MAKTABGACHA YOSHDAGI BOLALAR KOMPETENSIYAVIY RIVOJLANISH JARAYONIGA TARBIYACHI-PEDAGOGLARNING YONDASHUVLARI TA’SIRI

KIRISH: maktabgacha yoshdagi bolalar shaxsining shakllanishi va rivojlanishi jarayoni zamonaviy pedagogika fanining dolzarb masalalaridan biri hisoblanadi. Bugungi globallashuv va raqamli transformatsiya sharoitida bolalarda faqat bilim emas, balki kompetensiyalarni shakllantirish ustuvor ahamiyat kasb etmoqda. Kompetensiyaviy yondashuv bolalarning hayotiy vaziyatlarda mustaqil qaror qabul qilish, muammolarni hal etish va ijtimoiy muhitga moslashish qobiliyatlarini rivojlantirishga qaratilgan. Maktabgacha ta’lim tizimida tarbiyachi-pedagoglarning roli beqiyosdir. Chunki aynan ular ta’lim-tarbiya jarayonini tashkil etadi, metod va texnologiyalarni tanlaydi hamda bolalar bilan individual yondashuv asosida ishlaydi. Shu bois pedagoglarning kasbiy kompetensiyasi, innovatsion yondashuvlari va pedagogik mahorati bolalarning kompetensiyaviy rivojlanishiga bevosita ta’sir ko‘rsatadi. MAQSAD: ushbu tadqiqotning asosiy maqsadi maktabgacha yoshdagi bolalarning kompetensiyaviy rivojlanish jarayoniga tarbiyachi-pedagoglarning yondashuvlari qanday ta’sir ko‘rsatishini ilmiy asosda tahlil qilishdan iborat. Shuningdek, quyidagi vazifalar belgilandi: kompetensiyaviy yondashuvning nazariy asoslarini o‘rganish; maktabgacha ta’limda pedagogik yondashuvlarning turlarini aniqlash; tarbiyachilarning innovatsion metodlari va ularning samaradorligini baholash; bolalarda asosiy kompetensiyalarni shakllantirish mexanizmlarini tahlil qilish. MATERIALLAR VA METODLAR: mazkur tadqiqotda quyidagi ilmiy metodlardan foydalanildi: Nazariy tahlil metodi – pedagogika va psixologiya sohasidagi ilmiy adabiyotlar, normativ hujjatlar va ilg‘or tajribalarni o‘rganish; Kuzatish metodi – maktabgacha ta’lim tashkilotlarida bolalar faoliyatini kuzatish; Suhbat va so‘rovnoma – tarbiyachilar va ota-onalar bilan muloqot orqali ma’lumotlar yig‘ish; Taqqoslash metodi – an’anaviy va innovatsion pedagogik yondashuvlarni qiyosiy tahlil qilish. Tadqiqot materiali sifatida maktabgacha ta’lim tashkilotlaridagi o‘quv-tarbiya jarayoni, pedagoglarning ish faoliy NATIJA VA MUHOKAMA: tadqiqot natijalari shuni ko‘rsatdiki, tarbiyachipedagoglarning zamonaviy yondashuvlari bolalarning kompetensiyaviy rivojlanishida muhim omil hisoblanadi. Xususan: Faoliyatga yo‘naltirilgan yondashuv bolalarda mustaqil fikrlash va ijodkorlikni rivojlantiradi; O‘yin texnologiyalari orqali bolalarda kommunikativ va ijtimoiy kompetensiyalar shakllanadi; Individual yondashuv har bir bolaning qobiliyatini ochib berishga xizmat qiladi; Raqamli texnologiyalarni qo‘llash bolalarda axborot bilan ishlash kompetensiyasini rivojlantiradi.Shuningdek, tadqiqot davomida aniqlanishicha, pedagoglarning kasbiy tayyorgarligi yuqori bo‘lgan hollarda bolalarning rivojlanish darajasi ham yuqori bo‘ladi. Aksincha, an’anaviy, bir yoqlama yondashuvlar bolalarning faolligini pasaytiradi. Muhokama jarayonida kompetensiyaviy yondashuvni samarali amalga oshirish uchun pedagoglardan doimiy o‘z ustida ishlash, innovatsion metodlarni qo‘llash va bolalarning psixologik xususiyatlarini chuqur bilish talab etilishi asoslab berildi. XULOSA: maktabgacha yoshdagi bolalarning kompetensiyaviy rivojlanishida tarbiyachi-pedagoglarning yondashuvlari hal qiluvchi ahamiyatga ega. Zamonaviy pedagogik texnologiyalarni qo‘llash, individual va differensial yondashuvni amalga oshirish bolalarda asosiy hayotiy kompetensiyalarni shakllantirishga xizmat qiladi. Shu bois, maktabgacha ta’lim tizimida pedagoglarning kasbiy malakasini oshirish, innovatsion metodlarni joriy etish va ta’lim jarayonini kompetensiyaviy yondashuv asosida tashkil etish dolzarb vazifa hisoblanadi.

INTRODUCTION: the process of personality formation and development of preschool children is one of the pressing issues in modern pedagogical science. In the context of globalization and digital transformation, not only the acquisition of knowledge but also the development of competencies in children has become a priority. The competency-based approach is aimed at developing children’s ability to make independent decisions in real-life situations, solve problems, and adapt to the social environment. In the system of preschool education, the role of educators is of paramount importance. They organize the educational process, select methods and technologies, and work with children based on an individual approach. Therefore, the professional competence of educators, their innovative approaches, and pedagogical skills have a direct impact on the competency-based development of children. AIM: the main objective of this study is to scientifically analyze the impact of educators’ approaches on the process of competency-based development of preschool children. Additionally, the following tasks were defined: to study the theoretical foundations of the competency-based approach; to identify types of pedagogical approaches in preschool education; to evaluate the effectiveness of innovative methods used by educators; to analyze the mechanisms for developing key competencies in children. MATERIALS AND METHODS: the following research methods were used in this study: Theoretical analysis – studying scientific literature in pedagogy and psychology, нормативе documents, and best practices; Observation method – observing children’s activities in preschool educational institutions; Interviews and surveys – collecting data through communication with educators and parents; Comparative method – comparative analysis of traditional and innovative pedagogical approaches. The research materials included the educational process in preschool institutions, educators’ professional activities, and indicators of children’s development. RESULTS AND DISCUSSION: the results of the study showed that modern approaches of educators are a significant factor in the competency-based development of children. In particular: the activity-based approach develops independent thinking and creativity in children; game-based technologies form communicative and social competencies; an individual approach helps to reveal each child’s abilities; the use of digital technologies develops children’s information competence. It was also found that a higher level of professional training of educators leads to a higher level of children’s development. Conversely, traditional one-sided approaches reduce children’s activity. During the discussion, it was substantiated that for the effective implementation of the competency-based approach, educators need continuous professional development, the use of innovative methods, and a deep understanding of children’s psychological characteristics. CONCLUSION: in conclusion, educators’ approaches play a decisive role in the competency-based development of preschool children. The application of modern pedagogical technologies, as well as the implementation of individual and differentiated approaches, contributes to the formation of key life competencies in children. Therefore, improving educators’ professional qualifications, introducing innovative methods, and organizing the educational process based on a competency-based approach are urgent tasks in the preschool education system.