MANAGEMENT OF PROFESSIONAL ACTIVITY OF TEACHERS IN THE PROCESS OF FORMING METACOGNITIVE SKILLS IN PRESCHOOL CHILDREN

The article analyzes the theoretical and methodological foundations of managing the professional activity of educators in the process of forming metacognitive skills in preschool children. In the conditions of new Uzbekistan, the need to modernize the preschool education system and combine children's readiness for school with not only cognitive, but also metacognitive development is substantiated. The concept of metacognition, the composition of metacognitive knowledge, experience and strategies are highlighted on the basis of scientific sources, and their role in the processes of adaptation to school, planning, self-control and reflection is shown. The professional competence of educators in the practical application of the metacognitive approach, the mechanisms of improving their skills through seminars, the teacher-student system, open classes and methodological manuals are scientifically and analytically revealed. Methods of complex use of observation cards, reflective interviews, activity analysis and psychological tests in diagnosing metacognitive skills in children are described. As a result of the proposed management model, the development of planning and control skills in children, strengthening independent thinking, increasing the quality of school preparation and increasing the professional competence of educators are justified as expected results.