MAKTABGACHA YOSHDAGI BOLALARDA TANQIDIY FIKRLASHNI RIVOJLANTIRISH: “ILK QADAM” MILLIY O‘QUV DASTURI VA ZAMONAVIY PEDAGOGIK YONDASHUVLARNING INTEGRATIV TAHLILI

To‘xtaxo‘jayeva Muazzamxon Shavkatjon qizi

doi:10.5281/zenodo.23254122

28.09.2026

Oʻzbekcha

MAKTABGACHA YOSHDAGI BOLALARDA TANQIDIY FIKRLASHNI RIVOJLANTIRISH: “ILK QADAM” MILLIY O‘QUV DASTURI VA ZAMONAVIY PEDAGOGIK YONDASHUVLARNING INTEGRATIV TAHLILI

Published

28.09.2026

Journal

Maktabgacha ta’limni barqaror rivojlantirish: global tendensiyalar, milliy tajriba va strategik yechimlar

Issue

Maktabgacha ta’limni barqaror rivojlantirish: global tendensiyalar, milliy tajriba va strategik yechimlar

Pages

250-252

DOI

10.5281/zenodo.23254122

Authors

To‘xtaxo‘jayeva Muazzamxon Shavkatjon qizi

Abstract

maqolada maktabgacha yoshdagi bolalarda tanqidiy fikrlashni rivojlantirish masalasi “Ilk qadam” milliy o‘quv dasturining uchinchi nashri va tanlangan ilmiy manbalar asosida nazariy-qiyosiy tahlil qilindi. Milliy dasturda tanqidiy fikrlashga doir belgilangan mazmun Reggio Emilia yondashuvi, StoryThinking modeli, muammoli topshiriqlar, hamkorlikdagi muhokama, gipoteza ilgari surish, dalillash va refleksiyaga oid tadqiqotlar bilan qiyoslandi. Tahlil natijasida tanqidiy fikrlashning maktabgacha yoshga mos kuzatiladigan ko‘rinishlari ajratildi hamda ularni pedagogik muhit, muammoli vaziyat, muhokama va refleksiyani bog‘lovchi yagona faoliyat sifatida tashkil etish zarurligi asoslandi

Keywords

Reggio Emilia StoryThinking dalillash gipoteza maktabgacha ta’lim muammoli faoliyat refleksiya tanqidiy fikrlash tayanch kompetensiya “Ilk qadam”

Other language versions

Русский

в статье на основе третьего издания Национальной учебной программы «Илк кадам» и отобранных научных источников проведён теоретико-сравнительный анализ развития критического мышления у детей дошкольного возраста. Содержание компетенции критического мышления, определённое в национальной программе, сопоставлено с исследованиями, посвящёнными подходу Reggio Emilia, модели StoryThinking, проблемным заданиям, совместному обсуждению, выдвижению гипотез, аргументации и рефлексии. В результате анализа выделены наблюдаемые проявления критического мышления, соответствующие дошкольному возрасту, а также обоснована необходимость их организации в рамках единой деятельности, объединяющей педагогическую среду, проблемную ситуацию, обсуждение и рефлексию.

Reggio Emilia StoryThinking «Илк кадам» аргументация базовая компетенция гипотеза дошкольное образование критическое мышление проблемная деятельность рефлексия

English

This article presents a theoretical and comparative analysis of the development of critical thinking in preschool children based on the third edition of Uzbekistan’s national preschool curriculum, “Ilk Qadam,” and selected scientific sources. The content of critical thinking competence defined in the national curriculum is compared with research on the Reggio Emilia approach, the StoryThinking model, problem-based tasks, collaborative discussion, hypothesis generation, argumentation, and reflection. The analysis identifies observable manifestations of critical thinking appropriate for preschool-aged children and substantiates the need to organize them within an integrated activity that connects the pedagogical environment, problem situations, discussion, and reflection

: preschool education Ilk Qadam Reggio Emilia StoryThinking argumentation core competence critical thinking hypothesis generation problem-based activity reflection

References

1. O‘zbekiston Respublikasida maktabgacha ta’limning “Ilk qadam” milliy o‘quv dasturi. Uchinchi nashr. O‘zbekiston Respublikasi Maktabgacha va maktab ta’limi vazirining 2026-yil 17-iyuldagi 260-son buyrug‘iga ilova. Toshkent, 2026.

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3. Tuzdybayeva A., Kyyakbayeva U., Myshbayeva G., Uaidullakyzy E., Abilbakiyeva G. Development of cognitive activity in preschool children through critical thinking technology. International Journal of Innovative Research and Scientific Studies. 2025. Vol. 8, No. 3. P. 4347–4361. DOI: 10.53894/ijirss.v8i3.7510.

4. Papadopoulos I., Bisiri E. Fostering Critical Thinking Skills in Preschool Education: Designing, Implementing and Assessing a Multiliteracies-Oriented Program Based on Intercultural Tales. Multilingual Academic Journal of Education and Social Sciences. 2020. Vol. 8, No. 1. P. 87–105. DOI: 10.46886/MAJESS/v8-i1/7263.

5. Fernández Santín M., Feliu Torruella M. Reggio Emilia: An Essential Tool to Develop Critical Thinking in Early Childhood. Journal of New Approaches in Educational Research. 2017. Vol. 6, No. 1. P. 50–56. DOI: 10.7821/naer.2017.1.207.

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