Page 696 - RAQAMLI TRANSFORMATSIYA DAVRIDA PEDAGOGIK TA’LIMNI RIVOJLANTIRISH ISTIQBOLLARI

children with strong moral values who are capable of adapting to contemporary
society.

METHODOLOGY
Moral education in preschool institutions represents one of the most important
aspects of early childhood development. At this age, children’s personalities, social
relations, and sense of morality begin to form. The integration of national content
into the moral upbringing process is an effective pedagogical approach that not only
strengthens children’s ethical behavior but also ensures continuity of cultural
identity. In many societies, especially in Uzbekistan, where national traditions and
cultural heritage are deeply rooted, the application of folklore, customs, and oral
creativity in education has always been considered a valuable method. Preschool
institutions therefore face the dual responsibility of transmitting moral values while
adapting them to the realities of contemporary education.
The foundation of moral education based on national content lies in the idea
that values are best internalized through culturally familiar concepts. For example,
proverbs and sayings that children hear from educators or elders serve as moral
guidelines. A proverb such as “Kindness is never wasted” introduces children to the
idea of reciprocity and empathy, while short folk tales about honesty or bravery
present moral lessons in an accessible narrative form. Such tools are not only easy to
understand for young minds but also remain deeply memorable because they are
tied to the cultural environment of the child. In this way, national content provides
an emotional and cultural connection between knowledge and practice.
Another important aspect is the role of family and community in moral
education. In traditional societies, children learned about morality through direct
observation of adults’ behavior, participation in family rituals, and community
activities. In preschool institutions, this process is formalized but can still reflect the
family’s role. Teachers often use interactive methods such as storytelling circles,
dramatization of folk tales, or joint cultural celebrations to involve children in the
process of learning moral values. These activities not only make the lessons engaging
but also replicate the traditional socialization process in a structured educational
setting.

RESULTS
The integration of national content into preschool moral education also helps
in the development of a child’s identity. When children are exposed to their own
culture, they develop pride in their heritage, which in turn strengthens self-
confidence. A strong cultural identity provides a foundation for respect toward
others’ traditions as well. For instance, learning national songs or participating in
traditional dances teaches children both discipline and respect for collective
harmony. These practices are not merely cultural entertainment but serve as moral
lessons in cooperation, patience, and social responsibility.
However, the process of incorporating national content into moral education
faces certain challenges. One challenge is ensuring that traditional elements remain
relevant to modern realities. For instance, while old folktales contain rich moral
lessons, some narratives may include outdated stereotypes that no longer align with
contemporary values such as gender equality. Educators must therefore carefully 694
select and adapt folklore to reflect current pedagogical principles. Another challenge

IV SHO‘BA:

Maktabgacha ta’limda raqamli texnologiyalardan foydalanish: strategik yondashuvlar, innovatsiyalar va istiqbollar

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