PEDAGOGICAL CONDITIONS FOR DEVELOPING LIFE SKILLS IN CHILDREN AGED 3–5 (BASED ON THE EXPERIENCE OF KYRGYZSTAN AND FOREIGN COUNTRIES)
DOI:
https://doi.org/10.56122/..v1i2.460Keywords:
life skills, pedagogical conditions, preschool education, independence, social development.Abstract
This article examines the pedagogical conditions for developing life skills in children aged 3–5. It explores how independence, responsibility, and social adaptation are fostered within early childhood education. The paper analyzes the current state and challenges of preschool education in Kyrgyzstan and compares them with effective international practices, particularly in Finland and Japan. The theoretical foundation is based on L. S. Vygotsky’s concept of the “zone of proximal development,” highlighting its practical application in the Kyrgyz context. Moreover, the integration of Reggio Emilia, Montessori, and STEM approaches is presented as modern methods for developing life skills. The study concludes that strong collaboration among family, preschool institutions, and the community is essential for ensuring the child’s personal and practical readiness for life.
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