PSYCHODIAGNOSTICS OF KNOWLEDGE IN PRESCHOOL CHILDREN: THEORETICAL FOUNDATIONS AND METHODOLOGICAL TOOLS

Authors

  • Khidoyatova Nigora Avazovna Lecturer, Department of Theory and Practice of Preschool and Primary Education Chirchik State Pedagogical University Tashkent, Uzbekistan Author

Keywords:

Psychodiagnostics, preschool education, diagnostic methods, cognitive development, pedagogical diagnostics, children's knowledge, preschooler.

Abstract

The article examines the theoretical and methodological foundations of psychodiagnostics of knowledge in preschool-aged children. Key concepts, principles and classifications of diagnostic methods used in preschool education practice are analysed. Special attention is paid to a comparative description of observation, interview, testing, analysis of activity products and experimental methods. Criteria for assessing the cognitive and personal development of preschoolers, as well as conditions for the correct interpretation of diagnostic data, are described. The findings can be used by practising educators, preschool psychologists and researchers in the field of educational psychology.

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Published

2026-06-07

Issue

Vol. 2 No. 6 (2026)

Section

Articles

License

Copyright (c) 2026 Modern American Journal of Linguistics, Education, and Pedagogy

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

How to Cite

PSYCHODIAGNOSTICS OF KNOWLEDGE IN PRESCHOOL CHILDREN: THEORETICAL FOUNDATIONS AND METHODOLOGICAL TOOLS. (2026). Modern American Journal of Linguistics, Education, and Pedagogy, 2(6), 57-68. https://usajournals.org/index.php/6/article/view/2428