MAKTABGACHA TA’LIM BOSQICHIDA PEDAGOGIK STRATEGIYA
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Maktabgacha ta’lim bolaning erta rivojlanishida muhim rol o‘ynaydi, kelajakdagi ta’lim va muvaffaqiyat uchun poydevor qo‘yadi. Optimal natijalarni ta’minlash uchun o‘qituvchilar va tarbiyachilar kognitiv, ijtimoiy, hissiy va jismoniy rivojlanishni rivojlantirishga qaratilgan turli xil pedagogik strategiyalardan foydalanadilar. Ushbu maqola maktabgacha ta’limdagi pedagogik strategiyalarning ahamiyatini o‘rganadi, asosiy tamoyillarni muhokama qiladi va yosh o‘quvchilar manfaati uchun samarali amalga oshirish bo‘yicha tushunchalarni taqdim etadi.
1. Bredekamp, S., & Copple, C. (Eds.). (2017). "Developmentally Appropriate Practice in Early Childhood Programs Serving Children from Birth through Age 8." National Association for the Education of Young Children (NAEYC).
2. Epstein, A. S., Schweinhart, L. J., DeBruin-Parecki, A., Robin, K. B., & Williams, D. L. (2016). "Preschool Pedagogy: Finding the Balance between Developmentally Appropriate and Academically Rigorous Practices." National Institute for Early Education Research (NIEER).
3. Pianta, R. C., La Paro, K. M., & Hamre, B. K. (2008). "Classroom Assessment Scoring System (CLASS): Manual, Pre-K." Paul H. Brookes Publishing Co. 4. National Association for the Education of Young Children (NAEYC). (2020). "Position Statement on Developmentally Appropriate Practice in Early Childhood Programs Serving Children from Birth through Age 8."
5. National Research Council. (2008). "Early Childhood Assessment: Why, What, and How." Committee on Developmental Outcomes and Assessments for Young Children, Board on Children, Youth, and Families, Division of Behavioral and Social Sciences and Education. The National Academies Press. 6. National Center for Quality Teaching and Learning (NCQTL). (2014). "Preschool Teaching and Learning Standards." Office of Head Start, Administration for Children and Families, U.S. Department of Health & Human Services. 7. Katz, L. G. (Ed.). (2018). "The Oxford Handbook of Early Childhood Education." Oxford University Press.
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