MAKTABGACHA YOSHDAGI BOLALARNING RIVOJLANISHIDA RAQAMLI TEXNOLOGIYALARNING O‘RNI
DOI:
https://doi.org/10.54613/ku.v18i.1634Keywords:
maktabgacha ta’lim, raqamli texnologiyalar, kognitiv rivojlanish, interaktiv o‘rganish, raqamli savodxonlik, ijtimoiy moslashuv, raqamli tengsizlik, ekran vaqti, pedagogik nazoratAbstract
Mazkur tadqiqot ishida globallashuv va ta’limni raqamlashtirish sharoitida maktabgacha yoshdagi bolalarning har tomonlama rivojlanishida raqamli texnologiyalarning tutgan o‘rni va ularning transformatsion ta’siri konseptual jihatdan tahlil qilingan. Maqolaning dolzarbligi raqamli vositalarning nafaqat ta’limiy resurs, balki bolalarning kognitiv strategiyalari va ijtimoiy xulq-atvorini shakllantiruvchi asosiy omilga aylanib borayotgani bilan izohlanadi.
Tadqiqotning metodologik asosi sifatida 2006–2021-yillar oralig‘idagi xalqaro va mahalliy ilmiy manbalar, UNESCO hisobotlari hamda tizimli tahlil metodlaridan foydalanilgan. Tadqiqot doirasida raqamli vositalarning (planshetlar, interaktiv ilovalar, elektron kitoblar) bolalardagi diqqatni jamlash, vizual idrok, mantiqiy tafakkur va ilk savodxonlik ko‘nikmalariga ta’siri qiyosiy o‘rganilgan.
Olingan asosiy natijalar shuni ko‘rsatadiki, interaktiv va ta’limga yo‘naltirilgan texnologiyalar yuqori rivojlantiruvchi samaradorlikka (74–78%) ega bo‘lsa-da, passiv media kontenti (TV va video) aksincha, kognitiv faollikni pasaytirishi va salbiy psixologik risklarni (45%) yuzaga keltirishi aniqlangan. Shuningdek, maqolada raqamli tengsizlik (digital divide) muammosi va uning ta’lim sifatidagi tafovutlarga ta’siri global tendensiyalar misolida ochib berilgan.
Xulosa va amaliy tavsiyalar bo‘limida raqamli vositalarni an’anaviy pedagogik metodlar bilan muvozanatlashtirish, ekran vaqtini yosh xususiyatlariga ko‘ra me’yorlashtirish hamda ota-onalar va pedagoglarning raqamli kompetensiyasini oshirish bo‘yicha tizimli yondashuvlar ilgari surilgan.
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