CONTENT AND PRIORITY PRINCIPLES OF DEVELOPING QUALIMETRIC COMPETENCE IN PRESCHOOL EDUCATIONAL ORGANIZATIONS

Аннотация

This article presents some thoughts on the content and priority principles of developing qualitative competence in preschool educational organizations. We have determined the scope of knowledge, skills and abilities for the successful application of qualitative methods that allow drawing conclusions at the level of qualitative competence in editorial practice. When assessing the level of qualitative competence, it is necessary to take into account the availability and quality of practical experience in the use of qualitative methods in editorial objects, processes and events in the educational process, in editorial practice and in performing qualification work. Keywords. Competence, qualitative competence, racial educational program, leaders of preschool educational organizations, education system, children. Since 2020, when the project of the “Consortium for Ensuring the Continuity of the History Course in Preschool, General Secondary, Vocational and Higher Education Systems” was announced, the practice of consistently introducing children to historical knowledge has been established in the republic, starting from the initial stage of the continuous education system. According to the idea of the project, on the basis of a racial educational program, primary historical concepts are given to preschoolers. One of its important aspects is the use of qualitative methods that can be found directly in the subject of history. At the same time, it would be appropriate to comment on the concept of "racial educational program": a racial educational program is an additional program to the main program for educating children in preschool educational institutions and groups, which serves a specific purpose. Based on the results of research on the development of qualitative competence of heads of preschool educational organizations, qualitative competence of heads of educational institutions was considered as a set of knowledge, skills, abilities and practical experience necessary for their successful professional activity in a particular area. In addition, we understand the content and essence of the concept of qualitative competence of heads of preschool educational organizations as a special type of professional and pedagogical training aimed at the development of qualitative competence. https://scientific-jl.com 1 8 1 64-son_1-to’plam_Iyun-2025 ISSN:3030- 3 6 1 3 T A D Q I Q O T L A R jahon ilmiy – metodik jurnali We have determined the volume of knowledge, skills and abilities for the successful application of qualitative methods that allow us to draw conclusions at the level of qualitative competence in editorial practice. When assessing the level of qualitative competence, it is necessary to take into account the availability and quality of practical experience in the use of qualitative methods in editorial objects, processes and phenomena in the course of the educational process, in editorial practice and in the performance of qualification work. Editorial qualitative is considered the structure of the editorial activity of the teacher, depending on the multifaceted editorial process, and occupies the most important place among the areas of editorial science. It should be noted that editorial qualitative determines the quality of the editorial process and the editorial activity of the teacher. The methodological problems of editorial qualitymetry have not yet been sufficiently studied by scientific researchers and the problems in this area are waiting for their solution. The analysis of the literature has shown that the methodological foundations of editorial qualitymetry are directly related to the socio-economic development of society, state and social orders placed on educational institutions, and therefore the work carried out on its methodological foundations has developed on the basis of the law of the logical unity of the socio-economic development of society. Life in the education system also proves the need to train managers to objectively assess the changing qualities of a person's cognitive activity. Research indicates that the increase in the effectiveness of teaching and skills development is directly related to the improvement of the quality of assessing student success. The use of modern technologies opens up additional opportunities in the system of assessing educational outcomes as qualifications and skills. Among the assessment methods, tests (exams), which include the organization of computer and remote testing, occupy an important place. In educational systems, including in the preschool education system, two principles of knowledge control are used: 1) assessment of the student's knowledge in the subject area and the rules for assessing the actions of respondents and diagnosis of the level of knowledge; 2) standardized control of knowledge on the basis of a selected set of specific tasks and the respondent's answers to them. The computerized testing technology of control in the preschool educ