COLLABORATION WITH PRESCHOOL EDUCATIONAL ORGANIZATION, PARENTS AND LOCAL COMMUNITY

Аннотация

The article highlights the scientific and practical aspects of cluster approaches for the interaction of the organization of preschool education with the family, school and micro district. Ways of working with children and parents, neighborhood, necessary recommendations for parents are given. Keywords: psychological preparation, intellectual development, social development, correction, role-playing game with aplot, communication, "I-concept". In the fundamental reform of the preschool education system in Uzbekistan, it is necessary to organize all forms of the educational process in the most convenient and effective way, to direct them towards the goals of personal development, to form a worldview and ability in the students, andto inculcate in them a tendency to activities necessary for society. The issue of education and upbringing as well-rounded peopleis one oftheurgent issues at the level ofstate policy. In our country, research works related to the scientific-theoretical foundations, continuity, coherence and consistency of the innovative cluster of pedagogical education are being carried out. In particular, G. I. Mukhamedov [4], UN Khodjamkulov [6], Sh. I. Botirova [3], SAToshtemirova[5]put forward new approaches andideas regarding theeducational cluster. It is desirable that the cluster approach should be implemented flexibly and variably. In this regard, researcher N.Sh.Abdullayeva's opinion is appropriate: "The goal of the preschool educational system is to ensure the right of every child to quality and popular (open) education." In this system, an "individual trajectory" has been developed for learners, that is, setting time based on the request of parents, taking into account the child's development, taking into account talents and directions, taking into account the needs of children with disabilities, special education receiving etc. are accepted as themain criteria of "individual trajectory" [2; p.11]. In our opinion, the formation of a mutually trusting relationship between educators and parents in the complex preparation of 6-7-year-old children for school education gives the appropriate effect. An importantfactor of thecluster approach is the effectiveorganization of thecooperative activities of the school and MTT in forming the personality of a child ready for primary education. In the researches of TLXurvaliyeva, the methodology of introducing preschool children to the environment is based on science, it is emphasized that the main principle of cluster integration is the systematic selection of educational content, in which appropriate tasks should be determined http://www.internationaljournal.co.in/index.php/jasass 575 Volume15Issue03, March2025 Impact factor: 2019: 4.679 2020: 5.015 2021: 5.436, 2022: 5.242, 2023: 6.995, 2024 7.75 for each link. It is also shown that the need for a cluster integrated approach in the process of preschool education is characterizedbythe following reasons: 1. Integrative training develops the potential (internal potential) of students, encourages active awareness of the environment, helps to think and understand causal consequences, develops logic, thinkingand communication skills. 2. Integrative training is fun and unconventional for children. The use of different types of work during thetraining focuses theattention of thestudents andsupports them spiritually. 3. Integrative training shows pedagogical possibilities, eliminates fatigue, boredom and tension in various activities, increases interest in learning, develops imagination, attention, thinking, speech andmemory. 4. Interrelationships between activities make it possible to use time effectively, that is, children learn a foreign language, visual arts, music.acquires, activities that develop pupils, as well as conditions are created for passing practical oriented additional training (in the family, neighborhood, objects, circles). 5. The talent, pedagogical skills, and creativity of those who organize educational activities inthe process ofintegrationapproval isrequired" [7;B.20]. In the cluster approach, it is established to establish cooperation between family and MTT. Usually educators and parents also have their rich experiences. In most cases, the role of the family and the organization are broadly separated in this term. Parents leave their children at the door of the organization and have little knowledge of what happens behind the door. Educators get used toanswering the child only for the timehewas in theorganization. For this, theyare not required to interact with families. Therefore, the educator and the families may not know how to share information, implement collaborative planning, work together in a group of children, and as aresult, it is natural to feel uncomfortable in thefaceof newdemands. http://www.internationaljournal.co.in/index.php/jasass 576 Volume15Issue03, March2025 Impact factor: 2019: 4.679 2020: 5.015 2021: 5.436, 2022: 5.242, 2023: 6.995, 2024 7.75 Based on the result