TECHNOLOGY FOR IMPLEMENTING PARENTAL COLLABORATION IN ORGANIZING MORAL AND ENLIGHTENMENT ACTIVITIES IN PRESCHOOL EDUCATIONAL ORGANIZATIONS: THEORETICAL AND EMPIRICAL ANALYSIS

Abstract

This study examines the effectiveness of a structured pedagogical technology for parent–preschool collaboration in fostering moral and ethical development among preschool children. Grounded in Bronfenbrenner’s bioecological systems theory and Epstein’s partnership framework, the research employs a quasi-experimental design conducted in five state preschool educational institutions in Tashkent, Uzbekistan (N = 150 parents; N = 60 educators).

The intervention introduced a four-component cooperation model integrating digital communication, parent education, joint activities, and diagnostic monitoring. Results indicate a statistically significant increase in parental engagement (from 42% to 77%, p < .001) and improvement in children’s moral development indicators (+17%, p < .01) in the experimental group compared to the control group.

The findings highlight the critical role of structured family–institution interaction in enhancing early moral socialization and provide practical implications for institutional policy and pedagogical innovation.