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0INTERNATIONAL SCIENTIFIC AND PRACTICAL CONFERENCE "CURRENT ISSUES OF SPECIAL PEDAGOGY AND PRE-SCHOOL EDUCATION: PROBLEMS, SOLUTIONS AND DEVELOPMENT PROSPECTS" _April 25, 2024
CULTIVATING COMPETENT CAREGIVERS: A MULTIFACETED APPROACH TO ENHANCING THE PROFESSIONAL DEVELOPMENT OF PRESCHOOL
EDUCATORS Nurillaev Mukhammadkhan Isroilkhon ugli
3rd grade Student of Tashkent state university of economics https://doi.org/10.5281/zenodo.11046310 Abstract. The early years, encompassing birth to age eight, are recognized as a critical period for shaping cognitive, social, and emotional development. Preschools play a vital role in providing care and education during this crucial window, relying heavily on the expertise and dedication of their educators. This article explores the importance of enhancing the professional competence of preschool educators through a multifaceted approach. Drawing on the theoretical frameworks of competence-based learning and lifelong learning, the article emphasizes the need for educators to possess specific knowledge, skills, and attitudes. It then outlines diverse practical strategies to support their professional development, including mentorship programs, skill-building workshops, collaborative action research, accessible online learning platforms, and fostering peer learning communities.
Keywords: critical thinking, cognitive, competence, educators, guidance, feedback, early childhood education, resource management, communication.
Аннотация. Ранние годы, от рождения до восьми лет, считаются критическим периодом для формирования когнитивного, социального и эмоционального развития. Дошкольные учреждения играют жизненно важную роль в обеспечении ухода и образования в этот решающий период, во многом полагаясь на опыт и преданность своих педагогов. В данной статье исследуется важность повышения профессиональной компетентности педагогов дошкольного образования посредством многогранного подхода. Опираясь на теоретические основы компетентностного обучения и обучения на протяжении всей жизни, в статье подчеркивается необходимость владения педагогами конкретными знаниями, навыками и установками. Затем в нем излагаются разнообразные практические стратегии поддержки их профессионального развития, включая программы наставничества, семинары по развитию навыков, совместные исследования, доступные платформы онлайн-обучения и содействие сообществам взаимного обучения.
Ключевые слова: критическое мышление, когнитивное, компетентность, педагоги, руководство, обратная связь, дошкольное образование, управление ресурсами, общение.
Annotatsiya. Tug'ilishdan sakkiz yoshgacha bo'lgan dastlabki yillar kognitiv, ijtimoiy va hissiy rivojlanishni shakllantirish uchun muhim davr sifatida tan olingan. Maktabgacha ta'lim muassasalari ushbu muhim muddatda g'amxo'rlik va ta'limni ta'minlashda muhim rol o'ynaydi va o'z tarbiyachilarining tajribasi va fidoyiligiga tayanadi. Ushbu maqola ko'p qirrali yondashuv orqali maktabgacha ta 'lim muassasi tarbiyachilarning kasbiy malakasini oshirishning ahamiyatini o'rganadi. Maqolada kompetensiyaga asoslangan ta'lim va uzluksiz ta'limning nazariy asoslariga tayangan holda, o 'qituvchilarning muayyan bilim, ko 'nikma va munosabatlarga ega bo 'lishi zarurligi ta 'kidlanadi. Unda ularning kasbiy rivojlanishini qo 'llab-quvvatlash bo 'yicha turli amaliy strategiyalar, jumladan, murabbiylik dasturlari, malaka oshirish bo'yicha seminarlar, hamkorlikdagi harakat tadqiqoti, qulay onlayn ta'lim platformalarini o 'rganish ko 'rsatilgan.
Kalit so'zlar: tanqidiy fikrlash, kognitiv, kompetentsiya, o'qituvchilar, yo'l-yo'riq, fikr-mulohazalar, erta bolalik ta'limi, resurslarni boshqarish, muloqot.
INTERNATIONAL SCIENTIFIC AND PRACTICAL CONFERENCE "CURRENT ISSUES OF SPECIAL PEDAGOGY AND PRE-SCHOOL EDUCATION: PROBLEMS, SOLUTIONS AND DEVELOPMENT PROSPECTS" _April 25, 2024
The early years, encompassing birth to age eight, are recognized as a critical period for shaping cognitive, social, and emotional development. During this time, young children learn at an unprecedented pace, absorbing information and experiences that set the foundation for their future success. Preschools, which provide vital care and education during this crucial window, rely heavily on the expertise and dedication of their educators. These individuals act as more than just caregivers; they are facilitators of learning, nurturing young minds and fostering their emotional well-being.
However, ensuring the continued effectiveness of early childhood education requires a dedicated focus on professional development, equipping educators with the knowledge, skills, and attitudes essential for creating positive and enriching learning environments. This article delves into both the theoretical and practical aspects of enhancing the professional competence of preschool educators, highlighting the importance of a multifaceted approach.
Theoretical Frameworks for Enhanced Professional Competence
Understanding the theoretical underpinnings of professional development is crucial for designing effective strategies. Here, we explore two key frameworks that guide the process:
1. Competence-Based Approach:
This framework emphasizes the specific knowledge, skills, and attitudes required for effective teaching. Identifying these competencies forms the foundation for designing professional development opportunities that directly address educators' needs.
Competencies can be broadly categorized into:
Pedagogical knowledge and skills: Understanding child development, curriculum planning, instructional methodologies, assessment, and differentiation practices.
Content knowledge: Possessing a deep understanding of the subject matter they are teaching, encompassing areas like language, literacy, mathematics, science, and social studies.
Technological skills: Ability to effectively utilize technology to support learning, communication, and resource management.
Communication and collaboration skills: Effective communication with children, parents, and colleagues, fostering strong relationships and collaboration within the educational setting.
Social and emotional intelligence: Recognizing and understanding children's emotions, managing their behavior, and creating a positive and inclusive classroom environment.
Professionalism and ethics: Upholding ethical principles, displaying cultural sensitivity, and maintaining professional boundaries.
By identifying these core competencies and aligning them with national or institutional frameworks, educators and professional development providers can ensure that individuals are equipped to meet the diverse needs of young learners in today's rapidly evolving educational landscape.
2. Lifelong Learning:
The notion of lifelong learning recognizes that education is not a finite process but rather a continuous journey. Educators, like all professionals, need to remain open to new ideas, research findings, and evolving best practices within the field. Encouraging a culture of lifelong learning fosters:
Professional growth: Enables educators to continuously expand their knowledge base and refine their skills, keeping them at the forefront of early childhood education advancements.
Adaptability: Promotes the ability to respond effectively to changing educational needs, emerging technologies, and diverse learning styles within the classroom.
INTERNATIONAL SCIENTIFIC AND PRACTICAL CONFERENCE "CURRENT ISSUES OF SPECIAL PEDAGOGY AND PRE-SCHOOL EDUCATION: PROBLEMS, SOLUTIONS AND DEVELOPMENT PROSPECTS" _April 25, 2024
Reflective practice: Encourages educators to critically reflect on their teaching approaches, analyze their strengths and weaknesses, and seek feedback from colleagues and mentors to identify areas for improvement and implement new strategies effectively.
Practical Strategies for Building Professional Competence:
Putting theory into practice requires a multifaceted approach. Here, we explore diverse strategies that can be implemented to support the professional development of preschool educators:
Mentorship Programs: Pairing experienced educators with novice colleagues fosters knowledge transfer and provides a supportive learning environment. Mentors can offer guidance and feedback, share best practices, and support mentees in navigating the complexities of classroom practice.
Professional Development Workshops: Tailored workshops focusing on current research, emerging trends, and best practices in specific areas of early childhood education equip educators with up-to-date knowledge and skills. These workshops can be delivered in various formats, including face-to-face sessions, online webinars, and blended learning approaches.
Action Research: Engaging educators in collaborative research projects empowers them to investigate specific aspects of their practice, such as the effectiveness of a particular teaching strategy or intervention. This allows them to take ownership of their learning, critically analyze their findings, and share their knowledge and insights with colleagues, fostering a culture of inquiry and continuous improvement within the preschool environment.
Online Learning Platforms: Utilizing online resources can provide flexible and accessible learning opportunities for educators to acquire new knowledge and skills at their own pace. These platforms offer a wide range of courses, tutorials, and professional development resources, catering to diverse learning styles and preferences.
Peer Learning Communities: Creating communities of practice where educators can share experiences, exchange ideas, and collaborate on projects fosters collaboration, collective problemsolving, and continuous learning. These communities can be established within a single preschool, across different schools within a district, or even virtually, connecting educators from diverse geographical locations.
Leadership Commitment: School administrators and leaders play a crucial role in establishing a culture of professional development. This involves allocating adequate resources for professional learning opportunities, recognizing and celebrating educators' efforts in pursuing professional growth, and providing both formal and informal opportunities for educators within the school to collaborate and share their expertise.
Family-School Partnerships: Cultivating strong partnerships with families fosters communication and collaboration, allowing educators to gain valuable insights into children's individual needs and experiences. Engaging families in the professional development process, such as by inviting them to attend workshops or presentations on child development, can further strengthen these partnerships and contribute to a holistic approach to early childhood education.
Advocacy and Funding: Effective professional development initiatives require dedicated resources and funding. Advocating for increased support from government agencies, private organizations, and philanthropic foundations is essential to ensure the sustainability of these programs and enable early childhood education settings to offer high-quality professional development opportunities for their educators.
Measuring the Impact of Professional Development:
INTERNATIONAL SCIENTIFIC AND PRACTICAL CONFERENCE "CURRENT ISSUES OF SPECIAL PEDAGOGY AND PRE-SCHOOL EDUCATION: PROBLEMS, SOLUTIONS AND DEVELOPMENT PROSPECTS" _April 25, 2024
Evaluating the impact of professional development programs is crucial to ensure they are meeting their intended goals. This can be achieved through a combination of:
Pre- and post-assessments to measure changes in educators' knowledge and skills. Observations of classroom practice to assess the implementation of new strategies learned through professional development.
Feedback from educators and families to gather their perspectives on the effectiveness of the programs.
Conclusion:
Investing in the professional development of preschool educators is an investment in the future. By acknowledging the multifaceted nature of professional competence and implementing a comprehensive, collaborative, and supportive approach, we can create a thriving learning environment for educators, ultimately leading to a higher quality of care and education for young children during their most critical years. This, in turn, sets them on a path towards lifelong learning and success, laying the foundation for a brighter future for generations to come.
REFERENCES
1. Aigul Mintagirovnashakirova, Professional Competences of Preschool Teachers: Integrated College-University System, vol. 25, no. Esp.10, pp. 545-551, 2020
2. Lydia Shnejder, Marina Khmelkova, Development of Professional Competence ofTeachers as A Factor of The Education Quality Management in Preschool Institutions, SHS Web of Conferences 79, 04001 (2020)
3. Chuponkulova Sitora Bazarovna, PEDAGOGICAL PROFESSIONAL COMPETENCE AND ITS ESSENCE, ISSN Online: 2771-8948, Volume 08, Sep., 2022
4. Dilnoza Mamatova, DEVELOPMENT OF PROFESSIONAL COMPETENCY IN PRESCHOOL TEACHERS, 2021-06-01, (Tom 2№7 2021)
