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PEDAGOGICAL AND PSYCHOLOGICAL FOUNDATIONS OF ENCOURAGING
YOUNG SPECIALISTS IN PRESCHOOL EDUCATIONAL INSTITUTIONS
Oktyabrova Sojida Oybek kizi
Master’s student, Puchon University in Tashkent
Gaynazarova Gulbaxor Abdullayevna
PhD, Associate Professor, Puchon University in Tashkent
Annotation:
This article analyzes the theoretical and practical aspects of encouraging young
specialists working in preschool educational institutions. The leadership role of the director,
methods of encouragement, and motivational mechanisms are examined. In addition, the
importance of material and moral incentives in increasing the effectiveness of the pedagogical
process is highlighted.
Keywords:
preschool education, young specialist, motivation, leadership, encouragement, quality
of education.
Today, reforms carried out in all branches of the education system, in particular in the field of
preschool education, serve as an important factor in raising the future of the country and educating
the young generation to become comprehensively developed. Indeed, preschool education is the
first and most crucial stage in the formation of personality, when the child’s initial worldview,
moral norms, speech and thinking, and social skills are shaped. Therefore, the knowledge, skills,
and abilities of specialists working in this system directly affect the developmental process of
children.
In recent years, a number of state programs, decrees, and resolutions have been adopted in the
Republic of Uzbekistan to develop preschool education, and special attention has been paid to this
sector. In particular, the Presidential Resolution “On Measures to Further Improve the Preschool
Education System” identified training specialists, improving their qualifications, and creating
favorable conditions for effective work as one of the priority directions of state policy. This, in
turn, further strengthens the relevance of attracting young specialists to the field, supporting their
professional activities, and motivating them. Specifically, in recent years, the number of activities
of a new generation of young specialists in educational institutions has significantly increased.
Although they possess modern knowledge and innovative ideas, they may also face difficulties
due to a lack of professional experience. At this point, the leadership activities of the preschool
education institution director play a decisive role not only in managing the organization but also in
ensuring the professional development and motivation of young specialists. The director’s
leadership position, support of their initiatives, and provision of material and moral incentives
increase young specialists’ dedication to the field, ensure their professional stability, and enhance
efficiency. At the same time, creating a motivational environment for young specialists plays an
important role not only in their professional growth but also in their personal development. The
effective application of encouragement methods inspires teachers to strive for creativity, motivates
them to engage in self-improvement, and prepares them to introduce innovations into their
activities. Therefore, the motivational mechanisms applied by the director of a preschool
education institution should be regarded as a crucial guarantee for improving the quality of
education and the effectiveness of the educational process.
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ISSN NUMBER: 2751-4390
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Supporting the professional activities of young specialists working in the preschool education
system, motivating them, and providing continuous motivational assistance are among the most
important factors in improving the quality of education today. Since young specialists are just
starting their careers, it is natural for them to face many difficulties. These include lack of
experience, problems with adapting to the team, lack of self-confidence, and difficulties in
applying modern pedagogical technologies. From this point of view, one of the director’s main
tasks is to assist young personnel in their professional development and to increase their
responsibility and interest in the educational process.
When motivating young specialists, material and moral factors should be applied in harmony.
Measures of material encouragement include additional bonuses, monetary rewards, one-time
financial assistance, and social benefits (for example, housing support, transportation expenses).
Such incentives serve to value their work, acknowledge their initiatives, and provide economic
support. However, limiting motivation to financial rewards alone does not lead to long-term
stability in young specialists’ motivation. Therefore, the director should pay special attention to
moral encouragement as well.
Forms of moral encouragement include recognizing the achievements of young specialists in front
of the team, awarding certificates of honor and letters of gratitude, promoting their work through
social networks or local media, and treating them with respect in the team. Such recognition
increases their love for the profession, strengthens their self-confidence, and inspires them to aim
for higher achievements in the future. Furthermore, innovative approaches also play a significant
role in motivating young specialists. For example, involving them in various projects and grants,
engaging them as leaders in piloting new pedagogical technologies, providing opportunities to
participate in scientific-practical conferences, and creating conditions for them to gain direct
knowledge from experienced teachers through the “mentor-apprentice” system. Such approaches
encourage young specialists to be active not only in the educational process but also in scientific
and innovative activities.
The leadership activity of the director should not only be organizational management but also
focused on creating a positive atmosphere in the team, fostering open communication, and
developing sincere relationships. Young specialists should have the opportunity to freely express
their opinions and seek advice from the director when problems arise. The director’s fair and
transparent evaluation system is also one of the important forms of motivation. Because when
each young teacher feels that their work is valued, they become more responsible in their
professional activities.
The personal example of the director also plays a significant role in motivational processes. The
director’s self-development, striving for innovation, and open communication with the team
directly influence young specialists. In addition, fostering healthy competition in the team, sharing
positive experiences, and providing mutual support are also considered effective tools of
encouragement. The main goal of motivating young specialists is to strengthen their interest in
professional activities, develop their creativity, encourage them to adopt innovative approaches in
the educational process, and create conditions for their sustainable activity in the education system.
Only by harmoniously combining material, moral, and innovative forms of encouragement can it
be possible to achieve higher quality and efficiency in preschool education institutions.
The effective organization of young specialists’ activities and the process of motivating them in
the preschool education system is one of the most important conditions for improving the quality
of education. Indeed, the skills, knowledge level, and professional motivation of teachers working
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in preschool educational institutions directly affect the personality development of children.
Young specialists often face a lack of experience, difficulties in adapting to the team, and
challenges in effectively conducting the pedagogical process at the beginning of their careers. At
this point, the leadership activity of the director plays a decisive role.
The combination of material, moral, and innovative motivational measures implemented by the
director ensures the professional stability of young personnel. Material incentives strengthen their
social protection, moral incentives enhance their professional pride and self-confidence, and
innovative encouragement reveals the creativity of young specialists and inspires them to apply
modern pedagogical approaches. Moreover, the director’s personal example, openness to dialogue,
and creation of a healthy environment in the team also enhance the effectiveness of motivation.
When young specialists feel that their work is valued and their initiatives are supported, they work
harder on self-improvement and bring new perspectives into the educational process. This, in turn,
improves the quality of the educational process and contributes to the expansion of children’s
worldview.
By motivating young specialists, the director of a preschool educational institution not only
increases the quality and efficiency of education but also lays the foundation for the sustainable
development of human resources. Therefore, in the current reform process, supporting young
specialists both materially and morally and helping them to realize their innovative ideas should
be regarded as one of the most important priorities of state policy.
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ISSN NUMBER: 2751-4390
IMPACT FACTOR: 9,08
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COMPANY: GERMAN INTERNATIONAL JOURNALS
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