F. R. Qodirova, Sh. Q. Toshpo’latova, N. M. Kayumova,M. N. A’zamova maktabgacha pedagogika darslik

3-Bo‘lim . O‘quv faoliyatini tashkil etish

XVI – BOB: MAKTABGACHA TA’LIM MUASSASALARIDA PEDAGOGIK JARAYoNNI TASHKIL ETISH

MTMda bolalar hayotini tashkil etish
Fiziologiya, gigiena, psixologiya, pedagogika sohasida olib borilgan ilmiy-tadqiqotlar natijasida MTMda kichkintoylar hayotini tashkil etishning quyidagi prinsiplari yuzaga keldi:
Har bir yosh guruxda bolalarni jamoachilik ruhda tarbiyalash va har bir bolaning har tomonlama rivojlanishini ta’minlaydigan bir xil shart-sharoitlar yaratish.
Bolalarni yosh guruxlariga taqsimlashda har bir guruhga faqat bir xil yoshdagi bolalarni tanlash va shunga qarab ta’lim-tarbiya jarayonini tashkil ztish.
Bolalarning har xil faoliyat bilan shug‘ullanishlari va bir-birlari bilan muloqotga kirisha olishlari uchun zarur bo‘lgan moddiy muhitni yaratish. Buning uchun guruh xonasi va maydonchani gigienik, pedagogik, estetik talablar darajasida kerakli asbob-anjomlar bilan ta’minlash.
Bolalarning yoshiga mos kun tartibiga rioya qilish va uning barqarorligini ta’minlash.
Bolalar shaxsini shakllantiradigan faoliyat turlarini (uyin, mehnat, ta’lim) tashkil etish va bu faoliyatlar uchun kun tartibidan ma’lum vakt ajratish.
Bolalarning har xil faoliyatlarini ilmiy asoslangan prinsiplar asosida almashtirib borish MTMning har xil yosh guruhlarida bolalar hayotini tug‘ri tashkil etish

Developing expertise requires both a foundation of factual knowledge and skills and a conceptual understanding that allows facts to become “usable” knowledge. In the preschool years, key concepts can be quite basic and therefore easily overlooked. In mathematics, for example, children need to develop more than verbal counting skills and number recognition. They need to grasp “quantity.” Similarly, emergent literacy requires not just that children recognize letters, but that they grasp the concept of “representation” involved in written words and illustrations. Because the preschool years are a time when children are rapidly developing skills and acquiring new knowledge, the importance of concepts can be overlooked. Curricula can be judged on the extent to which they promote learning of concepts as well as information and skills. Fundamental va qoshimcha oliniyatokan bilib, o'quv mashqlari samaradorli bo'lishi uchun Ikala bilimni rivojlantirish zarur, bilim va o'quv mashqlari konseptual tushunchani ishlatishka ko'maklashadi. Maktabgacha talimda juda etibor bilan yondashish zarur. Misol uchun matematikada nafaqat hisob kitobni o'rgatish balki sonlarni taniy olish hususiyatini ham rivojlantirish zarur. Ular miqdorini ham tushunishlari shart. Huddi shunday yozishta ham bolalar nafaqat hariflarni taniy olishlik balki so'zlar nima manoni anglatishini hatda nima yozilganligi haqida ham bilishlari zarur. Maktabgacha bo'lgan yoshda bolalar bilim darajasi tez rivojlana boshlaydi va yangi narsalarni tez o’zlashtira boshlaydi ayni bu paytda etiborsizlikka yo'l qoymaslik kerak. Malumotlarni qay tarzda tez va oson o'ziga singib olayotkanliklarini biografik jihatdan bilib olish mumkun. Pedagogy in early childhood education and care (ECEC): an international comparative study of approaches and policies Research brief July 2015