This article discusses the processes of thinking in preschoolers, as well as discusses aspects of the formation of creative thinking as a pedagogical problem

Numonjonovna, Karimkulova Firuza

English

Middle European Scientific Bulletin

MIDDLE EUROPEAN SCIENTIFIC BULLETIN ISSN 2694-9970  132      Middle European Scientific Bulletin, VOLUME 22 Mar 2022     Formation of Creative Thinking of Preschoolers as a Pedagogical Problem  Karimkulova Firuza Numonjonovna Master of the 1st year of the Pedagogical Institute of Karshi State University   Annotation This article discusses the processes of thinking in preschoolers, as well as discusses aspects of the formation of creative thinking as a pedagogical problem. Keywords: Creativity, thinking, environment, upbringing, process, pedagogical problem, harmoniously developed generation.  In recent years, attention to education around the world has been growing rapidly. One of the main reasons for this is that education and science is the only way for the most developed countries to rise to a higher level, and for the least developed countries to become equal with them.The great truth of this thought is confirmed by the following statement of a hadith scholar 12 centuries ago, the greatest imam of his time, our ancestor Imam al-Bukhari: "There is no salvation in the world, except for knowledge".Education, therefore, is an urgent process for the future and development of the country, for the development of the individual as a necessary individual for society.The question of at what age it is advisable to start it is generally of interest to everyone. To answer this question, it is appropriate to turn back to the past.Abu Ali ibn Sina, the Sultan of Medicine, said that the upbringing of a child should begin in the womb.This means that education is a long, lifelong process that requires continuity, consistency and systematization. After the child's first developing environment, his first "homeland" in the external environment is his family.After some time, this place will gradually expand and a public territory will join it - a preschool organization. Here the child meets a new environment, new friends, new people. As his knowledge of the environment grows, so does his worldview.It is during this period, that is, before the age of five, that he assimilates 70% of the information that he will receive during his life. Therefore, what is filled with the most information that a person receives during life depends on the environment and its components.During this period, the child develops not only ideas about nature and society, but also thinking and its types in it with the help of a number of means. Here it is appropriate to define the concept of thinking. Contemplation (Arabic - "thinking") and is understood - the process of active reflection of objective existence in an imaginary concept and discussion, a person's ability to think, thinking. [5; 13] Contemplation is the highest form of human mental activity, the process of reflection in the mind of objective existence. Thinking is a tool for understanding the environment, social phenomena, reality, as well as the main condition for the implementation of human activity. This is the highest cognitive process, reflecting reality more fully and accurately than intuition, perception and imagination. Thinking is the relation of the human brain. In the process of thinking, a person has thoughts, opinions, ideas, hypotheses, and so on, and they are expressed in the human mind in the form of concepts, judgments, and conclusions.[6;299] In his textbooks, A.V. Petrovsky explains thinking in the following way. «Thinking is a socially causal, mental process that seeks and discovers an important innovation closely related to speech. In other words, thinking is a process of direct and generalizing analysis and synthesis of reality». MIDDLE EUROPEAN SCIENTIFIC BULLETIN ISSN 2694-9970  133      Middle European Scientific Bulletin, VOLUME 22 Mar 2022    When a person is born, he cannot think. The process of thinking develops as a person grows up, as knowledge, skills and abilities increase. The sense organs cognize the child through the perception of the external world and its contents. The fact that children interact a lot with things during this period motivates them to compare and generalize similarities. The emergence of feelings of guilt due to infidelity, firstly, further depletes the energy that could still remain with the partner leading the affair. Children of this age think about what they perceive. The process of practical activity of children proceeds in connection with things, the main processes of analysis, synthesis, generalization, that is, thinking, take place. In addition, at preschool age, the thought process develops very quickly. This is primarily due to the fact that a child of this age has a significant increase in life experience, good speech development, and similar factors. The presence of free space for the child plays an important role in the development of his thinking. Preschoolers learn a lot from their own experience. If at first this process is based on the study of external features of things and objects, then this process continues with an interest in studying their internal features. So they start asking a lot of questions like (what is it? What does it do? Why? Who did it?). Thinking has been described above. Now it makes sense to think about what the concept of creative thinking means. Creativity (Latin "create" - to create "creative", creator) - means the creative ability of the individual, which characterizes the willingness to produce new ideas and is part of talent as an independent factor. The creativity of a person is determined in his thinking, communication, emotions, certain features, sharpness of mind. In addition, creativity is reflected as an important talent factor.[8;4] Unlike many psychologists, the American scientist P. Torrens argues that creativity is a problem or the advancement of scientific hypotheses; test and modify hypotheses; represents sensitivity to the interdependence of knowledge and practical actions in the search for a solution to a problem based on the formation of solution results. Like any other quality, creativity is not formed immediately. Therefore, the process of creative thinking does not occur spontaneously in a child. But it is no exaggeration to say that today this is one of the most important questions in the minds of every child. The reason is that today we live in a time when technology is the most advanced and development is ongoing. What surrounded us was a reality that for our ancestors, who lived at least a hundred years before us, was not just a dream or a fantasy. Today they have become a real tool that expands the worldview that we see in everyday life. What is the fruit of all this? Of course, there is no doubt that the creative thinking of special “people” of another world, who think differently, differ from others in their unique ideas, who are able to see the unusual in their behavior and in general in what seems normal to everyone, is “fruits”. At this point, the next question is sure to make us hesitate. How to identify such people, how to strengthen this ability in them. It's no secret that there is a wise saying: "The success of the work is due to the fact that it was completed on time”. Therefore, the most important time for identifying skills in this area, creating conditions for their development is the preschool period. But to this day, attention to the development of creative abilities in preschool institutions remains low. This is due to the fact that some teachers still cannot break with tradition, and the requirement of today is the formation of creative thinking in students by organizing educational games and activities based on creative ideas. Creative thinking and creative products underlie the formation of creative thinking, because the composition of creative thinking in preschoolers means the formation and development of sustainable creative qualities in a person, primarily in the process of teaching her creativity and self-expression. The creative thinking of the child in its place corresponds to the age and individual development of the child (maybe even higher), and in the future, as an event, it shows creativity, it tends to take a non-standard approach to solving issues, organize specific actions, promote innovation, develops as a person who can create creative products. This is where the importance, necessity and relevance of creative thinking come MIDDLE EUROPEAN SCIENTIFIC BULLETIN ISSN 2694-9970  134      Middle European Scientific Bulletin, VOLUME 22 Mar 2022    into play. Now, if we identify children capable of creative thinking and activity from an early age, if we arouse children's interest in this area, we will be able to discover thousands of creative individuals in a timely manner for the future development of the world. In general, no one is born in this world too smart or ignorant. The most important thing is the attention paid to the child at preschool age, the conditions created. Creating creative thinking is an important factor in making it easier for a child to accept educational activities. As a result, the child is ready for successful participation in the educational process, which leads to the next stage of educational activity - general secondary education. Then, as mentioned above, in certain areas of science and technology, “masters” and “creators” of their craft appear and begin to make world-class discoveries in it, for which adult support for preschoolers is extremely important. During adolescence, a child goes through many stages of mental, physical and physiological development. Preschool, in particular, is unique in that all forms of thinking are formed as a result of amazement, surprise, or misunderstanding by the child of something. As a result, the child begins to ask questions to others (mother or caregiver). If the child answers all questions in a timely, clear, complete and polite manner, the child's understanding of nature and society will expand and the "doors" will open for all kinds of thinking. Moreover, the process of globalization, which covers and occurs not only in the minds of adults, but also in the minds of children, has a negative impact. It has made man so addicted to almost all ages that he is too lazy to even think about people. As a result, people spend hours of their daily lives in front of it. It is no secret that most children of school and preschool age spend most of their time playing computer games, and not doing lessons and everyday activities. But it is clear to all of us that the future of any country depends on the young people who grow up in it. If we consider the development of any country as a building, what young people do in general, then the future of the country is built on this activity, its “collapse” is high, its foundation depends on how the first “Brick” was placed and what it is made of. As the head of our state Shavkat Mirziyoyev Miromonovich said, "Preschool education is an important basis for educating a harmoniously developed generation". So how strong are we today to lay the "foundation" for the realization of our great goal of forming a harmoniously developed generation, which is our future. Can we shape preschoolers to be morally, mentally, spiritually, and physically healthy? Or are we failing to shape the creativity of the younger generation and direct them to the right path? To fulfill the great task of educating a harmoniously developed generation for the Motherland and its future, it is necessary to pay special attention to each point of this process. This is one of the main aspects of the importance of bringing the process of formation of creative thinking in preschoolers to the level of a pedagogical task and finding its solution. References: 1. Scientific and methodological brochure on the study of the State Program for the implementation of the Action Strategy in five priority areas of development of the Republic of Uzbekistan in 2017-2021 in the "Year of communication with the people and human interests" - T .: - Spirituality, 2017 - Р. 416. - from. 328. 2. Karimov I.A. High spirituality is an invincible force. - T .: Spirituality, 2008. - Р. 176. - p. 52. 3. Ivanov P.I., Zufarova M.E. General psychology. - T .: National Publishing House of Philosophers of Uzbekistan, 2015. - P. 358, Pages 186-227. 4. Nishanova Z., Kurbanova Z., Abdiev S. Psychodiagnostics and experimental psychology. - T .: Garden of contemplation, 2011. - Р. 258, Pages 138-142. 5. Annotated Dictionary of the Uzbek Language, Volume IV. - T .: State Scientific Publishing MIDDLE EUROPEAN SCIENTIFIC BULLETIN ISSN 2694-9970  135      Middle European Scientific Bulletin, VOLUME 22 Mar 2022    House, 2008. - Р. 658, p-13. 6. National Encyclopedia of Uzbekistan Volume VIII. - T .: State Scientific Publishing House, 2008. - Р. 774, p. 299. 7. Ibragimov Kh.I. Pedagogical psychology: pedagogy and psychology. Textbook - T .: Publishing house of the National Society of Philosophers of Uzbekistan, 2009. - P. 382, p. 20-38. 8. Usmonbaeva M., Turaev A. Fundamentals of creative pedagogy. Educational and methodical complex - T .: 2016. - P. 143, p.4. 9. Scientific and methodological journal of the Ministry of Public Education of the Republic of Uzbekistan, 2021, 3rd special issue.111-113. 10. Science and education „scientific journal–May 2021 volume 2 special issue–180-184.  11. natlib.uz 12. kknews.uz 

Formation of Creative Thinking of Preschoolers as a Pedagogical Problem

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Formation of Creative Thinking of Preschoolers as a Pedagogical Problem

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