THE PREPARATION OF THE JUNIOR AND SENIOR GROUPS OF PRESCHOOL CHILDREN FOR SCHOOL

SCIENCE AND INNOVATION INTERNATIONAL SCIENTIFIC JOURNAL VOLUME 4 ISSUE 12 DECEMBER 2025 ISSN: 2181-3337 | SCIENTISTS.UZ 108 THE PREPARATION OF THE JUNIOR AND SENIOR GROUPS OF PRESCHOOL CHILDREN FOR SCHOOL N.J. Abdusamatova Associate Professor at Namangan State Pedagogical Institute https://doi.org/10.5281/zenodo.18027199 Abstract. The need to prepare kids for school from preschool age is becoming more and more prevalent in the current society. Scientists have a wide range of opinions when it comes to identifying school readiness indicators and comprehending school preparation from the perspective of psychological and pedagogical aspects. In addition to an experimental investigation of kindergarten preparation, this work attempts to generalize current theories of understanding school preparation. A traditional and evolving technique reveals this problem. These methods are revealed in the theoretical section, and the benefits and drawbacks of the developmental and conventional methods for getting preschoolers ready for school are confirmed by practical data. According to the study, the developmental method takes personal readiness into account while the traditional approach does not. In terms of asking for assistance, sharing creative chances with friends, feeling empathy, controlling anger, etc., children who studied following the conventional method performed poorly. To summarize the findings, we may conclude that both traditional and developmental approaches guarantee school preparedness. In the context of a comparative study, it should be highlighted that the developmental method outperforms the traditional approach in terms of getting kids ready for school. Keywords: preschool establishments, school curriculum, Physical health, social understanding, emotional maturity, language, cognitive development. Introduction One of the primary issues with contemporary early education is the multiplicity of preschool establishments. The traditional method entails teacher-centered interaction between the child and the teacher and concentrates on the transfer of knowledge and social behavior patterns. Instead of only imparting academic knowledge, the developmental method concentrates on enhancing the child's skills and utilizing cultural resources. Selecting the best technique for preschoolers might be aided by comparing several methods and outcomes. The degree of mental development required and adequate for mastering the general school curriculum is known as a child's readiness for school. Physical health, social understanding, emotional maturity, language, and cognitive development are some of the variables that many scientists use to assess school readiness. The degree of mental development required and adequate for mastering the general school curriculum is known as a child's readiness for school. Physical health, social knowledge, emotional maturity, language, cognitive development, and general knowledge are some of the elements that many scientists use to assess students' preparedness for school. The Russian tradition states that a child's preparedness for school consists of cognitive, personal, and voluntary behavioral management. The contemporary notion of school readiness acknowledges that early childhood development is influenced by a child's traits and relationships with others. For effective school preparation, early schooling is crucial. For youngsters between the ages of four and six, enrolling in preschool educational programs is more beneficial than SCIENCE AND INNOVATION INTERNATIONAL SCIENTIFIC JOURNAL VOLUME 4 ISSUE 12 DECEMBER 2025 ISSN: 2181-3337 | SCIENTISTS.UZ 109 addressing disordered development later on. According to A.K. Nisskaya, preschool education is the most effective way to achieve the optimal trajectory of full-fledged development. Acknowledging the variety of children's needs, skills, interests, and living situations is one of the most important basic features of contemporary preschool education. Preschoolers can autonomously select the curriculum, teaching strategies, and developmental paths under current educational conditions. They can even create innovative educational programs. On the one hand, there are more opportunities to design learning settings that best suit each child's unique needs due to the increasing diversity of pre-school institutions. However, it is uncertain if various techniques differ significantly from one another. The development approach encourages independence, inquisitiveness, and inventiveness. The traditional method focuses on acquiring knowledge and skills in addition to sociability. Because the teacher imparts knowledge to the students through discussions, lessons, and games, the curriculum is the same for every child, independent of their unique needs and interests. Raising children who are disciplined, obedient, and focused on the adult is the traditional way. Depending on their educational setting and possible manifestation, traditional and developmental approaches to curriculum development differ from one another. The developmental technique is thought to offer a high degree of awareness and self-control. Individualization happens in tandem with socialization by considering each child's distinct traits. The conventional method emphasizes health promotion, social skill development, and teacher-to-child information transfer. Different learning outcomes may result from all of these variations. This study aims to determine the connections between methods used in preschool institutions to get kids ready for school. The main idea of the research hypothesis is that the developing method and the traditional approach yield different outcomes in terms of school preparation. Ninety-two preschoolers, ages six to seven, participated in the study (51 boys and 41 girls). These kids went to preschools in Grozny. During the study, six teachers and psychologists were interviewed. The research was carried out from 2018 to 2020. The education of the youth, seen as the driving force of states, is closely tied to the fate and future of every society and its inhabitants. Outstanding efforts are underway in our country to bolster the intellectual and creative potential of youth, to enhance their participation in the reforms carried out in our country. During the preschool years, moral concepts grow increasingly stringent. Moral concepts can originate from adults who play a role in their education, as well as from their peers. Moral experiences are conveyed and reinforced primarily through communication, observation, imitation, and simultaneously via the commendation and censure of grown-ups, above all mothers. The child consistently strives to achieve grades, with a particular focus on receiving commendations. Children acquire new communicative motivations in kindergarten. It has both commercial and personal goals. Business reasons are tied to completing a task, while personal communication motives are related to the child's psychological issues. Learning motives pertaining to the acquisition of skills, knowledge, and capacities increasingly join these motivations. Children's innate curiosity, which starts in early life, is frequently replaced by these motivations. At this age, self-expression motivations are also apparent. When a child is in junior and middle kindergarten, their character is formed depending on what they see in adults. Important human traits like initiative, independence, and will start to emerge in the youngster throughout these years. Kindergarten is when the child starts to learn how to interact and communicate with others via a variety of activities. His ability to get along with people and form regular professional and personal relationships will benefit from this in the future. SCIENCE AND INNOVATION INTERNATIONAL SCIENTIFIC JOURNAL VOLUME 4 ISSUE 12 DECEMBER 2025 ISSN: 2181-3337 | SCIENTISTS.UZ 110 Children of this age's ideas and assessments of their parents play a crucial role in the development of their personalities. Children in kindergarten develop their imaginations mostly via their varied play activities. It's important to remember, though, that kindergarteners' imaginations wouldn't be varied if they couldn't imagine. Through a variety of activities, kindergarteners' imaginations develop. Another element that actively influences kindergarten-aged children's imaginative development is fairy tales. Children develop a particular perspective toward the animal characters in the stories they hear. Kindergarten-aged youngsters experience both positive and negative emotions quickly and intensely. The emotions of kindergarteners are influenced by whether or not their basic requirements are met. The youngster experiences unpleasant discomfort and suffering as a result of these requirements not being met. There is a relationship between senior kindergarten-aged children's moral imagination and their feeling of duty, or their comprehension of right and wrong. When they follow an adult's instructions, they experience delight and contentment; when they disobey a rule, they experience sadness and depression. A child's degree of school readiness has a major impact on their academic performance. First and foremost, the youngster needs to be physically prepared for school. Six-year-olds develop physiologically and anatomically in a unique way. The child's body develops quickly at this age. Every month, it gains 150–200 g in weight and 0.5 cm in height. Six-year-olds can run swiftly and effortlessly and stroll at various speeds. They can swim, skate, run, and jump with ease. During music classes, children of this age exhibit a range of rhythmic and plastic movements. They are also capable of performing a number of exercises with accuracy, speed, ease, and agility. A child's ability to succeed academically depends not only on his physical and mental health but also on his social-psychological and emotional preparedness. When a child enters school, they should be prepared to assume a new social status, that of a student with distinct responsibilities, rights, and demands. Children's inner personal lives start during this time in the areas of cognitive before moving on to emotional motivation. From figurative to symbolic, the evolution in one direction or another occurs through phases. Symbolism refers to the ability to work with the sign system (mathematical, linguistic, logical, etc.), whereas imagery refers to children's capacity to generate, alter, and move various images. Early on, before school, the creative process starts. Children's technical and artistic accomplishments, as well as their constructive games, are the main ways that creativity is displayed. The buds of unique abilities start to show signs of primary development around this time. Cognitive processes include the synthesis of both internal and external acts. This synthesis can be observed in perceptive actions, attention, the management and control of the plan of internal and external actions and situations, and memory, which is the ability to connect the internal and external structure of remembering and remembering the material. Additionally, it is evident in thinking when several approaches to solving real-world problems are combined into a single, overarching process. The child's full command of his mother tongue serves as the foundation for the synthesis of cognitive processes. The process of speech creation starts to finishes during this time. The child learns basic moral principles and guidelines during speech-based education. The child's morals are governed by these standards and regulations. The child develops many interactions with others around him, and these ties are motivated by various factors. All of this externalizes the child's uniqueness and makes him different from other kids, not just in terms of intelligence but also in terms of morality and motivation. It is the pinnacle of preschoolers' personality development, at which time their unique traits, skills, triumphs, setbacks, and feelings of self-awareness emerge. SCIENCE AND INNOVATION INTERNATIONAL SCIENTIFIC JOURNAL VOLUME 4 ISSUE 12 DECEMBER 2025 ISSN: 2181-3337 | SCIENTISTS.UZ 111 A junior school student's personality is shaped through educational activities, which also give them the chance to develop high-level cognitive processes and personal traits. The formation of a student's personality is directly impacted by a variety of activities, including work-related activities, games, and conversation. Children's urge to compete during junior high school is seen as a psychological need, and it causes them a great deal of emotional strain. In actuality, these traits start to emerge at a different time and are most apparent during the junior high and adolescent years. Junior school-aged children assess themselves based on what adults think of them. The teacher's evaluation and the student's performance in different activities have a direct impact on the student's self-esteem. According to an empirical study, the majority of kids reach a high degree of cognitive preparedness and are able to effectively engage with their classmates and restrain their anger. They struggle to collaborate with their teacher and voice their opinions, though. Children who attended preschool using a developmental approach demonstrated a higher level of school readiness when compared to their peers who received instruction using a traditional approach. They were able to ask for assistance, coordinate their creative intentions with their peers, empathize, and have a higher level of self-awareness. They also exhibit a strong volunteer dedication to education. Children who attended preschools using a traditional approach, on the other hand, had a better degree of linguistic and logical reasoning. We can say that certain aspects of children's school preparedness are provided by both traditional and developmental techniques. However, the development approach yields superior results since it promotes children's initiative, treats students fairly, and considers each child's unique qualities. Children in the traditional approach groups' cognitive component of school preparation revealed that 66.7% of preschoolers had awareness, which is the typical level; 21.8% of participants had strong awareness, and 5.6% had low awareness. Of the children in the traditional method groups, 61.1% had an average level of imaginative thinking development, 22.2% had a high level, and 16.7% had a low level. Of preschoolers, 66.7% have high levels of verbal and logical thinking development, 27.8% have average levels, and 5.6% have low levels. 70.5% of the children in the developmental method groups had an average level of development, according to the cognitive component of school readiness. In 29.5% of cases, a high degree of awareness is noted. There is no detection of the low level. Of the preschoolers in the developmental approach groups, 45.5% showed satisfactory levels of imaginative thinking. They have the ability to map and follow instructions. 54.5% of respondents showed that they had acquired the skill to plan at an average level. With minimal assistance from adults, the kids effectively explored visible space on their own and in accordance with the plan. In this subgroup, not a single patient displayed a low level. The traditional method group's personal component of children's school readiness revealed that 54.5% of all participants had easy access to adults. Seeking assistance from others in trying circumstances was also examined as a sign of a child's social preparedness for school. 56.8% of participants in the traditional approach group said they seldom ever got the chance to seek peers or teachers for assistance. These kids are accustomed to using a teacher's assistance to settle disputes with other kids, yet they passed up this chance. Of the participants, 40.9% are accustomed to assisting others. Only one child exhibits unwillingness and an incapacity to assist others. The characteristics of the readiness components show that the acquisition of communicative competenciesthe social component of readiness, building a working relationship with the teacher, defending one's own position in conflicts with other kids, cognitive readiness, SCIENCE AND INNOVATION INTERNATIONAL SCIENTIFIC JOURNAL VOLUME 4 ISSUE 12 DECEMBER 2025 ISSN: 2181-3337 | SCIENTISTS.UZ 112 presentation, and the capacity for self-controlwas among the most challenging for preschoolers. Frequently, aggressive signs appeared. When it comes to both arbitrary behavior regulation and personal components of school preparedness, the developmental method yields better results. As a result of encouraging teamwork, this method fosters the development of the aforementioned communication abilities. Children from developmental approach groups concur that they are successful in designing, storytelling, experimenting, and other tasks. Higher self-esteem is fostered in groups by educational approaches that support children's autonomy in selecting solutions to problems that foster creativity and originality while accounting for individual traits, pace, and other psychological aspects. Children must therefore consider their goals, opportunities, and constraints. Children must therefore consider their goals, opportunities, and constraints. Using a developmental paradigm, increased voluntary behavior regulation leads to the indirect development of universal abilities, tool mastery, and frequent group play. According to a summary of the research findings, preschool education fosters the development of cognitive talents and skills that are critical for success in later life, hence providing a crucial foundation for future learning. This study highlights the potential for raising the standard of preschool instruction and highlights some benefits of the developmental approach, such as encouraging children's growth, fostering initiative, fostering equal relationships between teachers and students, and taking into account each child's unique qualities. This is in line with research that indicates it is more beneficial for kids to finish problem-oriented assignments rather than providing them with accurate answers and comprehensive study materials. Preschoolers who follow a developmental approach demonstrate a greater degree of personal preparedness for school: they can ask for assistance, plan innovative activities with their peers, and exhibit empathy for them. Compared to their peers who follow the conventional method, they have a higher degree of self-awareness. Additionally, they have a high level of voluntary preparedness for school: they can control their violent impulses and readily comply with adult norms and directions. This could be as a result of the developmental approach's emphasis on preschoolers' needs and talents, more equality in the teacher-child interaction, and consideration of each child's unique qualities. Children's initiative and independence are encouraged by the teacher. The developmental approach is more effective than the traditional approach at fostering voluntary and personal preparedness. Children who attended preschool using a traditional approach demonstrated reduced levels of asking for assistance, coordinating creative goals with peers, empathy with peers, self-awareness, adhering to adult rules and directions, controlling aggressive behaviours, awareness, and innovative thinking. Conclusion This can be explained by children's lack of independence, teachers' authoritarian communication style, and the absence of playtime. Children demonstrated a greater degree of verbal and logical thinking in the meantime. We believe that this is because instructors employed conventional instructional techniques. Children are hence accustomed to logical, verbal, and mathematical work. In summary, both developmental and traditional approaches contribute to children's school readiness in some ways. The developmental preschool approach, on the other hand, produces superior outcomes since it fosters children's growth while taking into consideration their unique interests and traits. The findings demonstrate the potential of both the preschool organization's environment and SCIENCE AND INNOVATION INTERNATIONAL SCIENTIFIC JOURNAL VOLUME 4 ISSUE 12 DECEMBER 2025 ISSN: 2181-3337 | SCIENTISTS.UZ 113 specifically planned and targeted learning. 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