DISCIPLINE AS A SOCIAL EVENT AND PEDAGOGICAL PROCESS: THE STATUTE OF PRE-SCHOOL EDUCATION IN UZBEKISTAN AND THE ROLE OF IT IN BRINGING UP KIDS

Аннотация

В данной статье рассматривается концепция дисциплины в рамках Устава дошкольного образования в Узбекистане, анализируя ее не просто как набор правил и наказаний,а как динамическое социальное событие и важнейший педагогический процесс. В ней рассматривается, как Устав формирует понимание и реализацию дисциплины в раннем детском образовании, подчеркивая ее роль в содействии просоциальному поведению,эмоциональнойрегуляцииикогнитивному развитию. Ключевые слова: Дошкольное образование, Устав, Узбекистан, Дисциплина, Социализация, Педагогика, Развитие ребенка, Эмоциональная регуляция, Просоциальное поведение,Дошкольноеобразование. Annotasiya:Ushbu maqola ntizom tushunchasini O‘zbekistondagi maktabgacha ta’lim to‘g‘risidagi Nizom doirasida ko‘rib chiqish, u nafaqat qoidalar va jazolar yig‘indisi, balki dinamik ijtimoiy hodisa va hal qiluvchi pedagogik jarayon sifatida tahlil qiladi. U Nizomning boshlangʻich ta'limda intizomni tushunish va amalga oshirishni qanday shakllantirishini o'rganadi, uning ijtimoiy xulq-atvorni, hissiy tartibga solishni va kognitiv rivojlanish kabi interaktiv rollarini ta'kidlaydi. Kalit so‘zlar: Maktabgacha ta’lim, Nizom,O‘zbekiston, Intizom, Ijtimoiylashtirish, Pedagogika, Bola taraqqiyoti, Emotsional tartibga solish, Prosotsial xulq-atvor, maktabgacha taʼlim davridagi ta’lim. The early childhood years are recognised globally as a critical period for social, emotional, and cognitive development. During this formative stage, children learn to navigate social interactions, understand societal norms, and develop self-regulation skills. Discipline, traditionally viewed as the enforcement of rules, is increasingly understood as a multifaceted pedagogical process aimed at guiding children towards responsible behaviour and social competence (Curwen, 2000). In Uzbekistan, the Statute of Pre-School Education serves as a foundational document guiding the principles and practices within early childhood education settings. This article argues that the Statute reframes discipline as a social event and pedagogical process, moving beyond punitive www.wordlyknowledge.uz ILMIYMETODIK JURNAL JOURNAL OFIQRO –ЖУРНАЛ ИҚРО –IQRO JURNALI –volume 15,issue02,2025 ISSN:2181-4341, IMPACT FACTOR( RESEARCH BIB )–7,245,SJIF–5,431 measures to emphasize positive guidance, emotional support, and the creation of a nurturing learning environment.The Statute of Pre-School Education in Uzbekistan implicitly recognizes discipline as a social event by emphasizing the creation of a positive and supportive social environment within pre-school settings (Ministry of Pre-School Education, 2018). This is achieved through several provisions, including: Promoting cooperation and collaboration: The Statute emphasizes the importance of creating opportunities for children to interact with their peers and adults in collaborative activities. This fosters a sense of community and allows children to learn about social norms through observation and interaction.Establishing clear and consistent expectations: The Statute advocates for clear, age-appropriate rules and expectations to be communicated to children. This provides a framework for understanding acceptable behavior and helps children develop a sense of predictabilityand security. Modeling positive behavior: Educators are expected to model prosocial behaviors, such as respect, empathy, and cooperation, providing children with positive examples to emulate. By focusing on these aspects, the Statute promotes the idea that discipline is not merely imposed upon children, but rather co-constructed within the social context of the pre-school environment. Children learn about appropriate behavior through social interaction, observation, and the modeling of positive role models, creating a shared understanding of norms and expectations.Emphasis on positive reinforcement: The Statute encourages educators to focus on rewarding positive behavior rather than solely punishing negative behavior. This promotes intrinsicmotivationand encourages children to internalizedesirable behaviors. Development of problem-solving skills: TheStatute promotes activities that encourage children to develop problem-solving skills, enabling them to resolve conflicts peacefully and make responsible choices. Emotional support and guidance: The Statute emphasizes the importance of providing emotional support and guidance to children, particularly when they are struggling with difficult emotions or behaviors. This helps children develop emotional literacy and learn healthy coping mechanisms. Facilitating cognitive development: The Statute promotes activities designed to enhance cognitive skills such as attention, memory, and executive functioning. These skills are essential for self-regulation and the abilityto followrules and makeresponsible decisions. By focusing on these pedagogical strategies, the Statute recognizes that discipline is not simply about controlling behavior, but about nurturing the development of self-reg