THE IMPORTANCE OF FREE EDUCATIONAL TECHNOLOGY

IN DEVELOPING THE COGNITIVE PROCESS OF 4-5 YEAR

OLD CHILDREN
Rayimqulova Maftuna Abduhakim qizi
Guliston davlat universiteti tayanch doktoranti
Annotation: It is well-known that every child is born with pure feelings.
Life, the environment, and adults pollute their psyche. It is a very wrong approach
to sharply assess children as smart, stupid, moral, obscene, generous, jealous,
strong, weak, and each of them is a feeling that exists to some degree in the human
mind. For a free parenting system, a child’s mind is not a white paper on which to
write anything, as promoted in pedagogy. Every healthy child is born with a
number of positive emotions, such as truth, beauty, honesty, and justice, and he
demonstrates these feelings in his actions throughout his life. The technology of
free education is important because it is similar to working in accordance with
these natural human qualities and is aimed at improving them. Both in the pre-
school system and at the school level, it is desirable that the educational process be
based on absolute freedom, in accordance with the natural features, interests and
capabilities of the child.
Keywords: Personality, education, free upbringing, freedom, humanism,
intellectual freedom.
Аннотация: Известно, что любой ребенок рождается только с чистыми
чувствами. Жизнь, окружающая среда и взрослые загрязняют их психику.
Очень неправильный подход - резко оценивать детей как умных, глупых,
нравственных, грубых, щедрых, горячих, сильных, слабых, и каждый из них
в той или иной степени присутствует в сознании человека. Для системы
бесплатного образования сознание ребенка – это не белый лист бумаги, на
котором можно написать все, что угодно, как это утверждается в науке об
образовании. Любой здоровый ребенок рождается с рядом положительных
чувств, таких как правда, красота, честность и справедливость, и эти чувства
он демонстрирует в своей деятельности и поведении на протяжении всей
своей жизни. Технология бесплатного образования важна тем, что она
подобна работе в гармонии с этими природными качествами человека и
направлена на их совершенствование. Желательно, чтобы образовательный
процесс как в системе дошкольного образования, так и на школьном уровне
был основан на абсолютной свободе и соответствовал природным
особенностям, интересам и возможностям детей.
Ключевые слова: Личность, образование, свободное воспитание,
свобода, гуманизм, интеллектуальная свобода.

Izoh: Ma’lumki, har qanday bola faqat sof tuyg’ular bilan dunyoga keladi.
Hayot, muhit va kattalar ularning ruhiyatini kirlantiradi. Bolalarni aqlli, ahmoq,
axloqli, odobsiz, saxiy, qizg’anchoq, kuchli, zaif deya keskin baholash o’ta
noto’g’ri yondashuv bo’lib, ularning har biri odam tiynatida u yoki bu darajada
mavjud bo’lgan hislardir. Erkin tarbiya tizimi uchun bolaning ko’ngli,
tarbiyashunoslik ilmida ilgari surilganidek, istagan narsani yozish mumkin bo’lgan
oq qog’oz emas. Har qanday sog’lom bola dunyoga kelishda haqiqat, go’zallik,
halollik, adolat singari bir qator ijobiy tuyg’ulari bilan birga tug’iladi va u hayoti
davomida bu hislarni faoliyati, xatti-harakatida namoyish etib boradi. Erkin tarbiya
texnologiyasi odamdagi mana shu tabiiy sifatlarga uyg’un holda ish ko’rishga
monandligi, ularni takomillashtirishga yo’naltirilganligi bilan ahamiyatlidir.
Maktabgacha ta’lim tizimida ham, maktab bosqichida ham ta’lim-tarbiya jarayoni
mutlaq erkinlikka asoslanishi, bu jarayon bolalar tiynatiga singdirilgan tabiiy
xususiyatlarga, qiziqishlari va imkoniyatlariga monand bo’lishi maqsadga
muvofiqdir.
Kalit so‘zlar: Shaxs, ta’lim-tarbiya, erkin tarbiya, erkinlik, gumanizm,
intellektual erkinlik.
INTRODUCTION: Freedom is a moral value of the highest level, which is
based on the understanding of the subjective position of a person and the
importance of it for himself without external coercion. It is determined by what a
person, as a highly developed civilized being, is essentially looking for and the
meaning of his existence. That is why he addresses the environment and the
happenings with the position of determining its significance for his life. Thanks to
freedom, a person not only adapts to the surrounding reality, but also changes it in
accordance with the ideas of a good life.
It is desirable that the educational process should be based on absolute
freedom both in the pre-school education system and at the school level, and that
this process should correspond to the natural characteristics, interests and
capabilities of children. Both the pre-school education system based on free
education and the school have to take into account their choice to accept this
knowledge or not when imparting knowledge to children. In the technology of free
education, the priority is to direct the educational process not for the purpose of
education, but for the purpose of satisfying the need for knowledge. The system of
ruling over the consciousness, mind, body and activity of the student, which has
not yet emerged from the practice of national educational science, and striving to
educate him to be perfect in all respects, with his intelligence, ignores the natural
qualities of the child's psyche: the desire for beauty, purity and sincerity.
In general, the technology of free education is to return childhood to children
in the educational system, to preserve the natural qualities given to the children by
God, and to create the necessary conditions for their development. Children's
childhood is not about preparing them for life, but valuing life at this stage, not
spending the most valuable moments at this stage of life on what can be given in
the future, accepting childhood and adolescence as a gift of life. To the child: not a
person of the future, but simply a partner who lives with today, who should be free,
understood, accepted as he is, an equal partner of adults, who can accept their
current views and ideas as realities that can be realized in the future It is the axiom,
the main rule of the supporters of free education technology, to be seen as a person
who wants to be seen as a person.

MATERIALS AND METHODS. The research shows that the ideal of

supporters of free education was not to impose restrictions or prohibitions on the
child's development and abilities. In the West, this phenomenon is attributed to M.
Montaigne, M. Montessori, J.J. Rousseau, L.N. in Russia Tolstoy, V.A.
Sukhomlinsky, Sh.A. Amonashvili, K.N. It was studied by a number of
pedagogues like Wentzel.
The concept of free education, considered important for child education, was
one of the central ideas in Socrates' philosophy in the form of self-realization and
self-development. He considered the freedom of preschool children in education as
a way of awakening and increasing the child's self-awareness. This idea is also
reflected in Montaigne's pedagogy. Both considered their preschool children as
their partners. Socrates: "I have never been anyone's teacher. But if someone is
inclined to talk to me, I never interfered with it," he said. The purpose of
education, according to Socrates, is to form both a physically and mentally mature
person. This goal can be realized only if the preschool child strives for his
perfection.
And Michel de Montaigne in his book "Experiences" says: "Ready truths
begin to shine on a child when he does not yet know their essence. It is impossible
to draw conclusions about the facts based on what others know," he wrote.
Maria Montessori's technology of free education is based on the individual
approach of the pedagogue to each child. The French writer Jean-Jacques
Rousseau said: "A person is born perfect, but society cripples him with its
upbringing." Rousseau suggests not to interfere with the will of the child, not to
force him to do anything, not to forget to be firm and demanding towards the child,
and at the same time, not to satisfy any of his whims. He believes that it is better to
direct a person to good deeds by his own free will than to force him to do this
work.
L. N. Tolstoy emphasizes that implementation of the content of education and
the internal structure of the school based on the wishes of preschool children,
voluntary learning of knowledge will bring the expected effect. In his opinion, the
child remembers what he wants, as he wants. Tolstoy considers raising a child and
trying to form some moral qualities in him as an indoctrination passed on to a child
by adults. According to him, education should be maximally compatible with the
moral qualities of a child. There is no need for any extra effort.
It should be emphasized that the idea of free education is based on factors
such as nature, society and culture. At the center of this trio is a free person. When
relying on the principles of free education in the educational process, the process
of communication between the pedagogue and the student, the preschool child and
the preschool child will have the basis of equality. A child of preschool age begins
to observe the world and people, to study them, to reason, compare, evaluate based
on what he observed, to make his own conclusions, or rather, the educational
process built on the basis of free education makes him it directs.
Russian pedagogue K. N. Wentzel also promoted free education in education.
In his opinion, moral qualities should be inculcated in children of preschool age
not by "implanting them in their brains", but by instilling a voluntary inclination
towards moral qualities in the child. .
According to Wentzel, a pedagogue who relies on the principles of free
education never gets nervous, does not get upset about something, knows how to
control his emotions, believes in himself, overcomes his egocentrism, is patient
with others and their opinion, learns to control aggression, evaluates preschool
children objectively, reduces fear, anxiety and nervous tension in children.
What role does education play in the formation of freedom, which is one of
the moral values of a person? Erich Fromm writes in his book "Escape from
Freedom": "... from the point of view of social processes, the main task of
education is to prepare a person for the tasks he has to perform in society. That is,
education should shape his character in such a way that he should approach the
social character. Then, his aspirations correspond to the demands of social life.
We are aware that education is a process based on moral, humanistic values,
which is carried out as a result of the interaction of teachers and students as a
companion to the goal process of human development. According to the goals of
the theory of pedagogy, he examines education in different aspects.
 First of all, education is a pedagogical component of the socialization process
and implies action directed to a certain goal. In particular, it can be assumed that it
is aimed at the integration of a person in society, mastering the complex of social
roles.
Secondly, education is aimed at the development of a person and gives him
maximum support to reach the highest level based on his personal capabilities.
Thirdly, education implies the assimilation of one's own cultural elements,
which include the norms of life. As a result, the educational process leads to the
development of the individual. However, all three of these approaches do not
reflect the freedom that enables humanity to enter the modern world.
Based on this, education should be purposefully oriented to make the child
understand the existence and build the design of his life. That is the only way to
raise a child as a free person.
According to the words of J.P. Sparta, "It is important not what a person
imagines himself to be, but who he becomes." "Man is a being who lives in pursuit
of the future and lives based on subjective experience." These thoughts of the
scientist are the first principle of existentialism.
RESULTS AND DISCUSSION. The education of a free person cannot be
determined by free education. The main idea of free education is to arm the child
with free behavior, to reduce the organization and regulation of his life by others.
However, it is possible to educate a free person in the process of In the process of
education, we should refrain from preparing the child for something or some
situation in the future. Because each person's time from birth to the end of his life
belongs only to him. A child's life should be measured only by its present day, its
content. Every child has the right to live and understand life independently. They
have the ability to choose their own communication partners, to be socialized into
the world of adults and peer organizing and regulating his life. It is important to
regulate the manifestation of "I", which is the basis of its existence.
If we are raising a truly free person, we must not find solutions for his
problems from childhood. Perhaps he should find a solution to the problem
situations that arise in the child together with him, putting his thoughts at a high
level. Obstacles and difficulties that appear in front of the child on this path do not
have a negative effect on his development, but serve as a factor to accelerate this
process. According to scientist L.V. Vygotsky, "Life puts various obstacles in front
of the child that must be overcome. As a result of each overcome obstacle, it will
rise to a higher level.
As noted above, freedom and social responsibility are in a dialectical
relationship. He connected the formation of personal responsibility with the
realization of one's own value. A free person independently makes a social choice,
which is always a responsible action. Actions that correspond to this choice can
have irreversible and fatal consequences for themselves, for other citizens, and for
society as a whole. It is impossible to educate a free person without forming a
sense of duty, obligation, internal discipline.
However, the analysis of the practice of social education allows us to
conclude that, as before, in the organization of children's lives, attention is focused
on the formation of executive activities, obedience to social norms in order to
avoid condemnation or punishment.

CONCLUSION. Freedom plays the role of the most important moral values
of human existence, and educating a free person reflects the manifestation of this
value in pedagogical activity and can be considered as the purposeful task of social
education. According to supporters of free education technology, the development
of creative individuality of the child should become the highest goal of education.
There is nothing hostile to society and culture in it, on the contrary, the social and
cultural principle is recognized to a greater extent in the theory of free education.

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