Ўзбек миллий қадриятларини ифодаловчи мақолларнинг тарихий илдизлари ва уларнинг ёшлар тарбиясидаги ўрни

Аннотация

this article deals with the specifics of learning a foreign language by preschoolers and highlighting the features of teaching preschoolers a foreign language. In addition, author provides several notions concerning learning a foreign language in preschool stage. Keywords: digression, altruism, moral, actors, superficially assimilated cultures, salon, criteria. The process of Uzbekistan’s entry into the world community, overcoming certain isolation puts the problem of good command of a foreign language on one of the first places in the education system. Against this background, a huge increase in interest in foreign languages is clearly and vividly manifested. To a large extent, this interest is purely pragmatic in nature, reflecting the need for a good knowledge of foreign languages, without which it is impossible to count both the harmonious, natural entry of our country into the world community, and the professional and life success of a single individual. Hence, the significant interest of the state and the even greater interest of parents in the problem of teaching foreign languages, starting from preschool age, become clear. Being an important component of the system of public education in Uzbekistan, institutions of public preschool education allow creating favorable conditions for solving the problem of mastering a non-native language. The creation of such conditions presupposes knowledge of domestic and international experience in the organization of foreign language teaching in preschool institutions, the specifics of the content, forms and methods of such work. Before the age of five, a child learns his native language. And the main thing is not only that he thinks in his native language, expresses his thoughts in it, understands others and learns, but in the meaning of his native language for personal development. After all, there is a bottomless, unconscious depth behind this - the child absorbs the native language from the mother’s mouth, on it - the first words to her, on it - the first words to him, on it - the first emotions and feelings. And in the words of the native language - everything, everything for the first time in my life! [9, p. 73] K. D. Ushinsky wrote about this: “By assimilating the native language, the child learns... a lot of concepts, views on objects, a lot of thoughts, feelings, artistic images, logic and philosophy of language... Taking language as an organic creation of popular thought and feeling, in which the results of the spiritual life of the people are expressed, we, of course, will understand why a special character is expressed in the language of each people and the deeper we entered into the language of the people, the deeper we entered into their character” [10, p. 11]. Thus, with the native language, the child perceives the peculiarities of national identity, and, being formed as a person; it turns out to be connected with age-old folk traditions and culture by strong, though invisible threads [7, p. 8]. He turns out to be a part of the whole, a part of his people, his Homeland. He understands not only speech in all its nuances, in all its meaning; he understands others, life itself through the enduring value of community with the people as a native speaker. And he unknowingly perceives himself as flesh of flesh, blood of the blood of his people, he is confident in himself and in others. It is unacceptable to endanger this most important stage of personality formation by prematurely learning a foreign language. It should be noted that K. D. Ushinsky proposed to start learning a second language from the age of seven or eight, and “never before” [10, p. 11] 324