TECHNOLOGIES FOR DEVELOPING THE SOCIAL COMPETENCIES OF FUTURE PRESCHOOL EDUCATORS

Abstract

This article examines pedagogical technologies for developing the social competencies of future preschool educators within teacher education programmes in Uzbekistan. Social competence is understood as the capacity to communicate appropriately, cooperate with others, interpret social situations, manage interpersonal disagreements, and establish respectful relationships with children, families, and colleagues. The article adopts a conceptual approach to explore how these capacities can be supported through collaborative learning, role play, case analysis, guided reflection, and supervised teaching practice. Digital scenarios and video analysis are considered supplementary tools for examining interactions and discussing alternative responses. Particular attention is given to connecting university coursework with the interpersonal responsibilities of preschool education, including communication with families, inclusive participation, and cooperation within teaching teams. The proposed framework organizes learning around explicit competency goals, realistic professional situations, supported practice, feedback, and reflective assessment. It also considers how language, cultural expectations, and institutional conditions may influence the design of learning activities in Uzbekistan’s pedagogical universities. No empirical measurements or intervention outcomes are reported; the framework offers propositions for subsequent classroom application and evaluation. The analysis addresses the need for coherent opportunities to practise social interaction throughout professional preparation and identifies possible assessment approaches, including observation, reflective portfolios, and performance tasks. These considerations provide a basis for investigating how pedagogical technologies can support the interpersonal development of future preschool educators.