CHAQALOQNING O‘YIN ORQALI RIVOJLANISHI: KOGNITIV VA IJTIMOIY-EMOTSIONAL YONDASHUVLAR
##plugins.themes.bootstrap3.article.main##
Abstrak:
Ushbu maqolada chaqaloqlik davridagi o‘yin faoliyatining bolaning psixologik va ijtimoiy rivojlanishidagi o‘rni har tomonlama yoritiladi. Xususan, o‘yinning kognitiv (bilish) jarayonlarga — xotira, tafakkur, e’tibor, til ko‘nikmalari kabi rivojlanish komponentlariga ta’siri ilmiy nazariyalar asosida tahlil qilinadi. Shuningdek, chaqaloqning emotsional holati, hissiy ifoda vositalari, ijtimoiy muhitga moslashuvi, yaqin kattalar bilan o‘zaro munosabatlari va ijtimoiy rolining shakllanishida o‘yin qanday psixologik vosita sifatida xizmat qilishi empirik tadqiqotlar misolida ochib beriladi.
##plugins.themes.bootstrap3.article.details##
##submission.howToCite##:
##submission.citations##:
Erikson, E. (1963). Childhood and Society. New York: Norton.
Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes. Cambridge, MA: Harvard University Press.
Piaget, J. (1952). The Origins of Intelligence in Children. New York: International Universities Press.
Gopnik, A., Meltzoff, A. N., & Kuhl, P. K. (1999). The Scientist in the Crib: What Early Learning Tells Us About the Mind. New York: HarperCollins.
Berk, L. E. (2013). Infants and Children: Prenatal Through Middle Childhood. Pearson Education.
Bowlby, J. (1988). A Secure Base: Parent-Child Attachment and Healthy Human Development. Basic Books.
Denham, S. A. (2006). Social–emotional competence as support for school readiness: What is it and how do we assess it? Early Education and Development, 17(1), 57–89.
Trevarthen, C., & Aitken, K. J. (2001). Infant intersubjectivity: Research, theory, and clinical applications. Journal of Child Psychology and Psychiatry, 42(1), 3–48.
Hirsh-Pasek, K., & Golinkoff, R. M. (2003). Einstein Never Used Flashcards: How Our Children Really Learn—and Why They Need to Play More and Memorize Less. Rodale.
