DEVELOPMENT OF INITIATIVE IN CHILDREN THROUGH ECONOMIC EDUCATION IN PRESCHOOL EDUCATION

REPUBLICAN SCIENTIFIC AND PRACTICAL CONFERENCE “THE ROLE OF PARENTS IN RAISING CHILDREN: MODERN PEDAGOGICAL AND PSYCHOLOGICAL APPROACHES”, OCTOBER 15-16, 2025 440 DEVELOPMENT OF INITIATIVE IN CHILDREN THROUGH ECONOMIC EDUCATION IN PRESCHOOL EDUCATION Izzatilloyeva Sabina Teacher at Navoi Innovation University https://doi.org/10.5281/zenodo.17688715 Abstract. The article analyzes the content of economic education in the preschool education process and its role in developing initiative in children based on practical experience. Economic games, real situations, small projects and daily activities highlight the elements of economic thinking, mechanisms for the formation of independence and responsibility in children. The results of the study confirm the importance of economic education as a factor influencing personal development. Keywords: economic education, initiative, preschool age, role-playing games, practical activities, economic literacy, child development. The preschool education system is aimed at forming the initial life competencies of children, one of which is economic literacy. In the modern educational process, starting economic education from an early age develops important qualities in children such as independent thinking, making choices, and being able to foresee the consequences of their actions. Practical exercises, role-playing games, and incorporating life processes into education are among the most effective tools in this direction. In teaching preschool children economic concepts, simple but meaningful activities related to their daily lives are used, rather than a complex theoretical approach. Children master concepts such as savings, price, exchange, labor, and product value through practical tasks. In this process, the educator plays an important role as a guide, organizer, and creator of the environment. Role-playing economic games: Through games such as “Shop”, “Mini-bank”, “Market”, and “Cafe”, children actively participate in economic processes. During the game, they practice making choices, comparing products, and saving or spending “money” correctly. These processes develop skills in the child such as taking the initiative, justifying their opinions, and being able to agree with peers. In project work, students are given the task of creating a simple product and “selling” it. For example:  making decorative cards,  making figures from plasticine,  caring for seedlings and organizing an exhibition. During the project, children practically learn the importance of the labor process, responsibility for the result, and the principles of determining the value of the product. This significantly increases their initiative. Teaching through everyday situations: Experience has shown that in many cases, simple life processes serve as the most powerful educational tool:  observing resource conservation during meals, REPUBLICAN SCIENTIFIC AND PRACTICAL CONFERENCE “THE ROLE OF PARENTS IN RAISING CHILDREN: MODERN PEDAGOGICAL AND PSYCHOLOGICAL APPROACHES”, OCTOBER 15-16, 2025 441  preserving and rationally using common items,  performing duties in the group,  Practicing negotiation and distribution skills during play. These simple processes themselves contribute to the natural formation of economic thinking in a child. During 2024–2025, practical experiments were conducted in three groups aimed at strengthening economic education. The results of the observation showed the following changes:  The level of initiative increased from 30–40 percent to 65–70 percent.  children's choice-making skills were strengthened;  Communication activity in game situations increased.  logical substantiation of children's decisions improved. The results confirmed that economic education brings positive changes in the personal development of children. To further increase the effectiveness of economic education in preschool educational institutions, it is recommended to involve children in small responsibilities in their group, introduce the concept of "mini-budget" in the form of a game, and organize joint lessons with parents on family economics. Also, displaying products prepared by children in the form of an exhibition-trade show increases interest in their work and supports initiative. Such approaches make the process of economic education more meaningful and systematic. Economic education in preschool education is not limited to teaching economic concepts, but also forms initiative, responsibility, independent thinking, and an active life position in children. Role-playing games, practical exercises, real situations, and mini-projects have proven themselves as the most effective pedagogical tools in this process. In the future, the effectiveness of this direction can be further increased by enriching the content of economic education, increasing the number of methodological manuals for educators, and expanding cooperation with parents. To increase the effectiveness of economic education in preschool educational institutions, it is recommended to involve children in small responsibilities within the group, introduce the concept of “mini-budget” in the form of a game, and organize integrated lessons on family economics. In addition, displaying children's products in the form of an exhibition or trade show increases their interest in the results of their labor and supports their initiative. Another important direction is to inextricably link the process of economic education with the socio-emotional development of children. Because the development of initiative requires not only economic knowledge, but also skills such as self-confidence, communication skills, and the ability to cooperate in a group. Therefore, along with games with economic content, team exercises, joint problem-solving, and role-playing dialogue exercises are of great importance. Conclusion. Economic education is not only a means of imparting economic concepts to preschool children, but also an effective mechanism for forming them as initiative, responsible, and independent individuals. Role-playing games, mini-projects, real-life situations, and various practical tasks are the most effective tools in this process. In the future, expanding methodological developments in this area, strengthening the training of educators, and working together with parents will further increase the effectiveness of education. REFERENCES 1. Abdullayeva, R. “Methodology of forming economic skills in preschool children.” Tashkent, 2022. REPUBLICAN SCIENTIFIC AND PRACTICAL CONFERENCE “THE ROLE OF PARENTS IN RAISING CHILDREN: MODERN PEDAGOGICAL AND PSYCHOLOGICAL APPROACHES”, OCTOBER 15-16, 2025 442 2. Karimova, S. “The system of developmental games and its pedagogical significance.” Journal of Preschool Education, 2021. 3. Nizomova, D. “Psychological factors of developing initiative in children.” Proceedings of the Republican Scientific and Practical Conference, 2023. 4. Concept of Preschool Education of the Republic of Uzbekistan. Tashkent, 2019. 5. M. Montessori. “Scientific views on child development.” Tashkent Publishing House, 2020.