PEDAGOGIK TA'LIM TARAQQIYOTIDA MAKTABGACHA TARBIYA G'OYALARINING RIVOJI

KIRISH: Maktabgacha ta’lim tizimi inson kamolotining ilk va eng muhim bosqichi hisoblanadi. Aynan shu davrda shaxsning intellektual, ma’naviy va ijtimoiy asoslari shakllanadi. Pedagogik ta’lim taraqqiyotida maktabgacha tarbiya g‘oyalari turli davr va sivilizatsiyalarda rivojlanib, boyitilib kelgan. Sharq va G‘arb mutafakkirlari ushbu jarayonda muhim nazariy va amaliy asoslarni yaratganlar. Xususan, XIX asr oxiri va XX asr boshlarida pedagogika fanida tub burilishlar yuz berib, maktabgacha ta’lim alohida tizim sifatida shakllandi. Bu davr olimlari bolaning shaxs sifatida rivojlanishiga yangicha yondashuvlarni ilgari surdilar. Mazkur maqolada maktabgacha ta’lim g‘oyalarining tarixiy rivoji sharq va g‘arb olimlari asarlari asosida tahlil qilinadi. XIX–XX asr boshlaridagi pedagogik qarashlar yoritiladi. MAQSAD: Mazkur maqolaning maqsadi — pedagogik ta’lim taraqqiyotida maktabgacha tarbiya g‘oyalarining shakllanishi va rivojlanishini sharq va g‘arb olimlari ilmiy merosi asosida tahlil qilish, ayniqsa XIX asr oxiri va XX asr boshlaridagi pedagogik qarashlarning o‘rnini ochib berishdan iborat. MATERIALLAR VA METODLAR: Tadqiqot materiali sifatida Sharq mutafakkirlari (Abu Nasr Forobiy, Ibn Sino, Alisher Navoiy, Abdulla Avloniy) hamda G‘arb pedagoglar (F. Frebel, I. Pestalozzi, M. Montessori, J. Dyui, K. Ushinskiy) asarlari o‘rganildi. Mazkur tadqiqotda quyidagi metodlardan foydalanildi:tarixiy-pedagogik tahlil;qiyosiy tahlil (Sharq va G‘arb qarashlari); ilmiy manbalarni o‘rganish va umumlashtirish; nazariy deduksiya va induksiya usullari. MUHOKAMA VA NATIJALAR: Tahlillar shuni ko‘rsatadiki: Sharq pedagogikasida tarbiya ko‘proq axloqiy va ma’naviy kamolotga qaratilgan; G‘arb pedagogikasida esa bolaning individualligi va faoliyatiga urg‘u berilgan; XULOSA: Pedagogik ta’lim taraqqiyotida maktabgacha tarbiya g‘oyalari uzoq tarixiy rivojlanish yo‘lini bosib o‘tgan. Sharq mutafakkirlari bolani axloqiy va ma’naviy jihatdan tarbiyalashga urg‘u bergan bo‘lsa, G‘arb pedagoglari uning individual rivoji va faoliyatini asosiy omil sifatida ko‘rgan. XIX asr oxiri va XX asr boshlarida yuzaga kelgan pedagogik g‘oyalar zamonaviy maktabgacha ta’limning ilmiy asosini yaratdi. Ushbu davr olimlari tomonidan ishlab chiqilgan nazariyalar hozirgi kunda ham o‘z ahamiyatini yo‘qotmagan.

INTRODUCTION: the preschool education system is the first and most important stage of human development. It is during this period that the intellectual, spiritual and social foundations of the individual are formed. In the development of pedagogical education, the ideas of preschool education have developed and been enriched in different eras and civilizations. Eastern and Western thinkers have created important theoretical and practical foundations in this process. In particular, at the end of the 19th and beginning of the 20th centuries, fundamental changes occurred in pedagogical science, and preschool education was formed as a separate system. Scientists of this period put forward new approaches to the development of the child as a person. This article analyzes the historical development of the ideas of preschool education based on the works of Eastern and Western scientists. Pedagogical views of the 19th and early 20th centuries are highlighted. AIM: the purpose of this article is to analyze the formation and development of preschool education ideas in the development of pedagogical education based on the scientific heritage of Eastern and Western scientists, especially to reveal the place of pedagogical views of the late 19th and early 20th centuries. MATERIALS AND METHODS: the works of Eastern thinkers (Abu Nasr Al-Farabi, Ibn Sina, Alisher Navoi, Abdulla Avloni) and Western educators (F. Froebel, I. Pestalozzi, M. Montessori, J. Dewey, K. Ushinsky) were studied as research material. The following methods were used in this study: historical and pedagogical analysis; comparative analysis (Eastern and Western views); study and generalization of scientific sources; methods of theoretical deduction and induction. DISCUSSION AND RESULTS: the analysis shows that: In Eastern pedagogy, education is more focused on moral and spiritual development; in Western pedagogy, the emphasis is on the individuality and activity of the child; CONCLUSION: In the development of pedagogical education, the ideas of preschool education have gone through a long historical development path. While Eastern thinkers emphasized the moral and spiritual upbringing of the child, Western educators saw his individual development and activity as the main factor. Pedagogical ideas that emerged in the late 19th and early 20th centuries created the scientific basis of modern preschool education. The theories developed by scientists of this period have not lost their relevance even today.