Ўзбекистон республикaси олий вa ўртa мaхсус тaълим вaзирлиги низомий номидaги

MENTAL EDUCATION OF PRESCHOOL CHILDREN 
Chorieva Durdona 
Lecturer at TSPU named after Nizami, Faculty of Preschool 
Education, 
 Bekmuradova Laziza 
2nd year student of TSPU named after Nizami 
The goal of the strategy for 2017-2021 is to radically increase the effectiveness of 
ongoing reforms, create conditions for ensuring the comprehensive and accelerated 
development of the state and society, implement priority areas for modernizing the 
country and liberalize all spheres of life. 
As noted in the document, a comprehensive analysis of the stage of independent 
development passed by Uzbekistan, as well as the changing conjuncture of the world 
economy in the context of globalization, require the development and implementation 
of "dramatically new ideas and principles for further sustainable and advanced 
development of the country." 
With regard to preschool age, we can talk about the elements of self-education 
based on the conscious imitation of behavior patterns of elders and peers, as well as 
due to the formation of independence. Elementary self-education begins with 
controlling your body, movements, refraining from wrong actions, rude words, but 
most importantly, with the development of positive behavioral habits. For a 
preschooler, self-education is doing good deeds (be polite, clean up toys, help kids, 
etc.) and avoid bad deeds (do not offend girls, do not laugh when someone falls down, 
gets dirty, etc. ). 
In working with young children, it is important to stimulate their desire to become 
better, to instill that they can do it, to rejoice at the slightest success. Admission to 
school, as it were, highlights the shortcomings in behavior, and the child begins to 
realize them. 
Children can engage in episodic self-education: do exercises in the morning to be 
strong` practice hatching to improve writing skills. The task of the teacher is to give 
the self-education of children a purposeful and systematic character, to contribute to 
the gradual improvement of the child's personality. 

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Education and self-education are organically linked. Only the upbringing that 
evokes in the child the process of self-education is effective. But, on the other hand, 
the more a child wants and can work on himself, the more receptive he is to the 
educational influences of adults. The sensitivity of the child to educational influences 
(external and internal) is determined by the plasticity, variability of personality traits, 
the ability to perceive, acquire, preserve, rebuild, transfer the experience of other 
people, i.e. ability to develop. 
When determining the content of the educational process, leaders and teachers of 
all educational institutions are guided by universal values. They set themselves the task 
of awakening the child's interest both in the global problems of mankind, and in the 
history and culture of their region, in their school and family. In most educational 
institutions, fundamental ideas, or the main rules for building educational interaction, 
act as principles. Interaction between students and teachers should be based on the 
following principles: 
- spirituality and sincerity; 
- security and comfort; 
- trust and openness; 
- co-creation and community; 
- individuality and personal orientation. 
Learning is understood as such a purposeful interaction of teachers and pupils of 
preschool institutions, the result of which is the mastery of skills, abilities, knowledge, 
the disclosure of the abilities and capabilities of preschoolers in order to quickly adapt 
to classes in elementary school. Learning, therefore, is based on skills, abilities and 
knowledge. 
Each science has its own subject, that is, it studies a certain area of reality. For 
pedagogy, such an area is education. It studies the essence of education, its deep 
internal mechanisms, the relationship with the development of the individual and the 
external conditions of its existence. Therefore, the most basic concept of pedagogy is 
education, all other concepts concretize and expand it. Nevertheless, there is no 
unambiguous generally accepted definition for the concept of "education" - it is 

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ambiguous. Consider the concept of "education" in the main meanings: social and 
pedagogical. 
Education in the social sense is understood as a social phenomenon, a function of 
society, which is to prepare the younger generation for life. All the efforts of the social 
structure of society are aimed at this: the child is prepared for life by the family, 
kindergarten, school, mass media, church, etc. Preparation for life is determined by 
many other external influences, circumstances and conditions (ethnicity of a person, 
natural and cultural environment , residence, etc.). Education in such a broad sense is 
identified with socialization. 
Education in the pedagogical sense is a specially organized and controlled process 
that contributes to the development of the individual. It may have as its goal the 
development of the personality as a whole (holistic education is carried out in 
kindergarten, school, family). In this case, one usually speaks of education in a broad 
pedagogical sense. Adults can purposefully influence the child in order to form certain 
mental and personal qualities in him (neatness, love and affection for the family, 
interest in books, etc.). Then we mean education in the narrow, pedagogical sense. 
The specificity of education as a social phenomenon lies in the fact that it arose 
from the moment of the formation of human society. Education is an eternal and 
general category, generated by the need to preserve the lives of children, ensure their 
development, and establish continuity between generations. 
The content and nature of education in different historical times do not remain 
unchanged. Changes occur under the influence of the economic conditions of society, 
the methods of production of material goods, as well as politics, culture, religion. 
Therefore, before us is a historical phenomenon. 
Education is always an influence on the educated from the outside. However, not 
all external influences have a positive effect on the child. The fact is that external 
influences are refracted through internal conditions, i.e. through the features of the 
emerging personality psyche. The child perceives some influences actively, others - 
passively. Even a simple reminder of the teacher about the need to wash their hands 
after a walk evokes their feelings, actions, forms of behavior in the pupils (some will 

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run with joy because they love water or want to earn the teacher’s praise; others will 
do it out of habit; someone will try to avoid this procedure ). Consequently, children 
pass the educational impact of an adult through the prism of their life experience, reject 
or accept it, and, depending on this, build their behavior. 
Educational influences can also be internal, when a person himself makes 
demands on himself, tries to influence himself with the help of a certain activity in 
order to form some qualities. 
Skills are the ability to automatically perform the actions necessary in a particular 
case, brought to perfection through constant repetition. 
Skills - the ability to independently perform specific actions using acquired skills. 
Knowledge is a reflection of the surrounding reality by a preschooler in the form 
of learned concepts. 
The preschool education program includes two categories of knowledge and 
skills. The first provides for knowledge and skills, the development of which 
corresponds to the current level of cognitive processes and productive activities of 
children. Such knowledge, as a rule, is mastered by children in situations of 
communication, games, joint activities with adults or peers and does not require 
organized learning. 
The second category includes knowledge, skills to be mastered by all children in 
the classroom. 
An essential feature of the cognitive activity of preschoolers is its visual-effective 
and visual-figurative character. Therefore, the knowledge of preschoolers exists in the 
form of representations, images that reflect the known objects, phenomena, some of 
their features, and the actions of the child with them. In this regard, the child's 
knowledge is characterized as fragmentary, incomplete, fragmentary, weakly 
generalized, unrelated.