qilish ko‘nikmalarini aniqlash va oshirish, milliy qadriyatlar asosida tarbiya berishning samaradorligini bolalarning ijtimoiy, axloqiy va estetik rivojlanishi orqali baholash, maktabgacha yoshdagi bolalar orasida o‘z milliy identifikatsiyasini mustahkamlash, axloqiy va madaniy qadriyatlarni qabul qilishni rag‘batlantirish, tarbiyaviy metodlar va innovatsion yondashuvlarni ishlab chiqish orqali pedagogik jarayonni boyitish va milliy qadriyatlarni yanada samarali tatbiq etish. Ushbu maqsadlar tadqiqotga ilmiy asos beradi va maktabgacha ta’limda milliy qadriyatlar asosida tarbiyalashning pedagogik metodikasini takomillashtirishga xizmat qiladi. MATERIALLAR VA METODLAR: tadqiqotda foydalanilgan materiallar maktabgacha ta’lim muassasalaridagi amaliy darslar, tarbiyaviy mashg‘ulotlar va bolalarning ijodiy ishlari hisoblanadi. Shu bilan birga milliy madaniyat, urf-odat va an’analar bo‘yicha darslik va metodik qo‘llanmalar tahlil qilindi. Tadqiqotda quyidagi ilmiypedagogik metodlar qo‘llanildi. Kuzatuv – bolalarning kundalik faoliyati va tarbiyaviy mashg‘ulotlardagi xatti-harakatlarini o‘rganish. Suhbat va intervyu – tarbiyachilar va otaonalar bilan muloqot orqali tarbiya jarayonini tahlil qilish. Eksperimental metod – milliy qadriyatlar asosida tarbiya berilgan guruhlar bilan solishtirma kuzatuvlar o‘tkazish. Analiz va taqqoslash – nazariy manbalar va amaliy faoliyat natijalarini tahlil qilish. MUHOKAMA VA NATIJALAR: tadqiqot natijalari shuni ko‘rsatdiki, maktabgacha yoshdagi bolalarni milliy qadriyatlar asosida tarbiyalashning asosiy xususiyatlari quyidagilardan iborat. Tarbiya jarayonida o‘yin va ijodiy faoliyatdan keng foydalanish, milliy ertak, qo‘shiq va o‘yinlarni tatbiq etish ahamiyatli bo‘lib hisoblanadi. Tarbiyalanuvchilarga milliy urf-odat, bayramlar va an’analarni amalda namoyish etish orqali ularda milliy g‘urur, kattalarga hurmat, kichiklarda izzatda bo‘lish, vatanparvarlik ruhida tarbiyalshga xizmat qiladi. Tarbiyachilarning o‘zining milliy qadriyatlarni o‘zida namoyon etishi va bolalarga namuna bo‘lishi juda ham yuksak natijalarni beradi. Bolalarning shaxsiy tajribasi va qiziqishlariga asoslangan individual yondashuv ularni atrofdagi shaxslar bilan muloqotda kirishiga amaliy yordam beradi. Eksperiment davomida milliy qadriyatlar asosida tarbiyalangan bolalarda axloqiy qadriyatlarni qabul qilish, ijtimoiy ko‘nikmalar va estetik did sezilarli darajada rivojlanganligi kuzatildi. Shu bilan birga bolalar o‘z milliy identifikatsiyasini mustahkamladi va o‘z ona tilini to‘g‘ri ishlatishga ko‘nikdi. XULOSA: maktabgacha ta’lim tarbiyalanuvchilarini milliy qadriyatlar asosida tarbiyalash – bolaning shaxsiy, ijtimoiy va madaniy rivojlanishida muhim ahamiyatga ega bo‘lgan jarayon hisoblanadi. Tadqiqot natijalari shuni ko‘rsatdiki, milliy qadriyatlarni tarbiyaga tatbiq etish bolalarda axloqiy va ijtimoiy fazilatlarni shakllantirishga, milliy identifikatsiyani mustahkamlashga va ona tiliga hurmatni rivojlantirishga yordam beradi. Milliy qadriyatlar asosida tarbiyalashning o‘ziga xos pedagogik xususiyatlari quyidagilardan iborat: tarbiyaviy jarayonlarda o‘yin, ertak va ijodiy faoliyatga keng tayanish; milliy urf-odat va an’analarni amalda qo‘llash; individual yondashuv va tarbiyachining shaxsiy namunalari orqali tarbiya berish. Bu yondashuv bolalarning ijodiy tafakkuri, estetik didi va ijtimoiy ko‘nikmalarini rivojlantiradi. Shuningdek, milliy qadriyatlar asosida tarbiyalash jarayoni tarbiyalanuvchilarda hurmat, mehr-muhabbat, sadoqat va mas’uliyat kabi axloqiy fazilatlarni shakllantirishga yordam beradi. Bolalar jamiyatdagi turli vaziyatlarda to‘g‘ri xulq-atvorni tanlashga, do‘stlik va hamkorlik munosabatlarini rivojlantirishga o‘rgatiladi. Tadqiqot shuni ko‘rsatdiki, milliy qadriyatlar asosida tarbiyalangan bolalar o‘z ona tilini to‘g‘ri ishlatish, milliy bayram va an’analarda faol ishtirok etish, shuningdek, ijodiy faoliyatda o‘zini erkin namoyon etish qobiliyatiga ega bo‘ladilar. Shu bilan birga, tarbiyachilarning metodik ko‘nikmalari va innovatsion yondashuvlardan foydalanishi tarbiyaviy jarayon samaradorligini oshiradi. Natijada, maktabgacha ta’limda milliy qadriyatlar asosida tarbiyalash – bolalarni jamiyatga moslashadigan, axloqiy va madaniy jihatdan yetuk shaxslar sifatida shakllantirishning samarali usuli hisoblanadi. Bu esa nafaqat tarbiyalanuvchilarning shaxsiy rivojlanishiga, balki butun jamiyatning madaniy va axloqiy salohiyatini oshirishga xizmat qiladi.

INTRODUCTION: preschool education is a crucial stage in the formation of children’s personal, intellectual, and social development. At this age, it is important to instill national values in children, fostering respect for their native language, national customs, and traditions. Education based on national values plays a significant role in the moral, cultural, and aesthetic development of children, helping preserve their national identity and facilitating their adaptation to society. AIM: the purpose of this study is to identify the pedagogical specifics of educating preschool children based on national values and to develop effective methods for their practical implementation. Additionally, the study aims to develop children’s national consciousness, cultivate respect for their native language and national customs, assess and enhance educators’ competencies in integrating national values into the educational process, evaluate the effectiveness of education based on national values through children’s social, moral, and aesthetic development, strengthen preschoolers’ national identity, promote the adoption of moral and cultural values, and enrich the pedagogical process through innovative methods and approaches. These objectives provide a scientific foundation for the study and contribute to improving the methodology of educating preschool children based on national values. MATERIALS AND METHODS: the study utilized materials from practical classes, educational activities, and children’s creative works in preschool institutions. In addition, textbooks and methodological guides on national culture, customs, and traditions were analyzed. The following scientific-pedagogical methods were applied observation – studying children’s daily activities and behavior during educational sessions, interviews and conversations – analyzing the educational process through interaction with educators and parents, experimental method – conducting comparative observations in groups where education was based on national values, analysis and comparison – studying theoretical sources and results of practical activities. DISCUSSION AND RESULTS: the results of the study indicate that the main pedagogical specifics of educating preschool children based on national values include extensive use of games and creative activities, incorporation of national stories, songs, and games, and practical demonstration of national customs, holidays, and traditions. This fosters children’s national pride, respect for elders, politeness toward younger peers, and patriotism. The personal example of the educator in demonstrating national values produces highly positive results. Individual approaches based on children’s experiences and interests facilitate their social interaction. The experiment showed that children educated on the basis of national values significantly developed moral qualities, social skills, and aesthetic taste. They also strengthened their national identity and improved their use of the native language. CONCLUSION: educating preschool children based on national values is a vital process contributing to their personal, social, and cultural development. The study demonstrates that applying national values in education fosters moral and social qualities in children, strengthens their national identity, and promotes respect for their native language. Pedagogical specifics include active use of games, stories, and creative activities; practical application of national customs and traditions; individual approaches; and educators’ personal example. This approach enhances children’s creative thinking, aesthetic taste, and social skills. Education based on national values helps develop respect, love, loyalty, and responsibility, and teaches children to behave appropriately in society while fostering friendship and collaboration. Children educated in this way participate actively in national holidays and traditions and express themselves freely in creative activities. The use of educators’ methodological skills and innovative approaches increases the effectiveness of the educational process. Therefore, preschool education based on national values is an effective means of forming children as morally and culturally mature individuals, contributing not only to their personal development but also to the cultural and moral potential of society as a whole.