TARBIYACHILARNI MAKTABGACHA YOSHDAGI BOLALAR NUTQINI RIVOJLANTIRISHDAGI PEDAGOGIK TAYYORGARLIGINI SHAKLLANTIRISH.

KIRISH: maktabgacha ta’lim bosqichi inson shaxsiyatining poydevori shakllanadigan va kognitiv hamda ijtimoiy-emotsional rivojlanish shiddat bilan kechadigan davr hisoblanadi. Bolaning intellektual salohiyati va muloqot madaniyatini belgilab beruvchi yetakchi omil – uning nutqiy faoliyatidir. Maktabgacha yoshdagi bolalar nutqini tizimli va metodik jihatdan to‘g‘ri rivojlantirish tarbiyachilarning kasbiy hamda pedagogik tayyorgarlik darajasiga bevosita bog‘liq. MAQSAD: tarbiyachilarning maktabgacha yoshdagi bolalar nutqini rivojlantirish bo‘yicha pedagogik tayyorgarligini shakllantirishning nazariy-metodik asoslarini asoslash hamda zamonaviy innovatsion va interfaol yondashuvlarning samaradorligini yoritishdan iborat. MATERIALLAR VA METODLAR: tadqiqotda ilmiy-pedagogik va metodik adabiyotlar tahlili, mazmuniy (kontent) tahlil, pedagogik kuzatuv hamda ta’lim-tarbiya jarayonida qo‘llaniladigan mnemonika, ertak-terapiya, dramatizatsiya va kognitiv o‘yinlar kabi interfaol metodlarni umumlashtirish usullaridan foydalanildi. MUHOKAMA VA NATIJALAR: tarbiyachining pedagogik tayyorgarligi nazariy, amaliy va psixologik-metodik komponentlarning uzviy birligi ekanligi ko‘rsatildi. Nutqni rivojlantirish jarayoni lug‘atni boyitish, grammatik qurilishni shakllantirish, fonetik madaniyatni o‘stirish va bog‘lanishli nutqni rivojlantirish yo‘nalishlarida olib borilishi zarurligi asoslandi. Shuningdek, tarbiyachining ota-onalar bilan hamkorlikda oilada nutqiy muhitni boyitish va oilaviy kitobxonlikni targ‘ib qilishdagi roli aniqlandi. XULOSA: tarbiyachilarning bolalar nutqini rivojlantirish bo‘yicha pedagogik tayyorgarligini tizimli ravishda shakllantirish va takomillashtirish maktabgacha ta’lim sifati va samaradorligini oshirish hamda barkamol avlodni tarbiyalashning asosiy kafolatidir.

INTRODUCTION: early childhood education is a foundational stage in personality development characterized by rapid cognitive and social-emotional growth. Speech activity serves as the primary factor determining a child's intellectual capacity and communication skills. The systematic and methodologically sound speech development of preschool children directly depends on the professional and pedagogical readiness of educators. AIM: to substantiate the theoretical and methodological framework for developing preschool educators' pedagogical readiness for children's speech development and to highlight the effectiveness of modern innovative and interactive approaches. MATERIALS AND METHODS: the study utilized methods of scientific-pedagogical and methodological literature analysis, content analysis, pedagogical observation, and synthesis of interactive learning methods (mnemonics, fairy-tale therapy, dramatization, and cognitive games). DISCUSSION AND RESULTS: pedagogical readiness is defined as an integral combination of theoretical, practical, and psychological-methodological components. The study highlights the necessity of developing speech through vocabulary expansion, grammatical structure formation, phonetic culture, and coherent speech development. Furthermore, the educator's role in partnering with parents to enrich the home language environment and promote family reading was emphasized. CONCLUSION: systematically developing and refining educators' pedagogical readiness in children's speech development serves as a key guarantee for enhancing the quality and effectiveness of preschool education and fostering well-rounded individuals.