FORMATION OF SOCIAL-EMOTIONAL DEVELOPMENT IN PRESCHOOL CHILDREN THROUGH DIDACTIC GAMES

Authors

Sunnatillayeva Parizod Ramziddin kizi,Ne’matova Hilola Ikrom kizi Student of Preschool Education, Navoi State University Teacher of the Department of Preschool Education

Keywords:

social-emotional development, didactic games, emotional intelligence, empathy, communication, facilitation, social environment, “self-concept”.

Abstract

This study is devoted to analyzing the theoretical foundations of social-emotional development in preschool children within the framework of Eastern and Western pedagogical thought. The work comparatively examines the ideas of social cooperation and moral development presented in the work “The Virtuous City” by Abu Nasr Farobiy, the socio-cultural development theory of Lev Vygotsky, particularly the concept of the “zone of proximal development,” and the didactic approach of Maria Montessori aimed at fostering independence in children. In addition, the importance of didactic games in developing empathy, communication culture, and emotional intelligence in children is scientifically substantiated.

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References

Abu Nasr Farobiy. The Virtuous City. Tashkent: Abdulla Qodiriy National Heritage Publishing House (written in 940–950; modern editions: 1993, 2004).

Lev Vygotsky. Mind in Society. Harvard University Press, 1978.

Maria Montessori. The Absorbent Mind. Dell Publishing, 1949.

“Ilk Qadam” State Curriculum for Preschool Education (revised 2nd edition). Tashkent: Ministry of Preschool Education, 2022.

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Published

2026-04-18

How to Cite

Sunnatillayeva Parizod Ramziddin kizi,Ne’matova Hilola Ikrom kizi. (2026). FORMATION OF SOCIAL-EMOTIONAL DEVELOPMENT IN PRESCHOOL CHILDREN THROUGH DIDACTIC GAMES. International Multidisciplinary Journal for Research & Development, 13(4), 806–807. Retrieved from https://ijmrd.in/index.php/imjrd/article/view/5692