0Chirchik State Pedagogical University Current Issues of Modern Philology and Linguodidactics
Staatliche Pädagogische Universität Chirchik Aktuelle Fragen der modernen Philologie und Linguodidaktik
^hjrchiqdavlat^edagGgika^niversto
THE CURRICULUM OF PRESCHOOL EDUCATION IN FOREIGN
COUNTRIES
Nigina Farxod qizi Xikmatova
Chirchiq davlat pedagogika universiteti Turizm fakultetiXorijiy til va adabiyoti(ingliz tili)
yo'nalishi 2-bosqich talabasi Ilmiy rahbar: Zilola Tursunboy qizi Rozikova
Chirchiq davlat pedagogika universiteti o'qituvchisi E-mail: rozikova1625@gmail.com
ANNOTATSIYA:
Ushbu maqolada turli xorijiy mamlakatlardagi maktabgacha ta'lim o'quv das-turlarining har tomonlama qiyosiy tahlili keltirilgan. Erta bolalik davridagi ta'limning ahamiyati uzluksiz ta'lim va aqliy rivojlanishning nuhim asosi sifatida keng e'tirof etilgan. Shunday qilib, xorijiy maktabgacha ta'lim tizimlarida qo'llaniladigan o'quv dasturlari dizayni va yondashuvlarini o'rganish turli madaniy va ijtimoiy-iqtisodiy kontekstlarda erta bolalik ta'lim dasturlarini takomillashtirish uchun muhim aha-miyatga ega bo'lishi mumkin.
Kalit so'zlar: o'quv dasturi, savodxonlik, kichik bolalar, istiqbol, ijtimoiy ko'nikmalar, hissiy rivojlanish.
ANNOTATION:
This paper presents a comprehensive comparative analysis of preschool education curricula in different foreign countries. The importance of early childhood education has been widely recognized as a crucial foundation for lifelong learning and development. As such, exploring the curriculum designs and approaches employed in foreign preschool education systems can provide valuable insights for improving early childhood education programs in diverse cultural and socioeconomic contexts.
Keywords: curriculum, literacy, yochien, perspective, social skills, emotional development.
The comparative analysis focuses on a range of key aspects, including the philosophical foundations of preschool education, curricular goals and objectives, instructional methodologies, subject areas and learning areas covered assessment practices, and the integration of technology and play-based learning. By examining the curriculum frameworks of foreign countries, this study seeks to identify commonali-
April 23-24, 2024
343
Chirchik State Pedagogical University Current Issues of Modern Philology and Linguodidactics
Staatliche Pädagogische Universität Chirchik Aktuelle Fragen der modernen Philologie und Linguodidaktik
^hjrchiqdavlat^edagGgika^niversto
ties and differences in preschool education practices, as well as to highlight innovative approaches that may offer valuable lessons for educators and policymakers.
Furthermore, the study synthesizes the emergent trends and innovative practices in preschool education curricula, including the incorporation of interdisciplinary learning, emphasis on social-emotional development, integration of multicultural perspectives, and the promotion of inquiry-based and experiential learning [1]. Preschool education programs vary greatly across countries, as they are influenced by cultural, social, and educational norms specific to each region. Here is an overview of the preschool education curriculum in a few foreign countries:
In the United States, preschool education is not mandatory, but it is widely available. The curriculum focuses on the early development of key skills such as language, cognitive development, social interaction, and physical abilities. Preschools often use a play-based and child-centered approach to learning, where children engage in various activities that promote their overall development. The curriculum may include early literacy, numeracy, science, art, music, and physical education, with a strong emphasis on social and emotional learning.
Schooling in China has seen significant development in recent years. The curriculum aims to cultivate children's comprehensive development, focusing on the physical, moral, intellectual, aesthetic, and labor education. Key areas of focus often include language development, mathematics, art, music, and physical activities. The curriculum also emphasizes the development of social skills, such as teamwork and communication, and may integrate Chinese cultural elements and values into the learning experience. In China's class 10 pupils attend the lesson [3]. Interestingly, it's extremely beneficial way to teach children in an effective way. According to statistics, if the number of students is few, they can learn better.
Education in Japan, known as yöchien, focuses on nurturing children's social and emotional development, as well as their physical and cognitive abilities. The curriculum includes activities that promote respect for others, collaboration, and responsibility. In addition to basic academics such as language, mathematics, and science, preschools in Japan often incorporate cultural education, including traditional arts, music, and celebration of seasonal events. Japan's kindergarten mainly pay attention to develop basic human qualities as they consider youth needed to enhance their personality and behavior [4]. Through media, people can see Japan pupil's attitude and how to educate children in proper way.
In Australia, pedagogy, also known as kindergartens, is a vital part of the early childhood education system. The curriculum is guided by the Early Years Learning Framework (EYLF), which emphasizes play-based learning and recognizes the im-
April 23-24, 2024
344
Chirchik State Pedagogical University Staatliche Pädagogische Universität Chirchik Chirchiq davlat pedagogika universiteti
qdavMpdagog
Current Issues of Modern Philology and Linguodidactics Aktuelle Fragen der modernen Philologie und Linguodidaktik Zamonaviy filologiya va lingvodidaktikaning dolzarb masalalari
Я
portance of communication, social skills, emotional development, and cognitive growth. The curriculum incorporates a holistic approach to children's learning, focusing on their identity, connection with their world, well-being, and active involvement in learning.
Overall, the comparative analysis of preschool education curricula in foreign countries offer a valuable contribution to the field of early childhood education by shedding light on the diverse approaches, innovative practices, and emergent trends that can inform the development of effective and responsive curriculum frameworks for young learners. The findings presented in this paper hold the potential to inspire collaboration, dialogue, and mutual learning among educators and policymakers across different cultural and national contexts, ultimately contributing to the advancement of high-quality preschool education on a global scale.
REFERENCES
1. Kholdorova M., Fayziyeva N., Rixsittilayeva F., "THE USE OF ASSISTANCE IN FOREIGN LANGUAGE TEACHING", Tashkent State Pedagogical University named after Nizami, 2005
2. Hoshimov O. I. Yakubov. "METHODOLOGY OF TEACHING ENGLISH" Sharq Publishing House, 2003
3. Rozikova Z.T., "THE CURRICULUM OF PRESCHOOL EDUCATION IN FOREIGN COUNTRIES", Universiteti "XXI asr tarjimashunosligining lingvomadaniy masalalari" xalqaro ilmiy-nazariy anjuman to'plami, 2023, 137-139 b.
4. Rozikova, Z. T. (2022). KICHIK YOSHDAGI BOLALARGA INGLIZ TILI O'QITISH METODLARI. Central Asian Research Journal for Interdisciplinary Studies (CARJIS), 2(12), 200-206.
5. Rozikova, Z. (2023, December). METHODOLOGY OF USING LANGUAGE LEARNING APPLICATIONS IN KINDERGARTEN. In Fergana state university conference (pp. 131-131).
6. Rozikova, Z. (2023). ANALYSIS OF LANGUAGE LEARNING APPLICATIONS. Mental Enlightenment Scientific-Methodological Journal, 4(6), 237-242.
7. Rozikova, Z. (2023). MAKTABGACHA TA'LIM TASHKILOTLARIDA XORIJIY TILNI O'QITISH VA DARSDA TIL O'RGANISH ILOVALARIDAN FOYDALANISH. Журнал иностранных языков и лингвистики, 5(5).
345
April 23-24, 2024
