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HARMONY OF MORAL VALUES AND LIFE COMPETENCES IN
YOUNG CHILDREN
Davletov Erkaboy Yusubovich
Associate Professor of the Department of "General
Professional Sciences" of Mamun University, Ph.D.
https://doi.org/10.5281/zenodo.15613587
Annotation
. This article analyzes the issue of the harmonious formation of
moral values and life competencies in young children from a pedagogical point
of view. The author shows the role and importance of the family environment,
the personal example of the educator, the moral environment created in
educational institutions in the development of children as individuals. Also,
effective methods of developing life competencies - namely, skills such as
communication, problem solving, independent thinking - in children in harmony
with moral values are analyzed.
Keywords
: moral values, upbringing, personal development, pedagogical
approach, integrated education, preschool age, socio-emotional development.
Introduction
In modern pedagogical theories and practice, one of the main tasks of
education is to form a system of moral values that are socially and educationally
significant in a person, as well as to develop his life competencies. Especially in
the sensitive period of development of young children, educational influences
have an extremely effective and stable basis, during which moral norms, social
rules, interpersonal relationships and communicative skills are gradually
formed.
In today's globalization, the main goal of the preschool education system is
to create a solid moral foundation in children, ensure their conscious
assimilation of universal values such as humanity, honesty, solidarity, justice, as
well as to develop their functional literacy, life competencies such as finding the
right way out in problem situations, the ability to communicate, participate in
collective activities, and readiness for social adaptation. Psychological and
pedagogical research shows that moral values and life competencies are in a
dialectical relationship, and their harmony forms the socialization of the
individual, emotional and intellectual stability, and the ability to make
independent decisions. Therefore, integrative methods and innovative
pedagogical approaches aimed at the joint formation of these factors are among
the current scientific and pedagogical problems. This article analyzes the factors,
methodological approaches, and the importance of the educational environment
that affect the harmonious development of moral values and life competencies in
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young children from a scientific, theoretical, and practical point of view. The
purpose of the study is to identify the mechanisms that complement each other
of moral and life competencies, to create scientific foundations for improving the
educational process based on their harmony.
Main part:
A young child is a subject who has not yet understood the complexities of
life, but has begun to actively perceive the social environment, and whose
personality is being formed. Therefore, the education and upbringing given to
him at this stage becomes the main factor determining his life path, worldview,
and personal value system. Moral values are internal criteria that form a
person's ability to distinguish between good and evil, emdiving qualities such
as decency in behavior, mutual respect, patience, honesty, and truthfulness. Life
competencies are a set of important social skills that direct the child to practical
activities, solving everyday problems, and being successful in communication.
The harmonious development of these two concepts has not become a pressing
issue for nothing. Because in order to become a full-fledged person in society, a
person must have not only knowledge and skills, but also a sense of moral
responsibility, empathy, and respect for others. For example, a child may have
communication skills, but if these skills are not combined with moral values, he
may use violent or manipulative approaches in communication. On the contrary,
if moral values are strong, but life competencies are not sufficiently developed,
the child will have difficulty expressing his positive intentions and views
correctly in society. In the process of upbringing, these two directions should be
seen not separately, but as a whole. In an educational institution, through every
action, every word, and even the attitude of the educator, the child not only
learns moral norms, but also understands how these norms are applied in life
based on practical experience. In kindergarten, interactive lessons based on
game tasks, group exercises, and problem situations serve to develop both moral
approaches and practical competencies in children.
The role of the family in this is also invaluable. Positive examples set by
parents, a loving and cultural environment created at home create the basis for
the child to naturally accept moral values and apply them in life situations. From
this perspective, the pedagogical approach should not be limited to providing
knowledge alone, but should be aimed at developing the child's inner world,
moral reflections, and social feelings.
Recent studies conducted in European and Asian countries also show that
socio-emotional teaching methods, such as "discussion based on moral
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dilemmas", "emotional expression games", "emotional literacy lessons" are
highly effective in simultaneously developing moral and life competencies in
young children. In Uzbekistan, traditional educational approaches in this regard
- upbringing through the moral admonitions of our ancestors, folk tales and
proverbs - are of great importance due to their solid foundations and
comprehensive influence. The harmonious formation of moral values and life
competencies in young children is not just a pedagogical task, but an expression
of the spiritual approach of society to the upbringing of the future generation.
Only when each educator and parent can see themselves as moral leaders in this
process, we can form a healthy, harmonious, socially responsible young
generation.
Results
:
Recent scientific and practical studies on the joint formation of moral values
and life competencies in young children show that the role of this direction in
the education system is increasingly increasing. In particular, according to
observational studies conducted by the Agency for Preschool Education of the
Republic of Uzbekistan in 2023, 68% of children aged 4–6 years adhered to
positive moral norms in communication, but only 42% of them were able to
make independent and rational decisions in life's problematic situations. These
indicators indicate that although moral awareness is being formed in children,
the level of conscious application of life competencies is not yet sufficiently
developed. At the same time, an experimental study conducted by Tashkent
State Pedagogical University in 2022 found that 73% of children in groups
educated on the basis of an integrated approach effectively expressed moral
values such as friendship, honesty, and cooperation in their interactions. 65% of
them actively demonstrated themselves in various social roles (leader, assistant,
decision-maker). This indicates that the integrative pedagogical model serves to
develop not only a moral system in children, but also socio-emotional
competencies necessary in everyday life.
International statistics also confirm the relevance of this direction. For
example, a study conducted by UNICEF in 2021 in 38 countries found that 78%
of participants in educational programs aimed at the harmonious development
of moral and life competencies in preschool children showed a high level of
social adaptation at the stage of preparation for school. This is associated with
their psychological stability, ability to build relationships with peers, and
emotional control skills.
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In Uzbekistan, positive changes are also being observed as a result of work
carried out in this direction in a combination of traditional and modern
approaches. In particular, it was found that the level of understanding of moral
concepts in a group of children educated through interactive dramas based on
folk tales increased from 27% to 71% (TUTU Faculty of Pedagogy, 2023). This
evidence shows that a systematic approach aimed at the joint formation of moral
values and life competencies effectively develops not only the social adaptation
of children, but also their emotional intelligence, sense of responsibility, and
ability to clearly express their thoughts. The main thing is that through such an
approach, the child acquires an internal moral compass and forms the ability to
choose the right path in life, regardless of the situation.
Conclusion
The harmonious formation of moral values and life competencies in young
children is one of the most relevant areas of modern education and upbringing.
The mutual integration of these two factors forms in the child not only good
behavior, but also practical skills such as independent thinking, readiness for
social relationships, responsibility, and problem solving. Research shows that
competency-based education enriched with moral values has a positive effect on
the socio-emotional development of children and creates the basis for them to
mature as well-rounded individuals. Therefore, the upbringing and education
methods given to children in the preschool education process should be
comprehensively harmonious and integrated. If the family, kindergarten
teachers and other social institutions of society work together in this regard, it
will be possible to raise a generation that has moral integrity, can understand
life problems and find its place in society.
List of used literature:
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Abdullaeva, M. (2020). Moral education of preschool children. - Tashkent:
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Berk, L. E. (2013). Infants, Children, and Adolescents. - Pearson Education,
7th Edition.
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Gaybullaev, M. (2019). Modern approaches to the educational process in
preschool education. – Tashkent: Publishing House of the Tashkent State
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