Page 697 - RAQAMLI TRANSFORMATSIYA DAVRIDA PEDAGOGIK TA’LIMNI RIVOJLANTIRISH ISTIQBOLLARI

lies in balancing traditional content with modern educational technologies. While it
is essential to preserve national heritage, educators must also engage children
through digital platforms, multimedia, and interactive games that align with their
modern learning environment.
To address these challenges, a synthesis of traditional and innovative methods
is recommended. For example, folk tales can be presented through animated videos,
combining visual technology with cultural content. Similarly, traditional riddles can
be transformed into interactive classroom games that promote critical thinking and
collaboration. By using national material in modern formats, educators ensure that
children not only learn moral lessons but also engage with them actively. This
blended approach also prevents moral education from becoming monotonous or
outdated.
Another distinctive feature of enhancing the moral education process through
national content is its universality. While each culture has its own traditions and
folklore, the underlying moral values—honesty, kindness, respect, responsibility—are
universal. By teaching these values through culturally specific examples, children
develop an appreciation of their own culture while also preparing to understand and
respect global ethical norms. For instance, Uzbek proverbs about hospitality can be
linked to international discussions of respect and generosity, creating a bridge
between local and global perspectives.

DISCUSSION
The teacher’s role is crucial in this process. Educators in preschool institutions
must act not only as instructors but also as cultural transmitters. Their ability to
creatively combine national content with interactive pedagogy determines the
success of moral education. Professional training for teachers should therefore
include modules on national heritage, child psychology, and innovative teaching
strategies. When teachers are equipped with knowledge of folklore and cultural
practices, they can design lessons that are both meaningful and engaging.
In addition, collaboration between families and preschool institutions plays a
key role. Families are the first source of moral upbringing, while preschools provide
structured reinforcement. When educators and parents coordinate their efforts, the
process becomes more effective. For example, a preschool may introduce children to
a national holiday’s significance, while families reinforce these values at home
through rituals and storytelling. This shared responsibility ensures that moral lessons
are consistent across different environments.
From a psychological perspective, the use of national content in moral
education enhances cognitive and emotional development. Children are naturally
drawn to stories and songs, and when these narratives are culturally familiar, they
stimulate memory retention and emotional connection. For example, when a child
listens to a folk tale about bravery, they not only learn the concept of courage but also
emotionally relate to the hero. This deepens the moral impact compared to abstract
lectures on good and bad behavior. Furthermore, group activities such as traditional
games promote social skills, cooperation, and conflict resolution, which are essential
components of moral development.
It is also important to note that enhancing moral education through national
content contributes to long-term societal stability. A society that instills respect for 695
cultural heritage and ethical behavior in its youngest members creates citizens who

IV SHO‘BA:

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

https://www.asr-conference.com/