Volume 04 Issue 12-2024
90
International Journal Of Management And Economics Fundamental
(ISSN
–
2771-2257)
VOLUME
04
ISSUE
12
P
AGES
:
90-96
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
ABSTRACT
The article analyzes the results of experimental work on the formation of leadership qualities in senior preschoolers.
It also reveals the methodology for forming ideas about leadership qualities and their manifestation in various types
of activities. The formative experiment used a variety of techniques, conversations, games, seminars and trainings for
teachers.
KEYWORDS
Preschool educational organization, preschool age, early preschool age, psychological processes, leadership and
moral qualities, discipline, independence, responsibility, hard work, initiative.
INTRODUCTION
Preschool age is the most important period in the
formation and development of a child's personality.
During this period of childhood, he is extremely
sensitive. According to the Concept of Preschool
Education in Uzbekistan and the Ilk Kadam program,
preschool children need to form an idea of discipline,
leadership skills, responsibility, diligence, and initiative.
These qualities are moral, and their manifestation
indicates a full-fledged moral upbringing of a child,
which largely depends on the organization of his life
and on the people who surround him.
An analysis of the state of the issue of the formation of
leadership qualities in older preschoolers showed the
following: educators do not pay enough attention to
the formation of discipline, leadership qualities,
responsibility, and diligence in children. This work is
Research Article
THE RESULTS OF EXPERIMENTAL WORK ON THE FORMATION OF
LEADERSHIP QUALITIES IN OLDER PRESCHOOLERS
Submission Date:
December 10, 2024,
Accepted Date:
December 15, 2024,
Published Date:
December 25, 2024
Crossref doi:
https://doi.org/10.37547/ijmef/Volume04Issue12-10
Nilufar Kadirova
Independent Researcher Of Tashkent State Pedagogical University Named After Nizami, Uzbekistan
Journal
Website:
https://theusajournals.
com/index.php/ijmef
Copyright:
Original
content from this work
may be used under the
terms of the creative
commons
attributes
4.0 licence.
Volume 04 Issue 12-2024
91
International Journal Of Management And Economics Fundamental
(ISSN
–
2771-2257)
VOLUME
04
ISSUE
12
P
AGES
:
90-96
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
carried out by them sporadically, because there is no
program and methodological material in this area;
parents whose children attend preschool have only
basic knowledge of leadership skills, but at the same
time believe that they should be formed in children
from an early age.; Older preschoolers have only basic
ideas about discipline, leadership skills, responsibility,
and hard work. However, these ideas are situational,
judgments are unconscious, and motives are mostly
related only to the need for them to follow other rules.
Some children can't explain their actions at all.
To eliminate the existing gap in the formation of
leadership qualities in children aged 5-7 years in
preschool institutions, where a formative experiment
was conducted with educators and parents by an
experimenter, 3 socio-psychological trainings were
conducted on the methodology of forming leadership
qualities in older preschoolers.
At the first training, educators and parents were
introduced to the concepts of "organizational
qualities",
"organizational
skills",
"discipline",
"independence", "initiative", "responsibility", as well
as the criteria and indicators of their formation in
children..
During the training, the following methods were used:
the "brainstorming" method, a diagram showing
organizational qualities of a person, pedagogical
situations, a memo for educators and parents with
concepts of leadership qualities.
At the second training, the participants were
introduced
to
such
qualities
as
discipline,
independence and their essence. To consolidate
knowledge about leadership qualities, the "cluster"
and "fan" methods were used, as well as pedagogical
situations and a memo on discipline and leadership
qualities.
At the third training, participants were introduced to
organizational qualities such as responsibility,
initiative,
diligence
and
their
essence.
The
consolidation of knowledge about these qualities was
carried out by the problem method and the
independent work of the training participants.
After completing the trainings, all participants were
presented with methodological material on the
formation of leadership qualities in older preschoolers,
developed by an experimenter. In addition, parents
were given observation sheets where they had to note
the manifestation of their children's discipline,
leadership qualities, initiative, responsibility, and
diligence at home before and after the formative
experiment.
The formative experiment was conducted on the basis
of preschool educational organizations 323 and 473
preschool educational institutions in Tashkent from
October 2023 to October 2024. It was attended by 30
children of senior preschool age, 2 teachers and 30
parents. There are 62 respondents in total.
The formative experiment was conducted in two
stages. At the first stage, 5 classes were held, where
Volume 04 Issue 12-2024
92
International Journal Of Management And Economics Fundamental
(ISSN
–
2771-2257)
VOLUME
04
ISSUE
12
P
AGES
:
90-96
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
children were taught about such qualities as discipline,
independence, responsibility, diligence, initiative.
Children's ideas about these qualities were deepened
by familiarizing them with relevant literature, adult
work, games, conversations, stories, creating special
situations, and observing adult work. All this helped to
create interest in work, to reveal its meaning, content,
and organization. The children could see firsthand the
external side of work, the actions of people, the tools
of labor, the working person, his attitude to work, and
relationships with people. In addition, it helped to
prepare and set up children to fulfill work assignments,
and aroused a desire to imitate adults. The main points
in organizing direct observations of the work of a cook,
doctor, teacher, stylist, tailor, janitor, etc. were: free
communication between children and adults, which
created an atmosphere of freedom and relaxation; the
educator's explanation of the manifestation of certain
qualities
by
adults
(discipline,
leadership,
responsibility, hard work, initiative), answers to
children's questions; emotional behavior of an adult in
order to elicit emotional and positive reactions from
children; the use of vocabulary characterizing various
tools that adults use in their work; the development of
interest in various types of work.
At the second stage of the formative experiment,
children's knowledge of leadership qualities was
expanded and various types of activities (labor, play,
educational, etc.), as well as joint work of adults and
children, were organized with them.
The basis for independent work was based on the ideas
that children received when observing various adult
work. Thus, the children had an increased interest in
work, a desire to show diligence, independence,
initiative, responsibility and discipline. This was
achieved through the use of three interrelated areas:
1. To teach children in the process of work mutual
assistance,
leadership
skills,
perseverance,
responsibility, the ability to finish what they started.
2. To form the ability to evaluate the manifestation of
initiative in work, accuracy in doing work, evaluative
attitude to work, arouse interest in it and desire to
work.
3. Accumulation of children's sensory experience with
the opportunity to be needed by others, to bring them
benefit and joy as a result of their work.
At the beginning of each lesson, the teacher set a
learning task for the children, explained to them the
content of the lesson, and emphasized the importance
it has for them in the present tense. This mobilized the
children, aroused their interest, an active desire to
participate in a common cause, overcome difficulties
on their own, and achieve positive results.
The educational work was aimed at developing
leadership skills among older preschoolers in play,
productive and work activities. Each of them
stimulated initiative, independence and responsibility,
but the importance of different activities for the
development of these qualities was different. The
game focused on the development of initiative, a core
Volume 04 Issue 12-2024
93
International Journal Of Management And Economics Fundamental
(ISSN
–
2771-2257)
VOLUME
04
ISSUE
12
P
AGES
:
90-96
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
component of leadership skills. The main importance
of productive activity was to develop independence.
During the formation of responsibility, work was the
most important. The most important condition for the
development of leadership qualities was the collective
nature of the organization of all types of activities.
There were three main stages in the educational work.
At the first stage, the prerequisites for the formation
of leadership qualities were laid, at the second stage,
conditions for its implementation were created, and at
the third stage, the tendency towards independent
activity was consolidated.
When organizing a collective story and role-playing
game, the main focus was on activating children's
ability to independently apply new knowledge in the
game, as well as developing the ability to plan the
upcoming game, independently plot and assign roles.
The means of developing leadership skills were to
equip preschoolers with knowledge beyond their
direct experience, and to teach them how to organize
relationships, resolve emerging contradictions, etc.
When organizing productive activities in the classroom
and the simplest forms of joint work, the educator
tried to actualize the motives for achieving the goal,
the social significance of the activity, and the personal
experience of success.
In order to consolidate independent forms of behavior
and make them more stable, the achievements of the
children were regularly noted by the educator.
In the final part of the formative experiment, special
attention was paid to the pace and organization of
activities and the quality of work performed in the
classroom and when completing work assignments.
The teacher's instructions helped to mobilize the
children's strength and skills. The confidence that the
children would do a good job helped them to do a lot
during the lesson (30-35 minutes).
Generalized data on the degree of formation of
leadership qualities in older preschoolers before and
after the experiment are shown in Table 1.
Table.1
The level of leadership skills among older preschoolers
before and after the experiment
Series
The level of leadership qualities
lack of
leadership skills
rudiments of
leadership skills
the average
level
high level
in
total
Stating
9 (29,9%)
8 (26,6%)
10 (33,3%)
3 (9,9%)
99,7%
30 children
4 (13,3%)
3 (9,9%)
13 (43,2%)
10 (33,3%)
99,7%
Volume 04 Issue 12-2024
94
International Journal Of Management And Economics Fundamental
(ISSN
–
2771-2257)
VOLUME
04
ISSUE
12
P
AGES
:
90-96
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
As can be seen from the table, as a result of
experimental training, there have been certain shifts in
the degree of leadership qualities of children. Thus, the
lack of leadership qualities in children decreased by
16.6% (5 children), the rudiments of leadership qualities
by 16.7% (5 children); the average level increased by
29.4% (3 children), and the high level by 23.4% (7
children). The children's behavior has become more
organized, the ability to achieve the set goal has
developed, to finish the work independently, and the
quality of the task has improved. This indicates a
significant change in the attitude of children to their
activities: stable motivation has been formed, which
many researchers consider to be the most important
sign of leadership qualities among preschoolers.
After completing the formative experiment, we
summarized the results of a survey of older preschool
children to identify their knowledge of leadership skills
and their manifestation in the family before and after
the experiment.
The survey of children was carried out on the basis of
the developed material and was conducted
individually, all answers were recorded in the
questionnaire.
An analysis of the survey results of 30 older preschool
children showed that before the experiment, children
had difficulty choosing the right solution in certain
situations, explaining their answers to questions, and
understanding leadership qualities such as discipline,
independence, responsibility, diligence, and initiative.
The arithmetic mean analysis of the children's survey is
presented in Table 2.
This analysis shows the following: before the
experiment, an average of 7 (23.3%) children had
knowledge of discipline and leadership skills, after the
experiment
–
13 (42.4%) and 12 (39.6%); responsibility
before the experiment
–
10 (33%), diligence
–
9 (29.7%)
children, after the experiment - 12 (39.6%) and 13
(42.4%) children; on initiative before the experiment
–
4 (13.2%) children, after it
–
8 (26.4%).
Table 2
Arithmetic mean analysis of a survey of older preschool children to identify their knowledge of leadership skills
before and after the experiment
Name of quality
Before the experiment
After the experiment
right
answer
wrong
answer
There is no
answer
right
answer
wrong
answer
There is no
answer
Discipline
7
(23,3%)
6
(19,8%)
6
(19,8%)
13 (42,4%)
4
(13,2%)
4
(13,2%)
Independence
7
(23,3%)
5
(16,5%)
7
(23,3%)
12 (39,6%)
4
(13,2%)
5
(16,5%)
Responsibility
10
(33%)
5
(16,5%)
7
(23,3%)
12 (39,6%)
4
(13,2%)
4
(13,2%)
Industriousness
9
8
8
13 (42,4%)
4
5
Volume 04 Issue 12-2024
95
International Journal Of Management And Economics Fundamental
(ISSN
–
2771-2257)
VOLUME
04
ISSUE
12
P
AGES
:
90-96
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
(29,7%)
(26,4%)
(26,4%)
(13,2%)
(16,5%)
Initiative
4
(13,2%)
8
(26,4%)
11 (36,3%)
8 (26,4%)
8
(26,4%)
6
(19,8%)
Total
37:5
32:5
39:5
58:5
24:5
24:5
Arithmetic mean
7
(23,3%)
6
(19,8%)
8
(26,4%)
11 (36,3%)
5
16,5%)
5
(16,5%)
We can see that after the experiment, the children's level of knowledge about leadership qualities increased
significantly, as shown in Table 3.
Table 3
Levels of knowledge about leadership skills
of older preschool children
Levels
Before the experiment
After the experiment
I High
7 (23,3%)
11 (36,3%)
II Medium
6 (19,8%)
5 (16,5%)
III Low
8 (26,4%)
5 (16,5%)
The results of the formative experiment showed that
the level of knowledge of older preschool children
about leadership qualities according to the criteria we
defined has changed significantly: level I
–
high
–
increased by 13%; level II
–
medium and level III
–
low
–
decreased by 3.3%.
In our opinion, the following contributed to this:
- teachers' understanding of the importance of step-by-
step, systematic work on the formation of leadership
skills among older preschoolers and the creation of
conditions for their manifestation;
- systematic gradual expansion of ideas about
leadership qualities.
Based on the above, it can be concluded that older
preschool children, when working systematically in
preschool institutions and in the family, acquire
knowledge about leadership skills and manifest them
in various types of activities based on the developed
program
and
methodological
material.
The
educational methods developed and tested in the
study can be used in preschool institutions when
organizing
story-role-playing
games,
children
performing simple work assignments, as well as in
classes under the Ilk Kadam program. The developed
methods of monitoring the manifestations of
leadership qualities in play, work and productive
activities will allow the educator to identify the
individual characteristics of children and, in accordance
with them, individualize educational influences.
Volume 04 Issue 12-2024
96
International Journal Of Management And Economics Fundamental
(ISSN
–
2771-2257)
VOLUME
04
ISSUE
12
P
AGES
:
90-96
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
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Dzhamilova, N. N., Kadyrova, N. M., & Zhamilova, F.
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STUDENTS' INITIATIVE. Management of preschool
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Kadyrova N.M.The essence of initiative qualities of
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Kadyrova N.M. Role of training seminars in the
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2020 125-129 s.
