76Academic Research in Educational Sciences VOLUME 2 | ISSUE 10 | 2021
ISSN: 2181-1385
Scientific Journal Impact Factor (SJIF) 2021: 5.723 Directory Indexing of International Research Journals-CiteFactor 2020-21: 0.89
DOI: 10.24412/2181-1385-2021-10-503-508
DEVELOPMENT OF THE PRESCHOOL EDUCATION SYSTEM IN
FOREIGN COUNTRIES (EXAMPLE OF GREAT BRITAIN AND
GERMANY)
Nigora Mexriddinovna Mukhitdinova
Teacher of Bukhara State University muxitdinova1991 @inbox.ru
ABSTRACT
This article provides information on the specific features, goals and objectives of the system of preschool education in foreign countries (for example, the UK and Germany), their types and reforms in this system in our country.
Keywords: preschool education, best practices integration, lessons, kindergarten
INTRODUCTION
As the President of the Republic of Uzbekistan Shavkat Mirziyoyev noted at the meeting on October 19, 2017 on the radical improvement of the preschool education system, "Speaking about the education system, which is crucial in our lives, Abdullah We have to repeat the wise thoughts of our Avloni ancestor again and again: education is a matter of life and death for us. No matter what industry we are in, we cannot achieve any change and a prosperous life without training modern professionals. The training of such personnel, the healthy gene pool of the nation, begins, first of all, with the system of pre-school education [1].
REFERENCES AND METHODOLOGY
To this end, I think it is expedient to widely use modern methods of education, using the best practices of foreign countries in the development of the younger generation.
The aim of the research is to analyze the specifics of the preschool education system in the UK and Germany, as well as to study and apply best pedagogical practices.The research method is a theoretical analysis and generalization of various literature, as well as websites in the study of preschool education from foreign types of education.
Academic Research in Educational Sciences VOLUME 2 | ISSUE 10 | 2021
ISSN: 2181-1385
Scientific Journal Impact Factor (SJIF) 2021: 5.723 Directory Indexing of International Research Journals-CiteFactor 2020-21: 0.89
DOI: 10.24412/2181-1385-2021-10-503-508
Research Findings and Discussion In recent years, we have seen that the focus on preschool education, which is the most basic and smallest part of education, has risen to the level of public policy. In particular, to further improve the system of preschool education, strengthen the material and technical base, expand the network of preschool educational institutions, provide qualified teachers, radically improve the level of preparation of the younger generation for school education, comprehensive educational, pedagogical In order to create adequate conditions for aesthetic, physical and intellectual development, the President of the Republic of Uzbekistan on December 29, 2016 "On measures to further improve the system of preschool education in 2017-2021" Resolution No. 2707 was adopted. In accordance with the resolution, a number of important and urgent tasks have been identified, such as in-depth study of the system of preschool education in foreign countries, its implementation in our country and cooperation. This, of course, is very important for the education and upbringing of the younger generation, because we believe that the full study and implementation of the educational process in foreign countries will certainly pave the way for the introduction of more innovative and advanced practices [2].
DISCUSSION
United Kingdom
Preschool education in the UK is based on a voluntary effort to help children from poor working families. In 1816, Robert Owen first organized a kindergarten in Scotland for the children of his factory workers. In the United Kingdom, the Education Act came into force in 1988, which set out not only educational standards but also a basic assessment of the level of mental development of children at the time of enrollment.
In the UK approach to education, teaching is usually focused on the child rather than the subject or teacher being studied. This approach is based on the history of English education, and Russo, Frebel, and Montessori played an important role in its development. They believed that it was necessary to develop the individuality of the child and protect his independence. The main goal of the pre-school education system in the country is to increase the use of games in creating opportunities for each child to be independent, free, to express their views, as well as to support side-by-side, not through play. through the formation of knowledge about various materials and events in existence through support. In English kindergartens, there are
Academic Research in Educational Sciences VOLUME 2 | ISSUE 10 | 2021
ISSN: 2181-1385
Scientific Journal Impact Factor (SJIF) 2021: 5.723 Directory Indexing of International Research Journals-CiteFactor 2020-21: 0.89
DOI: 10.24412/2181-1385-2021-10-503-508
no more than 25 children in each group. It should be noted that 75% of English educators do not recommend external motivation (e.g., competition among children) to motivate children to learn. Or if the winner of the competition is rewarded (in the example of drawing), he will not draw for the sake of interest, but will want to draw for the prize, and as a result, the child loses internal motivation and replaces external motivation. . Another feature of English kindergartens is that children are more independent, and educators monitor them from the outside. 15% of the total time is spent under the guidance of a teacher.
All educators believe that meaningful role-playing games, drawing, and object-making should be used to diagnose children's physical development and mental state. In addition, English kindergartens (in addition to compulsory language and math classes) place great emphasis on research through water, sand games, and movement games. In the United Kingdom, the main activities of preschool children in physical education are gymnastics, dance, and outdoor activities [3].
German Preschool Education System
German law provides for the right to free pre-school education. Children can be taken to kindergarten from 4 months. Most Germans exercise this right. There are many types of kindergartens in Germany. In particular, they are divided into:
1. Waldkindergarten (from the German word Wald - forest, German Kindergarten - kindergarten). The idea to create such kindergartens began in Scandinavia. Many of these gardens are located in the forest. Children are always walking in the open air, doing various activities, learning about trees and other plants, making different things from natural materials and gaining ideas about them. In this way, children develop human feelings, such as love and care for nature.
2. Bauernhofkindergarten (from the German word Bauernhof - farmer's yard, castle; Kindergarten - kindergarten). Such gardens will be located on farms, farms or nearby areas. As long as the children are strong, they will help farmers to feed the cattle and grow vegetables and fruits in the fields and orchards.
3. Reggio-Kindergarten. The concept of creating such kindergartens originated in the Italian city of Reggio Emilio and is named after him. Such a preschool is reminiscent of a market (fair) area - a large room (hall) in the middle and from it to various "neighborhoods" of the town - small rooms. In this type of kindergarten, the environment in which the children live is called the primary caregiver. Every morning, the children gather with the tutor in a large room to set the agenda, and then spread out in the rooms. Depending on the objects and images of the equipped rooms,
Academic Research in Educational Sciences VOLUME 2 | ISSUE 10 | 2021
ISSN: 2181-1385
Scientific Journal Impact Factor (SJIF) 2021: 5.723 Directory Indexing of International Research Journals-CiteFactor 2020-21: 0.89
DOI: 10.24412/2181-1385-2021-10-503-508
children can work independently. For example, in the drawing room there will be a variety of paints, paintings, and white paper hanging on the walls. Rooms for construction are decorated with objects for construction and assembly of various constructors. Then children put on special clothes, make different pictures, shapes and objects anywhere in the room and gain knowledge about them. In the process, educators.they only act as auxiliaries.
4. Freinet-Kindergarten. This area of preschool pedagogy is named after an Italian married couple who developed a unique approach to raising children. The peculiarity of this direction is that the child is completely free and independent. That is, children decide for themselves what to do, what games to play, what to do, when to eat and sleep. It is important for children to be more creative, role-playing games, experiments, trips to nature or to the enterprises and organizations of the city.
5. Integrated kindergartens. In these types of MTCs, physically and mentally ill children are brought up together with healthy children. Such an environment is seen as a great opportunity for ordinary children to learn resilience, tolerance and respect. Children with disabilities are not isolated from society, they learn to communicate and interact with their peers. The large number of such kindergartens and schools in Germany creates favorable conditions for people with disabilities to live, study and express themselves.
6. International Kindergartens. Such kindergartens are designed for immigrants and are often set up by the immigrants themselves for their children. There are many Turkish-German, Jewish, Russian-German kindergartens in Germany. Such groups always include a German-speaking tutor as well as a native-speaking tutor with the children. At the same time, children learn the language of their parents, as well as German. It should also be noted that in Germany, preschools offer activities such as movement games, gymnastics, running, jumping with children. The physical education program includes water games and swimming lessons [4].
RESULTS
As in foreign countries, great changes are taking place in the system of preschool education in our country. In particular, the Concept of Development of the Preschool Education System of the Republic of Uzbekistan until 2030 will be the basis for the development of programs and comprehensive measures aimed at the development of preschool education. The document addresses the shortage of
Academic Research in Educational Sciences VOLUME 2 | ISSUE 10 | 2021
ISSN: 2181-1385
Scientific Journal Impact Factor (SJIF) 2021: 5.723 Directory Indexing of International Research Journals-CiteFactor 2020-21: 0.89
DOI: 10.24412/2181-1385-2021-10-503-508
qualified teachers, the overcrowding of public institutions, the inadequacy of material and technical conditions, and the low level of provision of state educational materials.
CONCLUSION
In short, when we analyze the system of preschool education in foreign countries (UK and Germany), the main goal of the preschool education system in English kindergarten is to provide every child with independence, freedom, opportunities to express themselves. If the greater use of yin is also determined by the fact that it consists of the formation of knowledge about the events that take place, as well as various materials through side-by-side support, rather than through play, the German children's garden The presence of a variety of forms and types of preschool education is surprising, as well as the conditions created for children to think independently and freely from an early age. to be able to analyze, and most importantly to be formed as a person with an independent mind It would not be a mistake to say that n is the basis. Of course, I would like to emphasize that this system has its own and appropriate direction in Uzbekistan. Adoption of the new version of the Law "On Education" on September 23, 2020, according to which the first stage of education, the type of pre-school education and upbringing, should be carried out at this stage. The measures taken are reflected in this law and other legal documents. A number of important works are being done for the full aesthetic, moral, physical and intellectual development of children, and I think it is expedient to follow the example of foreign experience.
REFERENCES
1. Meeting chaired by the President of the Republic of Uzbekistan ShavkatMirziyoyev on October 19 on "Issues of radical improvement of the preschool education system."
2. Resolution of the President of the Republic of Uzbekistan dated December 29, 2016 No PQ-2707 "On measures to further improve the system of preschool education in 2017-2021"
3.http ://sdo-10.journal. ru/j ournalnumbers/anglijskaja-sistema-do. htm
4. http://razvivash-ka.ru/sistema-doshkolnogo-obrazovania-v-germanii/
5. Mukhitdinova N.M. Methodology of physical exercises and games in preschool educational organizations // Problems of Science. No. 9 (57), 2020. P. 81-83.
Academic Research in Educational Sciences VOLUME 2 | ISSUE 10 | 2021
ISSN: 2181-1385
Scientific Journal Impact Factor (SJIF) 2021: 5.723 Directory Indexing of International Research Journals-CiteFactor 2020-21: 0.89
DOI: 10.24412/2181-1385-2021-10-503-508
6. Mukhitdinova N.M. The mechanism of intellectual development in preschool children with the help of sports games // Academy. 2019. From 92-93.
7. Yusupova Z. Sh. Methods of organizing physical training in preschool educational organizations // Problems of science. No. 9 (54), 2020.P.46-48.
8. Muzafarova F.B. The influence of the use of teams and competitions in the study of motivation and motor skills of new skills in physical education // Problems of Science. No. 9 (57), 2020. P.78-81
9. Afraimov A.A. The place of physical education lessons in the physical development of young people // UCHENYY X X I V EK A April 2019. P.89-90.
