MAKTABGACHA YOSHDAGI BOLALARDA ERTAKLAR ORQALI AXLOQIY TARBIYA BERISH.

KIRISH: bugungi globallashuv jarayonida yosh avlodni ma’naviy yetuk, axloqan barkamol shaxs sifatida tarbiyalash dolzarb masalalardan biri hisoblanadi. Ayniqsa, maktabgacha yosh davri bolaning shaxs sifatida shakllanishida muhim bosqich bo‘lib, bu davrda berilgan tarbiya uning kelajakdagi xulq-atvori va dunyoqarashiga bevosita ta’sir ko‘rsatadi. Maktabgacha yoshdagi bolalarda axloqiy sifatlarni shakllantirishda ertaklar alohida ahamiyat kasb etadi. Ertaklar orqali bolalar yaxshilik va yomonlikni ajratishni, halollik, mehr-oqibat, do‘stlik, adolat kabi insoniy fazilatlarni anglay boshlaydilar. Ayniqsa, xalq og‘zaki ijodiga mansub ertaklar milliy qadriyatlar va urf-odatlarni bolalar ongiga singdirishda muhim vosita hisoblanadi.Ertaklarning obrazli, sodda va tushunarli tili bolalarda qiziqish uyg‘otadi hamda ularning tasavvurini boyitadi. Shu sababli ertaklardan pedagogik vosita sifatida foydalanish maktabgacha ta’lim tizimida samarali metodlardan biri hisoblanadi. MAQSAD: mazkur tadqiqotning asosiy maqsadi – maktabgacha yoshdagi bolalarda ertaklar vositasida axloqiy tarbiya berishning pedagogik imkoniyatlarini o‘rganish va uning samaradorligini aniqlashdan iborat. Shuningdek, quyidagi vazifalar ham belgilab olindi: ertaklarning bolalar axloqiy tarbiyasidagi o‘rnini aniqlash; maktabgacha yoshdagi bolalarga mos ertak turlarini tahlil qilish; ertaklar orqali ijobiy axloqiy sifatlarni shakllantirish yo‘llarini ko‘rsatish; amaliy mashg‘ulotlar orqali ertaklardan foydalanish samaradorligini baholash. MATERIALLAR VA METODLAR: tadqiqot jarayonida quyidagi material va metodlardan foydalanildi: Materiallar: o‘zbek xalq ertaklari (“Zumrad va Qimmat”, “Boy bilan kambag‘al”, “Tulki bilan turna” va boshqalar); zamonaviy bolalar adabiyoti namunalaridan ertaklar; maktabgacha ta’lim dasturlari va metodik qo‘llanmalar; tarbiyachilar uchun metodik tavsiyalar. Metodlar: Adabiy tahlil – maktabgacha yoshdagi bolalar uchun mo‘ljallangan ertaklar va pedagogik adabiyotlarni o‘rganish. Kuzatuv – bolalarning ertak tinglashdagi faoliyati va javoblarini kuzatish. Suhbat va savol - javob – ertak tinglashdan so‘ng bolalarga qahramonlar va voqealar haqida savollar berish. Sahnalashtirish usuli – bolalarning ertak qahramonlari rolini ijro etish orqali axloqiy tushunchalarni o‘zlashtirishini baholash. Tadqiqot 5–6 yoshdagi bolalar guruhida o‘tkazildi. Har bir metoddan olingan ma’lumotlar bolalarning axloqiy tushunchalarini shakllanish darajasini baholash uchun ishlatildi. NATIJA VA MUHOKAMA: tadqiqot jarayonida maktabgacha yoshdagi bolalarda ertaklar orqali axloqiy tarbiya berish samarali pedagogik vosita ekanligi aniqlandi. Tajriba-sinov mashg‘ulotlari davomida bolalarga muntazam ravishda ertaklar o‘qib berildi, ularning mazmuni suhbat va savol-javob orqali mustahkamlandi hamda rolli o‘yinlar orqali sahnalashtirildi. Natijalar shuni ko‘rsatdiki, ertaklar bilan ishlash jarayonida bolalarda quyidagi ijobiy o‘zgarishlar kuzatildi: yaxshilik va yomonlikni farqlash qobiliyati shakllandi; do‘stlik, mehr-oqibat, halollik kabi axloqiy tushunchalar mustahkamlandi; jamoada o‘zini tutish va boshqalar bilan muloqot qilish ko‘nikmalari rivojlandi; mustaqil fikrlash va voqealarga baho berish qobiliyati oshdi. Muhokama jarayonida aniqlanishicha, ertaklarning obrazli va ta’sirchan ifodasi bolalarning hissiy dunyosiga kuchli ta’sir ko‘rsatadi. Ayniqsa, ijobiy qahramonlar faoliyati bolalar uchun namuna vazifasini bajaradi. Shu bilan birga, ertaklarni faqat o‘qib berish emas, balki ularni tahlil qilish, sahnalashtirish va hayotiy vaziyatlar bilan bog‘lash orqali tarbiyaviy samaradorlik yanada oshishi isbotlandi. Biroq ayrim hollarda ertak mazmunining bolalar yoshiga mos kelmasligi yoki noto‘g‘ri tanlanishi kutilgan natijani bermasligi ham kuzatildi. Shuning uchun ertaklarni tanlashda pedagogik yondashuv muhim ahamiyat kasb etadi. XULOSA: maktabgacha yoshdagi bolalarda ertaklar orqali axloqiy tarbiya berish samarali va muhim pedagogik vosita hisoblanadi. Ertaklar bolalarning nafaqat tafakkurini, balki ularning axloqiy fazilatlarini ham rivojlantirishga xizmat qiladi. Ertaklardan to‘g‘ri va maqsadga muvofiq foydalanish orqali bolalarda ijobiy xulq-atvor, ijtimoiy moslashuv, ma’naviy qadriyatlarga hurmat kabi sifatlarni shakllantirish mumkin. Shu sababli maktabgacha ta’lim muassasalarida ertaklardan tizimli va metodik asosda foydalanish tavsiya etiladi. Kelgusida ushbu yo‘nalishda innovatsion pedagogik texnologiyalarni qo‘llash orqali ertaklarning tarbiyaviy imkoniyatlarini yanada kengaytirish muhim ahamiyat kasb etadi.

INTRODUCTION: in the context of modern globalization, educating the younger generation as spiritually mature and morally developed individuals is one of the most urgent issues. Preschool age is a particularly important stage in the formation of a child’s personality, as the upbringing received during this period directly influences their future behavior and worldview. Fairy tales play a significant role in shaping moral qualities in preschool children. Through them, children begin to distinguish between good and evil and understand such human values as honesty, kindness, friendship, and justice. Folk tales, in particular, serve as an important tool for instilling national traditions and cultural values in children’s consciousness. The vivid, simple, and accessible language of fairy tales arouses children’s interest and enriches their imagination. Therefore, the use of fairy tales as a pedagogical tool is considered one of the effective methods in preschool education. AIM: the main objective of this study is to explore the pedagogical potential of using fairy tales in the moral education of preschool children and to determine their effectiveness. The following tasks were also defined: to identify the role of fairy tales in children’s moral education; to analyze types of fairy tales suitable for preschool children; to determine ways of developing positive moral qualities through fairy tales; to evaluate the effectiveness of using fairy tales in practical activities. MATERIALS AND METHODS: the following materials and methods were used in the study. Materials: Uzbek folk tales (“Zumrad and Qimmat,” “The Rich Man and the Poor Man,” “The Fox and the Crane,” etc.); samples of modern children’s literature; preschool education curricula and methodological manuals; methodological guidelines for educators. Methods:Literature analysis – studying fairy tales and pedagogical literature intended for preschool children; Observation – monitoring children’s behavior and responses while listening to fairy tales; Conversation and Q&A – discussing characters and events after storytelling; Dramatization method – assessing children’s understanding of moral concepts through role-playing fairy tale characters. The study was conducted with a group of children aged 5–6. The collected data were used to evaluate the level of formation of moral concepts in children. RESULTS AND DISCUSSION: the study revealed that fairy tales are an effective pedagogical tool for moral education in preschool children. During the experimental sessions, fairy tales were regularly read to children, their content was reinforced through discussions and Q&A, and dramatized through role-playing activities. The results showed the following positive changes: the ability to distinguish between good and evil was developed; moral values such as friendship, kindness, and honesty were strengthened; communication skills and behavior in group settings improved; the ability for independent thinking and evaluation of events increased. The discussion showed that the expressive and imaginative nature of fairy tales has a strong impact on children’s emotional world. Positive characters serve as role models for children. It was also proven that not only reading fairy tales but also analyzing, dramatizing, and linking them to real-life situations significantly enhances their educational effectiveness. However, it was observed that selecting inappropriate fairy tales that do not match the children’s age may reduce effectiveness. Therefore, a pedagogically sound selection of fairy tales is essential. CONCLUSION: in conclusion, the use of fairy tales in the moral education of preschool children is an effective and significant pedagogical tool. Fairy tales contribute not only to the development of children’s thinking but also to their moral qualities. The proper and purposeful use of fairy tales helps to develop positive behavior, social adaptation, and respect for spiritual values in children. Therefore, it is recommended to systematically use fairy tales in preschool educational institutions based on methodological principles. In the future, the application of innovative pedagogical technologies will be important for further expanding the educational potential of fairy tales.