Analysis of research and experience in the field of preschool education in independent uzbekistan and abroad

Journal of Advanced Research and Stability
Volume: 02 Issue: 03 | 2022 ISSN: 2181-2608 
www.sciencebox.uz/ 
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the formation of a prosperous, strong democratic state, civil society." 
Quality of education and its control, formation and implementation of systems of full 
management of the system of continuing education - one of the priorities of the state education 
policy, the National Program and Model of Training, an independent major research area and is 
an urgent task of science. 
The problem of quality of education has been theoretically analyzed in accordance with general 
secondary education, secondary special, vocational education and higher education 
(R.Sh.Akhlidinov, N.I.Bulinskiy, U.Inoyatov, V.A Kalney, Sh.E.Kurbanov, V.P.Panasyuk, 
M.M.Potashnik, X.F.Rashidov, E.A.Seytkhalilov, N.A.Selezneva, A.I.Subetto, U.Q.Tolipov, 
P.I.Tretyakov, S.T.Turgunov, T.I.Shamova, S.E.Shishov and others) developed theoretical, 
organizational and methodological bases of technologies. 
Determining the specifics of improving the quality and effectiveness of education in the context 
of preschool education, the assimilation of its basic components requires serious theoretical and 
experimental research. 
As a result of theoretical analysis, it became clear that the issue of quality of education in 
preschool education is one of the least developed issues in the field of modern pedagogy. We 
have found a very limited number of studies in the known literature (for example, L.I. 
Falyushinoy), which tried to solve this problem through the rational use of working time of 
preschool staff and the organization of methodical work with teachers. Unfortunately, the 
identified aspects of providing quality education do not allow for a comprehensive study of this 
problem as it does not allow to solve it. 
The quality and effectiveness of the preschool education process itself has not been specifically 
studied. In the 90s of the last century, researchers of the UzPFITI named after 
T.N.QoriNiyaziO.L.Rnyazeva, M.Rasulova, R.B.Stirkina, E.G.Yudina introduced the state 
standard of preschool education (1994), and then to preschool education. (1999) was published 
in the context of the psychological and pedagogical conditions and requirements that ensure the 
development of the child in the educational process. The authors argue that educational programs 
(including the knowledge, skills and competencies required by the child at a certain stage), the 
teacher's deep professional knowledge, primarily his children, subject-developmental 
environment is personal - purposeful. who have entered into a relationship. 
Later, a number of scholars (T.I.Aliyev, K.O.Beliy, L.A.Paramonov, M.Rasulova, etc.) published 
speeches based on the first and broad understanding of the quality of preschool education, its 
procedural and outcome components. 
In 2008, the "Concept of preschool education in the Republic of Uzbekistan" was developed by 
F.R.Kadyrova, R.M.Kadyrova, F.N.Vahobova. 
It is not difficult to note that all the authors considered the quality of preschool education only in 
terms of its psychological and pedagogical aspects, which is not enough to form a good 
understanding of it. This can be achieved not only in the field of psychology and pedagogy, but 
also in the context of an interdisciplinary approach based on the integration of knowledge in 
philosophy, sociology, qualimetry, management sciences. 
It has also not been studied whether a pre-school education institution can be seen as a quality-
assisted educational institution in a market economy. At such a time it is impossible to create a 
concept of improving the quality of education in such conditions without knowing its specific 
features. 

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