Bringing upcottectly children tallents

BRINGING UPCOTTECTLY CHILDREN TALLENTS


Plan:

1. 
   Methods of economic education for preschool children.
   
2. 
   Goals and objectives of the "Lessons of the Constitution" program.
   
3. 
   Methods used in ecological education.
   

The evidence for this is the fact that the 50,000-word "Uzbek-Russian Dictionary" published by the Chief Editorial Office of UzSE in 1988 did not include concepts such as "value", "national revival", "national consciousness", "national pride". can be shown. Also, these words are not found in the two-volume "Annotated Dictionary of the Uzbek Language" published in Moscow in 1981 by the "Russian Language" publishing house, covering 60,000 words. The fact is that even in some Russian-Uzbek dictionaries, the word "value" is not used. For example, in the "Dictionary of Social-Political Terms" published by "Fan" publishing house in 1976, the word "sennost" has four

Although defined as a separate dictionary article, the meaning of "value" has not found its expression in any of them .
But there are words "nationalist" and "nationalism" in dictionaries.
So what is the reason? In our opinion, such a situation did not arise spontaneously or by chance. This stable system allows the peoples of our region to preserve their centuries-old history, rich and unique national heritage, values,
It is the result of the policy aimed at separating them from their lives and turning them into manqurts.
Supporters of the ruling policy evaluated terms such as "national independence", "national pride", "national pride" as concepts that arouse nationalism in people, and the representatives of the local nation expressing them became nationalistic and were under pressure. That's why concepts praising national spirituality and superstition have not been used in our social-political, spiritual-ideological life for many years. It even threatened to exclude them from our national vocabulary.
Along with the freedom of speech and thought, independence brought back to our lives many national concepts that were banned before. Now concepts such as "values", "independence", "independence", "national pride" are gaining their original meaning.
It should be said with pleasure that these terms entered our lives and took deep root in a short time thanks to the services of our honorable President IAKarimov. In his works and speeches, he proudly notes that due to independence, fundamental changes are taking place in all areas of our life, including the restoration of our national values, culture, customs, traditions, national pride, and the restoration of our sense of national identity. will be done.
So what exactly is the concept of values? What are its essence and main aspects? First of all, it should be noted that values are a very comprehensive concept. That is why we can find different approaches to this concept in the literature. For example, in the fifth volume of the Encyclopedia of Philosophers, values are described as follows:
"Values are a philosophical and sociological concept. It expresses, firstly, the positive and negative value of an object, and secondly, the normative determining-evaluative aspect of social consciousness (subjective values or consciousness values).
A similar point of view is stated in the Uzbek Soviet encyclopedia: "Values (philosophy in sociology) - a concept used to show the human, social and cultural significance of certain events in reality."
According to the well-known philosopher and scientist VP Tugarinov, "values are the essence or an aspect of the phenomena of nature and society, which are the real or ideal blessings of the life and culture of people belonging to a certain society and class. The reason why these benefits are called values is that people value them because these values enrich their personal and social life. That is why people protect the values in their possession and strive to realize the goals or ideal values for themselves.
The first and most general of all values is life itself, because being important in life overrides the use of all other values,…
It is impossible to preserve the economic independence of our republic, its scientific potential, without educating a free person who can make independent, conscious, responsible decisions in personal and social life. Today, the relationship between politics and education is open to everyone. The economic, intellectual, cultural, spiritual and moral potential of any developed society depends on its content and direction. In the conditions of the formation of the market economy and the development of the modern Uzbek society, the economic education of the young generation is of great importance. Modern new economic conditions determine the need to educate independent, active, hardworking, economically literate, highly moral, humane individuals of preschool age, which is the basis of a person's further life activity.
Economic upbringing of preschool children, formation of the foundations of economic culture, involvement of children in the economy, initial economic education is one of the factors of economic socialism, and has a great influence on the child's relationship to material and spiritual values and, in general, on the formation of the child's personality. shows. The variety of problems studied in economic theory is commendable, but the issue of studying the pedagogical conditions of economic education of children in a preschool educational institution remains relevant. According to AS Makarenko, from an early age, a child should be accustomed to future economic activities in a family environment and should have an understanding of honesty, care, thrift, and responsibility.
In the 70s of the 20th century, scientists LN Ponomaryov and LE Epstein were economic
education is an important factor in the development of the national economy, scientific production
a necessary condition for the organization and the labor and property of the young generation
promoted as an important means of attitude formation. "Economic
interpret concepts such as "education", "economic education", "economic training".
researchers AF Amend, LP Kurakov, BT Likhachev, VA Povstik, V.
Taking into account the views of D. Popov, AS Prutchenkov, we
economic education is the formation of moral and economic qualities of a person
target process-thrift, responsibility, efficiency, entrepreneurship, as well as
about the economic life of people oriented towards value relations
to give a general definition that it is a purposeful process of acquiring knowledge
We believe that it is appropriate. The analysis of the state of theory and practice of raising children in preschool educational institutions shows that the process of economic education and the integrated theory of economic education of preschool children are not sufficiently developed.
The content of the environment of economic education in preschool age consists of:
objective environment (creating an economic environment based on the game); social -
"Environment (parents, educational team MTT), event-knowledge environment to their interests
(interesting excursions, meetings with famous people) and information environment
(puzzle, illustrations, shops, banks, service centers, urban industry
map of enterprises, samples of coins). Educational social agents
professionally process their data and target this impact
to get, to be able to turn the state of social development into a pedagogical state, a leader
create an educational environment aimed at the formation of moral and economic qualities
should take. Another condition of economic education is family, people, society and
organizing and completing the types of children's activities (play, work, knowledge) related to the economic situation of the society, and on this basis, developing an educated interest in the positive norms and values of the socio-economic society. The choice of organizational forms of education and the types of economic education activities depend on the children's goals, tasks, and age. Since the game is an active factor in the development of the child's personality, it is very important to enrich the content of the game with vital aspects. In particular, a child's acquisition of the first concepts of knowledge about the economy through games is important for clarifying and strengthening his ideas about the economy, gaining new knowledge about the economic life of people, the child himself, the adults around him and his peers. It allows to manifest in the right actions, relationships, and activities in accordance with the existing knowledge. is the development of knowledge and interest, which expands the worldview of children.
Availability of criteria-compliant indicators in preschool education
and assessment of the level of economic education: high, medium, low
possible At a high level: children can explain the basic meaning of economic concepts, show a clear and stable interest in the work of their parents, have an understanding of their parents' profession, use economic words and phrases; they can apply the knowledge gained in the games in life; they are ready to communicate with adults and peers, ask many questions and try to find answers to them independently; able to help adults and peers at work, consciously deal with the implementation of labor activities, carefully treat work topics, its results, complete the work started, able to correctly evaluate the results of one's own work and the results of colleagues ; rational use of materials; actively supports and develops the creative research of businessmen, talented, inventive, peers in the process of effective activity; seeks and knows how to take the initiative, performs tasks with determination, brings the started work to the end. Intermediate level: children have ideas about economic concepts, but cannot always explain them; they have an unstable interest in the needs of the family, in the work of their parents; the knowledge they have is not clear, vague, superficial; children ask questions about the surrounding phenomena only after the educator has increased interest in knowledge through game conditions, exercises, creative tasks, they have enough ideas about the world around them, but do not know how to use the knowledge available in the game; organizing one's activities under the guidance of adults, completing tasks on time; loyal to material values, they are strong, proactive, know how to approach work creatively, but the assigned work is done conscientiously, only under the guidance of adults, on time; they are not always active, they can partially show persistence in achieving the goal. Low level: children cannot explain the meaning of economic concepts, do not show interest in family needs, work of parents, surrounding events of modern society, do not use economic words in speech; not interested in effective activities, acting only as external observers; they do not bring the work to the end, do not know how to negotiate during the implementation of joint labor activities, quickly lose interest in work and leave their work and return to the game; do not tend to be careful with personal and social property; when doing work, they do not show any interest in their results; irresponsible, self-initiative, does not show perseverance in achieving the goal.