MAKTABGACHA TA’LIMDA REGGIO EMILIA YONDASHUVI ASOSIDA BOLALARNING MUAMMOLI VAZIYATLARNI HAL QILISH KO‘NIKMALARINI RIVOJLANTIRISH

Abstract

This article examines the issue of developing children’s problem-solving skills in preschool education based on the Reggio Emilia approach. The aim of the study is to identify the pedagogical possibilities of developing preschool-aged children’s skills in understanding problem’atic situations, searching for alternative solutions, making decisions, and evaluating the results of their own activities through the opportunities provided by the Reggio Emilia approach, which is based on project activities, inquiry, collaboration, and children’s independent activity. The study employed methods of theoretical analysis, pedagogical observation, interviews, analysis of children’s creative works, and the study of project activities. The results of the study show that involving children in real and meaningful problematic situations within the Reggio Emilia approach contributes to the development of their independent thinking, ability to propose different solutions, justify their opinions, collaborate with peers, and think flexibly. In particular, during project activities, children’s asking questions, putting forward ideas, trying different options, and evaluating the results are manifested as important components of the problem-solving process. In conclusion, the Reggio Emilia approach creates effective pedagogical opportunities for developing preschool-aged children’s skills in independently solving problematic situations and supports the formation of the child as an active, inquisitive, and independent thinker.