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

The article presents the results of a study on the development and approbation of a functional model for managing the professional activity of preschool teachers in the process of forming metacognitive skills in 6–7-year-old children. The theoretical and methodological foundations of the metacognitive approach are revealed, and a four-stage management model (diagnostic, planning, process-monitoring, and reflexive-evaluative stages) is described. The experimental work was carried out at four state preschool institutions in the Khorezm region with the participation of 362 respondents. A statistically significant increase in the level of metacognitive skills in children of the experimental group was established according to the criteria of planning, monitoring, control, reflection, and evaluation (χ² = 18.42 at p<0.01). The findings confirm the necessity of a dual-object management approach that simultaneously develops both teachers’ professional competencies and children’s metacognitive abilities.