CONCEPTUAL CHANGES IN THE THIRD EDITION OF THE “ILK QADAM” STATE CURRICULUM AND THEIR PRACTICAL SIGNIFICANCE
Keywords:
preschool education, “Ilk Qadam” curriculum, third edition, competency-based approach, child-centered education, developmental domains, educational environment, pedagogical reflection.Abstract
This article examines the theoretical, methodological, and conceptual aspects of the
revised third edition of the “Ilk Qadam” (“First Step”) State Curriculum, which is
considered one of the key regulatory documents governing the preschool education
system of the Republic of Uzbekistan. The study provides a comparative analysis of the previous editions of the curriculum and thoroughly examines the updates introduced into
its educational content, including the further development of the competency-based
approach, the expansion of child-centered learning environments, the integration of
STEAM education elements, and greater flexibility in planning pedagogical activities.
Furthermore, the article identifies and substantiates the methodological needs arising
during the practical implementation of the new edition and puts forward scientific and
methodological recommendations aimed at improving the quality of preschool education.
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