KICHIK YOSHDAGI BOLALARDA STRESS VA TASHVISH (ANXIETY) DARAJASINI KAMAYTIRISHNING MAKTAB ICHIDAGI METODLARI
Keywords:
stress, tashvish (anxiety), boshlang‘ich ta’lim, psixologik farovonlik, o‘yin terapiyasi, maktab muhiti, emotsional qo‘llab-quvvatlash.Abstract
Ushbu maqolada kichik yoshdagi bolalarda stress va tashvish (anxiety) darajasining oshishi zamonaviy maktab ta’limi sharoitida eng dolzarb muammolardan biri sifatida ko‘rib chiqiladi. Tadqiqotning asosiy maqsadi 1–4-sinf o‘quvchilarida stress va tashvish darajasini kamaytirishga qaratilgan maktab ichidagi psixologik-pedagogik metodlarni aniqlash, tizimlashtirish va ularning samaradorligini eksperimental tarzda baholashdan iborat. Tadqiqotda 120 nafar o‘quvchi, 6 nafar boshlang‘ich sinf o‘qituvchisi va 1 nafar maktab psixologi ishtirok etdi. Diagnostika jarayonida xalqaro miqyosda qo‘llaniladigan Spence Children Anxiety Scale (SCAS) testining moslashtirilgan varianti, bolalar stress indeksini baholovchi qisqa shkala, kuzatuv varaqalari, yarim strukturali suhbatlar va pedagogik eksperiment metodlari qo‘llanildi.
Eksperiment davomida “nafas mashqlari”, “tinchlik burchagi”, “emotsional pauzalar”, “sensor-o‘yin terapiyasi”, “pozitiv muloqot texnikasi” kabi metodlar asosida tuzilgan maktab ichki dasturi 8 hafta mobaynida sinovdan o‘tkazildi. Natijalar yuqori tashvish darajasi qayd etilgan o‘quvchilar ulushi sezilarli darajada kamayganini, past tashvish darajasi esa sezilarli oshganini ko‘rsatdi. Shuningdek, bolalarning darsdagi faolligi, ijtimoiy muloqoti, emotsiyalarni ifoda etish qobiliyati ham ijobiy tomonga o‘zgardi. Tadqiqot yakunida “5 bosqichli stressni kamaytirish maktab modeli” ishlab chiqildi va boshlang‘ich ta’lim amaliyotiga tavsiya etildi.
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