SAVODXONLIKKA O‘RGATISHDA BOLALARNING TAYANCH-KOMPETENSIYALARIGA INTEGRATSION YONDASHUVNING PEDAGOGIK-PSIXOLOGIK XUSUSIYATLARI

KIRISH: mazkur maqolada savodxonlikka o‘rgatish jarayonida bolalarning tayanch-kompetensiyalarini rivojlantirishga qaratilgan integratsion yondashuvning pedagogik va psixologik xususiyatlari tahlil qilinadi. Tadqiqotda savodxonlikni shakllantirish faqat harf, tovush va bo‘g‘inlarni o‘zlashtirish bilan cheklanmasdan, balki bolalarning nutqiy, kommunikativ, bilish, ijtimoiy va mustaqil fikrlash kompetensiyalari bilan uzviy bog‘liqlikda rivojlanishi asoslab beriladi. Shuningdek, integratsion yondashuvning ta’lim jarayonidagi afzalliklari, bolaning yosh va individual xususiyatlarini inobatga olish zarurati, motivatsion muhit yaratish hamda o‘yin, muloqot va amaliy faoliyat asosida o‘qitishning samaradorligi yoritiladi. Maqolada savodxonlikka o‘rgatishning pedagogik-psixologik mexanizmlari ochib berilib, tayanch kompetensiyalarni shakllantirishda kompleks yondashuvning muhimligi asoslanadi. MAQSAD: maqolaning asosiy maqsadi — savodxonlikka o‘rgatishda integratsion yondashuvning pedagogik va psixologik xususiyatlarini tahlil qilish hamda bolalarning tayanch kompetensiyalarini shakllantirishdagi ahamiyatini asoslash. MATERIALLAR VA METODLAR: tadqiqotda bolalar bilan olib borilgan kuzatuvlar, pedagogik tajribalar va psixologik tahlillar qo‘llanildi. Savodxonlikka oid darsliklar, ilmiy maqolalar va metodik qo‘llanmalar asos sifatida tanlandi. O‘yin, muloqot va amaliy faoliyat asosida o‘qitish metodlari sinovdan o‘tkazildi. MUHOKOMA VA NATIJALAR: integratsion yondashuv qo‘llanilganda bolalarning nutqiy rivojlanishi, kommunikativ kompetensiyasi va mustaqil fikrlash ko‘nikmalari sezilarli darajada oshdi. O‘yin va muloqot asosidagi mashg‘ulotlar bolalarda motivatsiyani kuchaytirdi, bilish faoliyatini faollashtirdi va ijtimoiy moslashuvchanlikni rivojlantirdi. HULOSA: savodxonlikka o‘rgatishda integratsion yondashuv bolalarning tayanch kompetensiyalarini shakllantirishda samarali vosita hisoblanadi. Bu yondashuv ta’lim jarayonida bolaning yosh va individual xususiyatlarini inobatga olish, motivatsion muhit yaratish va kompleks rivojlanishni ta’minlashga xizmat qiladi.

INTRODUCTION: this article examines the pedagogical and psychological features of an integrative approach to developing children’s core competencies in the process of literacy instruction. The study argues that literacy development should not be limited to the acquisition of letters, sounds, and syllables, but should be understood as a process closely connected with the formation of speech, communication, cognitive, social, and independent thinking competencies. Special attention is given to the advantages of the integrative approach, the need to consider children’s age-related and individual characteristics, the creation of a motivating learning environment, and the effectiveness of teaching through play, interaction, and practical activity. The article reveals the pedagogical and psychological mechanisms of literacy instruction and highlights the importance of a comprehensive approach in developing core competencies. AIM: the main objective of the article is to analyze the pedagogical and psychological characteristics of the integrative approach in teaching literacy and to substantiate its importance in forming basic competencies in children. MATERIALS AND METHODS: the study utilized observations of children, pedagogical experiments, and psychological analysis. Literacy textbooks, scientific articles, and methodological manuals served as the foundation. Teaching methods based on play, communication, and practical activities were tested. RESULTS AND DISCUSSION: the results showed that when the integrative approach was applied, children's language development, communicative competence, and independent thinking skills significantly increased. Play- and communication-based activities strengthened motivation, activated cognitive functions, and developed social adaptability in children. CONCLUSION: the integrative approach in teaching literacy is an effective tool for shaping the basic competencies of children. This approach serves to take into account the child's age and individual characteristics within the educational process, create a motivational environment, and ensure comprehensive development.