THE PREOPERATIONAL PSYCHOLOGICAL CHARACTERISTICS OF PRESCHOOL CHILDREN

Аннотация

Дошкольный возраст, обычно определяемый как период от 3 до 5 лет, является важнейшей стадией развития, характеризующейся быстрым ростом в различных психологических областях. Понимание психологических характеристик детей дошкольного возраста имеет важное значение для педагогов, родителей и психологов, поскольку оно дает представление об их когнитивном, эмоциональном, социальном и физическом развитии. Кроме того, исследуются ключевые психологические характеристики детей дошкольного возраста, подчеркивая их когнитивное развитие, психологические характеристики, социальные взаимодействия и влияние факторов окружающей среды на их рост. Ключевые слова: дошкольный возраст, важнейшее развитие, психологические области, когнитивное, эмоциональное, социальное, физическое развитие, психологические характеристики, психологические характеристики, социальные взаимодействия. Izoh. Odatda 3 yoshdan 5 yoshgacha bo'lgan davr sifatida belgilanadigan maktabgacha yosh, turli xil psixologik sohalarda tez o'sish bilan tavsiflangan muhim rivojlanish bosqichidir. Maktabgacha yoshdagi bolalarning psixologik xususiyatlarini tushunish pedagoglar, ota- onalar va psixologlar uchun juda muhim, chunki u ularning kognitiv, hissiy, ijtimoiy va jismoniy rivojlanishi haqida tushuncha beradi. Bundan tashqari, maktabgacha yoshdagi bolalarning asosiy psixologik xususiyatlarini o'rganadi, ularning kognitiv rivojlanishini, psixologik xususiyatlarini, ijtimoiy o'zaro ta'sirini va ularning o'sishiga atrof-muhit omillarining ta'sirini yoritadi. Kalit so'zlar: maktabgacha yosh, hal qiluvchi rivojlanish, psixologik sohalar, kognitiv, hissiy, ijtimoiy, jismoniy rivojlanish, psixologik xususiyatlar, psixologik xususiyatlar, ijtimoiy o'zaro ta'sirlar. The preoperational stage, occurring between ages 2 and 7, is characterized by the development of symbolic thinking and language, but with limitations in logical reasoning and understanding perspectives other than their own. Children in this stage can represent objects and events through words, pictures, and gestures, engaging in pretend play and 78 YOSH OLIMLAR ILMIY-AMALIY KONFERENSIYASI in-academy.uz/index.php/yo imitation. However, they struggle with conservation tasks and may exhibit egocentrism and centration, focusing on single aspects of a situation while ignoring others. Key features of the preoperational stage: Children can use symbols (like words, images, or objects) to represent things they can't see or that are not present. Language skills expand significantly, allowing children to express themselves more fully. Learning language seems like a monumental task for the young child. The world’s languages contain thousands of words that can be combined to convey an infinite number of meanings. Children are born without knowing which of the world’s languages they must learn. If born in Brazil, they must learn Portuguese; if born in the Philippines, they must learn Tagalog. If born in Belgium or Quebec, or into an immigrant or refugee family, they may need to learn 2 different languages simultaneously. Despite these challenges, most children acquire the fundamentals of language effortlessly in the toddler and preschool years, without formal instruction or explicit feedback. By age 5 years, they have a vocabulary of thousands of words; create sentences with complex grammatical features; differentiate literal from nonliteral meanings, such as humor or metaphor; observe the social conventions of conversation; and apply language skills in the service of learning to read. By age 8 years, their speech sound inventory is mature. Variation in the rate and efficiency of language development is substantial. Approximately 16% of children experience delays in the initial phases of language learning, and approximately half of those children show persistent difficulties. (1) In children age 3 to 5 years, speech and language impairment is the most prevalent eligibility criterion that warrants enrollment in special education preschool services (2) Among school-age children, the category of learning disabilities, often a late manifestation of language and speech disorders, predominates as the eligibility criterion for special education; however, speech-language impairment ranks second. Deficits in language or speech that are sufficiently severe to interfere with daily functioning, including learning, communication, and/or social interactions, meet the criteria for a disability. Pediatric clinicians are on the front line for primary, secondary, and tertiary prevention of language and speech disorders. (3) Primary prevention, such as immunizations, prevents the condition from ever occurring. Secondary prevention requires early detection and treatment of a disorder to result in a milder variant than would have Among the more than 750,000 children in the United States age 3 to 5 years in 2016 who were enrolled in special education services, this pie chart shows the percentages found eligible for services based on speech-langu