25SOCIOCULTURAL ENVIRONMENT AND ITS IMPORTANCE IN THE DEVELOPMENT OF A CHILD OF PRESCHOOL AGE
Fozil Orazali ugli Atabekov
Acting Associate Professor, Chirchik State Pedagogical Institute
ABSTRACT
The sociocultural environment is considered as a set of purposefully created conditions that should ensure the process of development and self-development of a child. On the one hand, this is a space for the development and self-determination of the child, and on the other hand, these are pedagogical influences aimed at the development of the child's personality.
In a social context, a developing environment should be understood as a socio-cultural space within which personality development takes place.
Thus, the sociocultural environment is an environment that provides personality-oriented support for a preschool child.
Keywords: environment, sociocultural environment, preschool age, sociocultural
space.
INTRODUCTION
Social development is carried out in the sociocultural space in the course of introducing the child to cultural values. The main lines of social development are: socialization, as a process of familiarizing with social culture, ensuring the adaptation of each individual in society.
The social development of a preschooler is a process during which the child learns the values, traditions and culture of the society in which he will live. Social development in preschool age occurs during communication with adults and peers, in a variety of activities. Playing, practicing, communicating, the child learns to live in society, to take into account his own and others' interests, rules and norms of behavior in society.
The main tasks of preschool teachers are:
• work to enrich the sociocultural environment;
• to promote the involvement of parents of pupils in the educational process on the issue of socialization of children;
• improve the communication skills of children;
• contribute to the development of tolerance of consciousness of parents, teachers and children;
• encourage teachers to develop a respectful attitude towards family traditions.
The main directions of work to create a socio-cultural space preschool educational
institutions should be aimed at:
- analysis of the state of the socio-cultural educational environment;
-determination of the tasks of the activities of preschool educational institutions
on the basis of the analysis of the model of the educational system preschool educational institutions;
-creation of programs, plans for the organization's activities;
- carrying out social and cultural events in preschool educational institutions.
The mechanism for creating a socio-cultural space is the "Event" of children and adults, in which their joint activity is a key technological moment. Therefore, it is important to create a socio-cultural environment in a preschool institution in which a child can fully develop culturally, spiritually, and physically.
The model includes several directions. Three components are fundamental in our model:
) developing subject-spatial environment;
) socially organized activity of pupils as a socio-cultural event;
) motivated personal interaction between adults and children (within the framework of the child-adult community).
These components are considered taking into account the external and internal resources of the model. Within each component, a system of conditions is presented.
In the component of the subject-developing environment, the issue of the polyfunctionality of the environment is considered, which includes a polycultural, polyethnic, artistic-aesthetic, social-communicative, cognitive-research, motor-health-improving environment.
Within the framework of the socially organized activity of pupils, this is the creation of conditions for the expansion of socio-cultural activities using different types of cultural practices, types of children's activities, forms of educational events.
LITERATURE REVIEW
According to psychologists L.S. Vygotsky and A.N. Leontyeva "The concept of" environment "is a complex of external factors that affect the process of human
development." The environment is usually divided into a macro-environment and a micro-environment.
The macroenvironment includes the climate, features of national culture, features of the development of society, political views. The microenvironment includes: family, childcare facilities, peers. P.I. Podkasisty considers the environment as a set of conditions surrounding a person. Personality change may lag behind the changes taking place in the environment and require consideration in the educational process. "
R.B. Sterkina defines the environment as a complex of sanitary - hygienic and material - technical, aesthetic conditions.
She, referring to J.J. Rousseau, claims that J.J. Rousseau first began to consider the environment as one of the conditions for human development.
The Italian teacher M. Montessori made a great contribution to the development of the theory of the developing environment. According to her views, for the development of children, it is necessary to create such a developing environment that would allow the child to self-study and self-develop on his own.
According to the teacher R.M. Chumicheva, the concept of the socio-cultural environment is built on two layers: spatial-objective and spiritual-emotional. The first layer is material, the second is spiritual, personal, evaluative, built on the dialogue between a child and an adult. "the environment, which is represented by the interpenetration of an adult and objects: things, images, signs, symbols, elements, as means of communication, embodying both aesthetic and social relations."
METHODOLOGY
The main purpose of this environment is to model a socio-cultural and spatially objective developmental environment that would allow a child to show their creative abilities, learn ways of figuratively re-creating the world and the language of arts and are based on basic principles.
The principles of designing the socio-cultural environment of child development include:
-I- development of a preschooler in the context of a student-centered approach,
taking into account:
-I- sensitive periods, leading activities;
-I- creative development of the child;
-I- taking into account the socio-cultural context of the design, its cultural congruity
and dialogue;
creates an atmosphere of convenience and comfort for each child individually, for all children in general, for adults who are with children, and for each object that provides an environment;
the developing environment with the age of children.
RESULTS AND DISCUSSION
The sociocultural environment is a social space through which a preschool institution is included in the active cultural ties of society.
The components of the social space are:
• parents of pupils;
• subject-spatial environment;
• educational institutions located in the micro-society.
The main component of the socio-cultural environment is the parents of the pupils of preschool educational institutions.
The problem of involving parents in a single space of child development should go in the following directions:
A) Working with the teaching staff on organizing interaction with families of children, introducing teachers to new forms and non-traditional technologies of working with parents.
B) Improving the pedagogical culture of parents.
C) Involvement of parents in joint activities of preschool educational institutions. Academic Research, Uzbekistan 1354 www.ares.uz
Tasks:
establish partnerships with the families of each student;
create a favorable and supportive atmosphere to attract parents to the pedagogical process;
to activate and enrich the educational skills of parents;
identify dysfunctional families, carry out preventive work with families at risk;
create clubs of interest, weekend.
Before scheduling work with each family, it is necessary to diagnose the family on the following issues:
family composition, profession, education; home education goals;
the degree of parents' awareness of the role of the periods of early preschool childhood for the entire subsequent life of the child;
the level of psychological and pedagogical skills of parents; traditions in spending leisure time in the family; family relationships; family potential.
There are traditional and non-traditional forms of work with the family. The traditional forms of work with the family are as follows.
• Information and visual (materials on stands, folders, exhibitions of children, exhibitions of children and parents);
• Individual (conversations, consultations);
• Collective (parent meetings, conferences, thematic consultations, round tables). Non-traditional forms of work are divided into:
• Cognitive (questionnaire, survey, mailbox, seminars - workshops, parent clubs, parent living rooms, role plays, parenting evenings, lecture halls, universities, presentations of parenting experience, evenings of questions and answers, brain rings);
• Leisure (fairs, vernissages, exhibitions, joint parties, excursions, master classes);
• Visual informational (information brochures, open days, open classes, newspaper issues).
The second component of the formation of the sociocultural environment is the organization of the subject-spatial environment. The direction of the child's activity and development depends on adults - on how the object-spatial organization of their life is arranged, what toys and didactic aids it consists of, what their developmental potential
is, and even on how they are located. Everything that surrounds the child, forms his psyche, is the source of his knowledge and social experience. Therefore, it is adults who take responsibility for creating conditions that contribute to the full realization of the development of children, their capabilities, abilities.
In any group in preschool educational institutions, several construction options can be used to create a subject-spatial environment for children:
Space zoning is carried out by mobile means (arrangement of furniture and equipment, screens);
Using the sleeping area to equip a retreat or sports corner.
Educational institutions are organizations specially created by society and the state, the main function of which is the purposeful systematic creation of conditions for the development of people of a certain age and (or) a certain social and professional stratum.
Over time, the diversity of educational institutions increases due to the increasing complexity of the socio-economic and cultural needs of society, their role and ratio in the process of social education are changing.
Through the system of educational institutions, society and the state, on the one hand, strive to provide equal opportunities for the upbringing of all their members, and on the other, to create conditions for everyone to realize their capabilities, satisfy needs and develop abilities and interests.
In the process of human socialization, educational institutions play a double role. On the one hand, it is in them that social education is carried out as a socially controlled part of socialization. On the other hand, like any human community, they influence their members spontaneously. This is due to the fact that in any institution of education in the process of communication between their members, mutual influence occurs, which by its nature may not coincide with the goals and norms cultivated in the institutions by their organizers.
Organization of work with social partners is built on a voluntary contractual basis.
A modern kindergarten is a social and pedagogical system that interacts with a considerable number of organizations, enterprises and institutions. Social partnership involves the formation of a single information educational space, the establishment of constructive interaction between preschool educational institutions and social institutions.
CONCLUSION
Thus, the sociocultural environment is an environment that provides personality-oriented support for a preschool child.
The sociocultural environment of an educational institution is understood as an integral unity:
-I- sociocultural events taking place in it that are significant for children, teachers, parents;
-I- principles, rules, norms of interaction and style of relations between children, teachers, parents existing in it.
The socio-cultural environment of an educational institution is considered as a set of purposefully created various conditions that ensure the process of development and self-development of the child's basic culture, the pedagogical culture of teachers and parents.
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