PEDAGOGIK TA’LIM TARAQQIYOTIDA MAKTABGACHA TARBIYA G‘OYALARINING RIVOJI (XIX ASR OXIRI – XX ASR BOSHLARIDA)

Kirish: pedagogik ta’lim taraqqiyotida maktabgacha tarbiya g‘oyalarining rivoji muhim ahamiyat kasb etadi. Ayniqsa, XIX asr oxiri va XX asr boshlarida bu yo‘nalish tubdan o‘zgarib, bolalar tarbiyasiga yangicha yondashuvlar shakllandi. Ushbu davrda bolani mustaqil shaxs sifatida ko‘rish, uning tabiiy rivojlanishini qo‘llab-quvvatlash va o‘yin faoliyatining ahamiyatini tan olish asosiy g‘oyalardan biri bo‘ldi. Mazkur maqolaning maqsadi — shu davrdagi maktabgacha ta’lim g‘oyalarining rivojlanishini tahlil qilishdir. Maqsad: XIX asr oxiri va XX asr boshlarida maktabgacha ta’lim g‘oyalarining rivojlanishini tahlil qilish va ularning pedagogik ahamiyatini ochib berish. Materiallar va metodlar: tadqiqot davomida tarixiy-pedagogik tahlil, taqqoslash va umumlashtirish metodlaridan foydalanildi. XIX asr oxiri va XX asr boshlariga oid ilmiy manbalar, pedagogik qarashlar hamda ilg‘or tajribalar o‘rganildi. Shuningdek, turli pedagog olimlarning maktabgacha ta’limga oid qarashlari solishtirildi. Natijalar va muhokama: tadqiqot natijalari shuni ko‘rsatdiki, mazkur davrda maktabgacha tarbiya tizimi shakllanish jarayonini boshdan kechirgan. Bolaning shaxs sifatida rivojlanishiga e’tibor kuchaydi, o‘yin orqali o‘qitish metodlari keng qo‘llanila boshlandi. Tarbiya jarayonida erkinlik, ijodkorlik va individual yondashuv muhim omil sifatida qaraldi. Shuningdek, maktabgacha ta’lim muassasalari soni ortib, ularning faoliyati tizimli ravishda yo‘lga qo‘yildi. Natijalar shuni ko‘rsatadiki, XIX asr oxiri va XX asr boshlarida shakllangan pedagogik g‘oyalar bugungi zamonaviy maktabgacha ta’lim tizimining asosini tashkil etadi. Bolaning erkin rivojlanishi, o‘yin asosida o‘qitish va individual yondashuv kabi tamoyillar hozirgi kunda ham dolzarbligicha qolmoqda. Shu bois, tarixiy tajribani o‘rganish va uni zamonaviy sharoitga moslashtirish muhim hisoblanadi. Xulosa: XIX asr oxiri va XX asr boshlarida maktabgacha ta’lim g‘oyalarining rivoji pedagogik ta’lim taraqqiyotida muhim bosqich bo‘lib, bolalar tarbiyasida innovatsion yondashuvlarni shakllantirishga xizmat qildi.

Introduction: the development of preschool education ideas plays a crucial role in the evolution of pedagogical education. Particularly, in the late 19th and early 20th centuries, this field underwent significant transformation, leading to new approaches to child upbringing. During this period, the child began to be viewed as an independent individual, with emphasis on natural development and the importance of play-based learning. The purpose of this article is to analyze the development of preschool education ideas during this historical period. Aim: to analyze the content and components of communicative competence and to determine its pedagogical significance in primary education. Materials and Methods: the study employed historical-pedagogical analysis, comparative methods, and generalization. Scientific sources, pedagogical concepts, and advanced practices from the late 19th and early 20th centuries were examined. Additionally, the views of various educators on preschool education were compared. Results and Discussion: the findings indicate that during this period, the preschool education system underwent a formation stage. Greater attention was given to the child’s personal development, and play-based teaching methods became widely used. Freedom, creativity, and individual approach emerged as key factors in the educational process. Furthermore, the number of preschool institutions increased, and their activities became more systematically organized. the results demonstrate that pedagogical ideas formed in the late 19th and early 20th centuries laid the foundation for modern preschool education systems. Principles such as free development of the child, play-based learning, and individualized instruction remain relevant today. Therefore, studying historical experience and adapting it to contemporary conditions is essential. Conclusion: the development of preschool education ideas in the late 19th and early 20th centuries was a crucial stage in pedagogical progress, contributing to the formation of innovative approaches to child upbringing.