Международный научно-образовательный электронный журнал «образование и наука в XXI веке». Выпуск №10 (том 1)



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«Образование и наука в XXI веке» 1 JILD

Reference: 
1.
Jean Yates "English conversation". 
2.
McGraw-Hill "Practice makes perfect: English conversation. 
3.
Amy Gillett “Speak English like an American”. 
4.
BBC Learning English 
5.
blog.lingoda.com 


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ФИО автора: 
Temirova Gulnora 
Учебное заведение (населенный пункт):
Director of the 12th MTT Pakhtaabad 
district Andijan region 
Название публикации:
«CHALLANGES AND SOLUTIONS FOR PREPARING 
PRESCHOOL CHILDREN FOR SCHOOL» 
Abstract: 
It deals with the problems and solutions in the psychological, pedagogical 
and mental preparation of preschool children for school. Parents explain the role and 
importance of educators in preparing children for school. Hereditary factors of the 
manifestation of the child's potential in the educational process are shown 
Keywords:
intellectual, psychological, social, spiritual, media, thinking, success, 
feature, science and technology, process, activity. 
One of the main requirements of a school for a child's personality is psychological 
preparation. The psychological readiness of the child is inextricably linked with the 
change of his social position in society and the specificity of children's educational 
activities in the early school years. It should be noted that psychological preparation 
for school is not a constant, but it is constantly changing and enriching. The 
components of psychological training are: intellectual, spiritual and volitional training.
In most cases, when talking about the level of mental development of the child, more 
attention is paid to the amount of mental knowledge, which is determined by his 
vocabulary. Parents, and even some educators, think that the more a child knows, the 
more developed he will be. In fact, this is not the case, because of the proliferation of 
science and technology, the media, today's children seem to be floating in the ocean of 
information. This is the basis for a sharp increase in their vocabulary, but this does not 
mean that their thinking is developing at such a rapid pace. Mastering the school 
curriculum requires the child to have sufficiently developed cognitive processes, such 
as the ability to compare, analyze, generalize, and draw independent conclusions.
Therefore, psychodiagnostic tools, tests, questionnaires, which are widely used today 
by school practicing psychologists in the process of admission of children to the first 


39 
grade, mainly consist of methods aimed at determining the level of development of the 
above characteristics in the child. Another important indicator of the intellectual 
readiness of 5-7 year olds for school is the high level of development of figurative 
thinking in them. Based on these, the child will be able to distinguish the most 
important features, relationships between objects and events in the environment. At 
this point, children will not only understand the drawings, but will be able to use them 
successfully. As a preschooler, a child should be prepared for a learning activity that 
will be the leading type of activity at a young school age. In this case, it is important 
that the child has formed certain relevant issues. One of the key features of such skills 
is that the child is able to separate the learning task and turn the activity into an 
independent goal. Such processes require first-graders to be able to look for signs of 
change, novelty in the assignment, and to be surprised and interested. If such tasks are 
turned into practical work or done in the form of a game, it will be easier and the child 
will master it. The intellectual preparation we have discussed above is not the only 
basis for a child to succeed in school. If a child has the necessary reserve of skills and 
abilities, has a high level of intellectual development, and is not personally prepared 
for the social status of children, it will be difficult for them to go to school. If a teacher 
or parent is not interested in reading it, they perform the learning tasks in a coercive, 
low-quality, hand-held manner. In such cases, it will be difficult to achieve the desired 
results. 
• How do you do in school if you can't speak two sentences? 
• You don't know how to count, so how do you get to school? 
• If you go to school, your friends will stop doing it! 
• You know nothing, you embarrass us when you go to school! 
Criticism, such as fear of school in a child, can be the basis for the formation of 
fear of him. It takes a lot of energy, time, hard work, patience, perseverance, attention 
to change the attitude of children who go to school with such fear, to instill in them 


40 
self-confidence. This is undoubtedly a more complex process than forming a positive 
attitude towards school in a child beforehand. 
Parents should keep in mind that each child has unique characteristics in mental 
development, and these characteristics are reflected in their occupation of this or that 
type of activity. When some children are just learning the first words, their peers will 
already be able to speak certain phrases. The manifestation of a child's potential in the 
educational process is to some extent related to hereditary factors. Children differ from 
each other according to their temperament: 
• Children who are cheerful, lively, cheerful, and able to adapt quickly to the changing 
conditions of life - belong to the sanguine temperament. 
• Children who are often in a bad mood, impressionable, short-tempered, sluggish - 
have a melancholic temperament. 
• Calm, indifferent, inactive, speechless children are phlegmatic. 
• Irritable, restless, irritable, active children - are choleric. 
Children also differ in the way they need the help of adults. Some children need 
to be shown, explained, followed up several times to perform an action. For other 
children, a one-time demonstration of the work will suffice. There are also children 
who perform the given task independently. Children also differ from each other in 
terms of their curiosity and mental activity. Some children ask a lot of questions and 
are active, while some children are not interested in anything. The more deeply parents 
know the uniqueness of their children, the more they can successfully organize 
teaching them. 
Children's psychological preparation for school should be broad and perfectly 
developed. The better we educate children, I think they will grow up in the future in 
the spirit of devotion to the Motherland. This means that if the educator uses all means 
and methods to cultivate moral feelings in the child, it will be much easier to teach 
good manners. 


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