USING EFFECTIVE METHODS IN PRESCHOOL AND PRIMARY SCHOOL EDUCATIONAL SYSTEM

USING EFFECTIVE METHODS IN PRESCHOOL AND PRIMARY SCHOOL

EDUCATIONAL SYSTEM

Xoshimova Dilnoza Rixsiboyevna Toshkent region Chirchik state pedagogical institute

Abstract: The paper is based on the current research project aimed at finding the use of teaching methods in preschool and primary education. The aim of this paper is to analyse and describe the current situation based on the results of the quantitative survey.

Currently many educational systems around the world are undergoing transformation. In addition to finding the optimal way to an efficient educational process based on curriculum innovation at all levels, one of the main features is also a transformation of the real educational process. One of the main principles is the implementation of constructivist elements into teaching, which gradually replace the traditional transmissive approach to education. This is mainly reflected in the transformation of teaching methods utilisation in education, which in lay far more emphasis on the co-operative elements in education and preference of a pupil&s individuality.

From this perspective, an irreplaceable role is played by teachers who are smuggled into the role of facilitators and training guides, instead of the traditional roles of information carriers. If a school is supposed to prepare Pupils for the Purposes of the Principle of lifelong learning and lifelong education, teachers must use droughts Approaches That Will Develop the intellectual and memory components in students, as well as the emotional component. This is helped by the selection of the appropriate AIM of teaching methods that arouse a student&s interest in the subject matter and motivate them for further education and self-education [1].

Constructivist pedagogy focuses on the way of how knowledge and understanding arise, on the process of how we use the ambiguous reality, how we construct instrumental truths - find useful solutions. At any time a person has a complete form of the world, i.e. finished structure, in their consciousness. New facts either fit in the structure or they are in conflict with this structure and cause its change. The aim of a teacher is to enable a student to examine these images (preconceptions), facilitate the integration of new information into existing mental structures and assist in reflection of not only new knowledge but also in the way it was achieved and how it was involved in the image of the world, [2].

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Another feature of the constructivist education reform is the change in the status of a teacher, from the information provider to a facilitator and guide in acquiring them. Even teachers can sometime learn from their pupils. Great emphasis is placed on the inter-subject relationships and preparation for teamwork. As it can be seen, these requirements exactly coincide with the needs of sociologists-defined imminent information society as well as with the results of a wide range of disciplines. A constructivist teacher is seen as a guarantor of the method, as an assistant, study guide and ensures that every pupil can achieve the highest possible level of development. A pupil comes to school with certain knowledge and, therefore, to think about what they know and to develop their knowledge.

According to Mañák and Svec [3], a teaching method represents "a dynamic element" in teaching, which compared with the content and organisational forms changes relatively rapidly and adapt to new circumstances and objectives. The teaching methods, however, are not the decisive determinant of teaching, but only one of the elements of the educational system, and therefore cannot replace the missing content and compensate the indistinct target. On the contrary, they are tied to the overall concept of teaching and only within it are they fully functional and effective.

As a preschool teacher knows, the first years of schooling set the tone for the rest of a child&s educational path. Children who are enrolled in preschool programs are more prepared for kindergarten and have already begun learning the habits that they will need for the rest of their lives. Preschool curriculum should include math, science, literature and arts.

Preschool teaching strategies

Promote early literacy. Preschool children develop literacy skills in a social environment through language-rich activities. Teachers should spend time each day reading books aloud to their students, which helps with reading comprehension, letter recognition and print awareness. In addition to this, teachers can host puppet shows and talk about favorite books and stories. Preschool children can create journals to practice beginning printing, such as writing their names, and fill other pages with drawings. Teachers should also have a reading center where children can pick out picture books they enjoy and spend quiet time perusing them.

Introduce numbers and mathematics. Preschool teachers can plan many activities that teach the basic concepts of numbers and math. Manipulating and counting physical objects like colored tiles helps students relate them to written numbers. Putting items together and taking them apart is the foundation for learning addition and subtraction. Building blocks teach children about shapes and spacial relations such as above, behind, on top of, and so on. Make sure students can identify different shapes and why those shapes are called particular names. Talk about patterns and predictions.

Teach science through observation. Teaching early science skills involves asking students to observe the world around them. Children can use their senses to to describe the properties of events and objects, such as what makes rain different from snow. Teachers can have students classify objects according to their physical attributes such as size, length, weight, and temperature. Preschool children are also able to test hypotheses by experimenting, such as guessing what will happen when they combine two colors and observing the result.

Creativity and art. Strategies that build a child&s imagination and creativity can also help them learn colors and shapes as well as improve their motor skills. Creative processes such as drawing, singing, or movement help children articulate experiences, express emotions, and understand cause and effect. One of the best strategies is to have your creative project complement the rest of the curriculum that week. This helps to tie together everything a child has been learning, and connect the arts to education.

Reggio Emilia Method. Self-directed learning is the hallmark of this method. Its philosophy is that a child&s personality takes root during their younger years while they are developing, and that they have many ways of expressing themselves and their ideas. These ways to express themselves could be anything from sculpting to painting.

Since allowing children to express themselves is a key component of this method, children in these preschools are given a say in the scope of their learning. They are allowed to move around, observe, touch things, and explore their relationships with other kids in the classroom.

Waldorf Method. The focus of the Waldorf method isn&t strictly academics. Instead, it strives to develop well-rounded students who will be capable of finding the meaning in their lives. This discipline wants children to become independent thinkers.

As such, this method incorporates many disciplines into their curriculums, such as art, music, emotional, physical, and academic education. Reading is introduced later, and Waldorf schools don&t use books until the children are older and won&t introduce computers until high school.

Montessori Method. This method works on the principle that children are thirsty for knowledge - their minds are like little sponges ready to absorb all that learning if they have a conducive setting for it. You&ll find some variation in different Montessori schools, but some factors the American Montessori Society thinks are crucial include:

• Long blocks of uninterrupted learning time, as much as three hours at a stretch.

• Giving students a choice of activities out of an array of options.

• Children of different ages in a classroom, usually within a three-year age range.

• Opportunities to learn by discovery rather than through lectures or direct teaching.

Play-Way Method. Kids love fun, and this preschool style uses playing as the educational method. They learn from playing or doing structured activities. While doing these activities, they are getting social benefits as well by interacting with their classmates and teachers.

References

Lesson. International Engineering Journal for Research and Development, 5(1),