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.
Keywords
preschool education, moral development, parent engagement, educational technology, partnership model, early childhood pedagogy
References
- Bronfenbrenner, U., & Morris, P. A. (2006). The bioecological model of human development.
- Epstein, J. L. (2011). School, family, and community partnerships: Your handbook for action. Westview Press.
- Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
- Republic of Uzbekistan. (2019). Law on Preschool Education and Upbringing.
- Nazarova, D. E. (2021). Innovative technologies in preschool education. Pedagogical Mastery Journal