Turgunboyeva Dildorakhon, 4th year student of the Faculty of Pedagogy and Psychology, Preschool Education Department, Kokand State University
DEVELOPING ENVIRONMENT IN THE PRESCHOOL EDUCATION SYSTEM AND ITS PEDAGOGICAL SIGNIFICANCE
Dildorakhon Turgunboyeva, Student of the Faculty of Pedagogy and Psychology of Kokand State University
Annotation. This article highlights the importance of a developing environment in the process of educating preschool children. It scientifically analyzes the content, main functions of the developing environment, and its impact on the cognitive, socio-emotional and creative development of children. It also provides practical recommendations on the organization and effective use of a developing environment in the pedagogical process.
Keywords: Preschool education, developing environment, education, child development, pedagogical approaches, creative development, socio-emotional development.
INTRODUCTION. Preschool is one of the most important, active stages of growth and development in a young person’s life. During this period, the child is formed not only physically, but also mentally, socially, morally and aesthetically. Therefore, the educational environment created at this age is of decisive importance for the child’s future life and personal development. The Decree of the President of the Republic of Uzbekistan No. PF-19 dated February 5, 2026 “On measures to further improve the system of preschool education and upbringing” and the comprehensive measures aimed at its implementation serve to develop the preschool education system in accordance with modern requirements. In this process, the developing environment created for preschool children plays an important role in their adaptation to society and comprehensive development[1].
LITERATURE ANALYSIS AND METHODS. The issue of the environment affecting the development of preschool children has been widely studied in modern pedagogical and psychological sciences. In particular, Lev Vygotsky’s theory of social development substantiates the decisive role of the developing environment in the formation of a child’s knowledge and skills. According to him, child development occurs in the process of interaction with the social environment and adults. In modern preschool education practice, advanced pedagogical approaches such as the Montessori method and the Reggio Emilia approach demonstrate effective methods for creating a developing environment. In these approaches, the environment is considered one of the main factors in the child’s development and serves to support his independence, creativity and initiative. At the same time, the pedagogical competence of parents and educators, as well as the child’s entry into a healthy social environment, are also of great importance. This study used methods of analysis, comparison and generalization of scientific literature.
DISCUSSION. Creating a developing environment in the process of educating preschool children is an important condition for the comprehensive development of the child. Analysis of theoretical sources shows that the pedagogical views of scientists such as Lev Vygotsky justify the central role of the developing environment in the mental and social development of the child. At the same time, modern pedagogical approaches such as the Montessori method and the Reggio Emilia approach highlight the importance of the developing environment not only in terms of the material and technical base, but also in supporting the independence, initiative and creative freedom of the child.
In practice, the organization of a developing environment is not limited to toys and didactic materials. It includes, first of all, the attitude of educators to the child, effective communication, an atmosphere of cooperation and positive social relations. The results of the study show that children brought up in such an environment tend to think independently, acquire teamwork skills and actively engage in creative activities. Education is a process of comprehensive development of the younger generation, the formation of its consciousness, behavior and worldview, based on a specific goal, based on socio-historical experience [2. – P. 388].
In this regard, it is important to regularly update the developing environment in preschool educational institutions and introduce modern pedagogical methods into practice. However, there are some problems in organizing a developing environment. In particular, the lack of material resources, the level of qualification of teachers, and the lack of effective cooperation with parents can negatively affect this process [3. – P. 224]. Therefore, in future research, it remains an urgent issue to eliminate these problems, further improve the developing environment and increase its effectiveness.
RESULTS. A developing environment is a set of physical, psychological, didactic and social conditions created around a child, which supports the comprehensive development of the child’s personality, stimulates his interests and directs him to self-realization. Such an environment includes the following components: a comfortable and safe space adapted to the child, didactic toys and tools appropriate to his age, opportunities for stimulating independent activity, positive communication and emotional support, as well as pedagogical approaches based on play, creativity, experience and discovery. Based on the studied theoretical and practical sources, it was determined that a developing environment is of great importance in educating preschool children.
The results of the study show that a developing environment has a significant impact on the cognitive, socio-emotional and creative development of a child. In particular, such an environment serves to form independent thinking, self-management and decision-making skills in children. It has also been observed that children develop their knowledge and skills effectively when they participate in activities that are relevant to their interests and needs. The activities of teachers and the proper organization of the educational environment strengthen children’s social communication, cooperation and teamwork skills. A developing environment is determined not only by material means, but also by pedagogical approaches and socio-psychological conditions. At the same time, during the study, the lack of a material base and the low level of methodological training of teachers were identified as significant obstacles to creating a developing environment[4. – P. 145].
The main functions of a developing environment are as follows:- Ensuring cognitive development – the child understands the environment through games, activities and experiments, understands cause-and-effect relationships. – Supporting social and emotional development – communication, cooperation and mutual respect skills are formed. – Developing creative potential – the child expresses himself freely through art, music, drawing and dramatic activities. – Forming independence and self-control – the opportunity to act on the basis of choice increases the independence of the child’s personality.
CONCLUSION. In conclusion, we can say that the developing environment created for preschool children ensures their healthy intellectual, social, emotional and creative development. Such an environment is not limited only to material conditions, but also includes the professional qualifications of teachers, their educational approach and a respectful attitude towards the child. Each preschool educational institution should become a free, safe and developing space for children. Teachers, using modern methods and technologies, should create an environment that encourages children’s independence and creativity. At the same time, it is important to constantly improve the educational environment and strengthen cooperation with parents and the public.
References: 1. Decree of the President of the Republic of Uzbekistan dated February 5, 2026 No. PF-19 “On measures to further improve the system of preschool education and upbringing”. Electronic resource: https://lex.uz/pdfs/-8037353. 2. Khoshimov K., Nishnova S., Ibimova M. and others. History of Pedagogy. – Tashkent: Уүтитуччи, 1996. 3. Khodjayev V.Kh. General theory and practice of pedagogy. – Tashkent: Sano-standart, 2017. 4. Khalikova U.M. Methodology for designing pedagogical processes in preschool education. – Tashkent: Science and Education, 2022. 5. Alikulova M.Sh. Organization of development centers. – Karshi: Science-science-spirituality, 2025.