{"id":37121,"date":"2023-04-29T11:53:04","date_gmt":"2023-04-29T06:53:04","guid":{"rendered":"https:\/\/jdpu.uz\/?p=37121"},"modified":"2023-05-06T11:53:36","modified_gmt":"2023-05-06T06:53:36","slug":"english-maktabgacha-yoshdagi-bolalar-kognitiv-faoliyatini-rivojlantirish","status":"publish","type":"post","link":"https:\/\/jdpu.uz\/en\/english-maktabgacha-yoshdagi-bolalar-kognitiv-faoliyatini-rivojlantirish\/","title":{"rendered":"MAKTABGACHA YOSHDAGI BOLALAR KOGNITIV FAOLIYATINI RIVOJLANTIRISH"},"content":{"rendered":"

Qodirova Malikaxon Qaxramonovna, JDPU, katta o\u2019qituvchi<\/strong>\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Annotasiya:<\/strong> Maqolada maktabgacha yoshdagi bolalar kognitiv faoliyatini rivojlantirishda qiziqishlarning o\u2019rni, turli munosabat turlaridan foydalanish hamda zamonaviy maktabgacha ta’lim tashkilotlari amaliyotida turli loyihalardan foydalanish ahamiyati yoritilgan.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Kalit so\u2019zlar:<\/strong> kognitiv faoliyat, kognitiv munosabat, qiziqish, qiziquvchanlik, tadqiqot loyihalar, ijodiy loyihalar, axborot-amaliy yo’naltirilgan loyihalar. \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u0410\u043d\u043d\u043e\u0442\u0430\u0446\u0438\u044f:<\/strong> \u0412 \u0441\u0442\u0430\u0442\u044c\u0435 \u0440\u0430\u0441\u0441\u043c\u0430\u0442\u0440\u0438\u0432\u0430\u0435\u0442\u0441\u044f \u0440\u043e\u043b\u044c \u0438\u043d\u0442\u0435\u0440\u0435\u0441\u043e\u0432 \u0432 \u0440\u0430\u0437\u0432\u0438\u0442\u0438\u0438 \u043f\u043e\u0437\u043d\u0430\u0432\u0430\u0442\u0435\u043b\u044c\u043d\u043e\u0439 \u0430\u043a\u0442\u0438\u0432\u043d\u043e\u0441\u0442\u0438 \u0434\u043e\u0448\u043a\u043e\u043b\u044c\u043d\u0438\u043a\u043e\u0432, \u0438\u0441\u043f\u043e\u043b\u044c\u0437\u043e\u0432\u0430\u043d\u0438\u0435 \u0440\u0430\u0437\u043d\u044b\u0445 \u0432\u0438\u0434\u043e\u0432 \u0443\u0441\u0442\u0430\u043d\u043e\u0432\u043e\u043a \u0438 \u0438\u0441\u043f\u043e\u043b\u044c\u0437\u043e\u0432\u0430\u043d\u0438\u0435 \u0440\u0430\u0437\u043b\u0438\u0447\u043d\u044b\u0445 \u043f\u0440\u043e\u0435\u043a\u0442\u043e\u0432 \u0432 \u043f\u0440\u0430\u043a\u0442\u0438\u043a\u0435 \u0441\u043e\u0432\u0440\u0435\u043c\u0435\u043d\u043d\u044b\u0445 \u0434\u043e\u0448\u043a\u043e\u043b\u044c\u043d\u044b\u0445 \u043e\u0440\u0433\u0430\u043d\u0438\u0437\u0430\u0446\u0438\u0439.\u00a0\u00a0 \u041a\u043b\u044e\u0447\u0435\u0432\u044b\u0435 \u0441\u043b\u043e\u0432\u0430:<\/strong> \u043f\u043e\u0437\u043d\u0430\u0432\u0430\u0442\u0435\u043b\u044c\u043d\u0430\u044f \u0434\u0435\u044f\u0442\u0435\u043b\u044c\u043d\u043e\u0441\u0442\u044c, \u043f\u043e\u0437\u043d\u0430\u0432\u0430\u0442\u0435\u043b\u044c\u043d\u0430\u044f \u0443\u0441\u0442\u0430\u043d\u043e\u0432\u043a\u0430, \u0438\u043d\u0442\u0435\u0440\u0435\u0441, \u043b\u044e\u0431\u043e\u0437\u043d\u0430\u0442\u0435\u043b\u044c\u043d\u043e\u0441\u0442\u044c, \u0438\u0441\u0441\u043b\u0435\u0434\u043e\u0432\u0430\u0442\u0435\u043b\u044c\u0441\u043a\u0438\u0435 \u043f\u0440\u043e\u0435\u043a\u0442\u044b, \u0442\u0432\u043e\u0440\u0447\u0435\u0441\u043a\u0438\u0435 \u043f\u0440\u043e\u0435\u043a\u0442\u044b, \u0438\u043d\u0444\u043e\u0440\u043c\u0430\u0446\u0438\u043e\u043d\u043d\u043e-\u043f\u0440\u0430\u043a\u0442\u0438\u0447\u0435\u0441\u043a\u0438\u0435 \u043f\u0440\u043e\u0435\u043a\u0442\u044b.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Abstract:<\/strong> The article discusses the role of interests in the development of cognitive activity of preschoolers, the use of different types of settings and the use of various projects in the practice of modern preschool organizations.\u00a0\u00a0\u00a0 \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Key words:<\/strong> cognitive activity, cognitive attitude, interest, curiosity, research projects, creative projects, information and practical projects. <\/p>\n

Bolalarning kognitiv faolligini rivojlantirish va shakllantirish muammosi bolalar psixologiyasida eng dolzarb masalalardan biridir. Hozirgi kunda \u201ckognitiv faoliyat\u201d tushunchasi pedagogika va psixologiyada keng qo\u2018llanilmoqda.<\/p>\n

Olimlar “kognitiv faoliyat” tushunchasining ma’nosi bo’yicha turli fikrlarni keltirib o\u2019tganlar. Jumladan, M.A. Danilov, A.A. Lyublinskaya, V.K. Buryak, T.I. Shamovalar kognitiv faoliyatni aqliy faoliyatning bir turi yoki sifati deb hisoblasalar, D.B. Godovikova, E.I. Shcherbakovlar esa – bolaning bilimga bo’lgan tabiiy istagi sifatida qaraydilar. P.T. Jambazka, T.M. Zemlyanuxina, M.I. Lisina, N.A. Polovnikovlar “kognitiv faoliyat” tushunchasini kognitiv faoliyatga tayyorlik holati sifatida belgilagan bo\u2019lsalar, T.A. Ilyina, A.I. Raev, G.Ts. Molonov, A.Z. Iogolevich, T.D. Sartorius, Z.F. Chexov, G.I. Shchukin kabi olimlarning fikricha, “kognitiv faoliyat” – bu shaxsning mulki yoki sifatidir.<\/p>\n

“Kognitiv faoliyat” atamasi insonning atrofdagi dunyo ob’yektlari va hodisalariga tanlab yo’naltirilishi bilan tavsiflanadi, ya’ni, bolada bilimga, to’liqroq va chuqurroq doimiy intilish mavjud. Bunday intilishni bolada maktabgacha davrda ham sezish mumkin. Atrofni bilish, tushunish va o\u2019rganishga qaratilgan harakatlar bolani yanada faollashtiradi. Faoliyatning rivojlanish sur’ati va kuchayishi bilan tanlab yo’naltirish kognitiv faoliyatni qo’llab-quvvatlashga aylanadi. Buning uchun bola harakatlarini doimiy ravishda qo\u2019llash, rag\u2019batlantirish hamda hohish-istaklarini inobatga olish lozim bo\u2019ladi.<\/p>\n

Bolalar tug’ma tadqiqotchilardir.Yangi tajribalarga so’nmas tashnalik, qiziquvchanlik, doimiy kuzatish va tajriba o’tkazish istagi, dunyo haqida mustaqil ravishda yangi ma’lumotlarni izlash an’anaviy ravishda bolalar xatti-harakatlarining eng muhim xususiyatlari sifatida qabul qilinadi. Bolaning har bir o\u2019zlashtirgan harakati, o\u2019rgangan so\u2019zlari u uchun yangilik, kashfiyot. Faol kognitiv tadqiqot faoliyati jarayonida o’z qiziqishini qondirgan bola, bir tomondan, dunyo haqidagi g’oyalarini kengaytiradi, o’zaro bog’liqlik va o’zaro bog’liqliklar tizimida dunyoning xilma-xilligini ko’radi, ikkinchi tomondan, o’z bilimini rivojlantirish qobiliyatini rivojlantiradi. Bunda bola idrokining shakllanishi va rivojlanishi ta\u2019minlanadi. Navbat bilan barcha psixologik jarayonlarning rivojlanishi sodir bo\u2019ladi.<\/p>\n

Hozirda maktabgacha ta’lim sifatini oshirish muammosining dolzarbligi maktabgacha yoshdagi bolalarni tarbiyalash va rivojlantirishga bo’lgan e\u2019tiborni kuchaytirdi. MTTlarida bolaning har tomonlama shakllanishi va rivojlanishini ta\u2019minlash ishlari ancha jadallashgan. Bola kognitiv sohasining rivojlanishi turli xil faoliyat turlari orqali amalga oshirilishi yo\u2019lga qo\u2019yilgan. Barcha faoliyat turlari bolaning quyidagi jihatlarini shakllantiradi va rivojlantiradi. Bular:<\/p>\n

– qiziquvchanlikni rivojlantiradi;- kognitiv motivatsion sohasini rivojlantiradi;- kognitiv harakatlarni shakllantiradi; – bola ongini shakllantiradi;- bola tasavvurlarini kengaytiradi;- ijodiy faollikni oshiradi;- atrof, muhit, odamlar, narsalar xaqidagi g’oyalarni shakllantiradi.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Buning ushun bolalarni barcha faoliyat turlariga jalb etish yaxshi samara beradi. Faqat kattalar tomonidan bolaning har bir harakati doimiy tarzda nazorat qilib borilishi maqsadga muvofiqdir.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Bolalarning kognitiv rivojlanishining yangi sifati – bu kognitiv qiziqishning kuchayishi, barqarorlikning kuchayishi, kognitiv motivlar bilan ifodalanadi. Kognitiv qiziqish maktabgacha yoshdagi bolani muhim munosabatlarga, aloqalarga yordam beradi. Qiziquvchanlik qobiliyati atrofni buyumlarni to\u2019liqroq bilishni ta\u2019minlaydi. Shu bilan birga kognitiv motivlar, ya\u2019ni bolaga xos ehtiyojlar, mayllar, istaklar ham bolani har qanday harakatga undaydi, faollashtiradi.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Kognitiv faoliyatning manbai kognitiv ehtiyoj bo’lib, bu ehtiyojni qondirish jarayoni noma’lum narsani aniqlash, ochish va uni o’zlashtirishga qaratilgan izlanish sifatida amalga oshiriladi. Bola ehtiyojlari turli narsalarga yo\u2019naltirilgan va ayni paytda kerak bo\u2019lgan narsaga ega bo\u2019lishga qaratilgan bo\u2019ladi. Bunday xilma-xillik ham turli narsalarni bilishga, o\u2019rganishga undaydi. Predmetlar bilan munosabatga kirishish orqali ularning fazodagi o\u2019rni, har tomonlama tuzilishi va ahamiyatini o\u2019zlashtiradilar.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Kognitiv rivojlanishning qayd etilgan bosqichlari bir-biridan ajralgan holda mavjud emas. Amalda ular nihoyatda murakkab birikmalar va munosabatlardir va bolaning kognitiv rivojlanishini evolyutsion jarayon sifatida tavsiflaydi.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Bola kognitiv rivojlanishining yana bir jihati bu –\u00a0 dunyoga nisbatan umumlashtirilgan munosabatdir. Bu quyidagicha tavsiflanadi:\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Bolaga xos kognitiv munosabat bu – dunyo ajoyib, sirlarga to’la va bola ushbu ajoyibotni bilishni, hal qilishni xohlaydi;\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Navbatdagi munosabat bu ehtiyotkor munosabat. Bola bunday munosabatni himoya, himoyalanish tarzida tushunadi. Bolada dunyoni himoya qilish, asrash xaqidagi tushunchalarning shakllanishi;\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Ijodiy munosabat bola uchun muhim yana bir munosabat bo\u2019lib – dunyo juda go’zal – men bu go’zallikni saqlab qolish va oshirishni xohlayman shaklida namoyon bo\u2019ladi. Bolada go\u2019zallikni his qilish, undan zavq olish, hayratlanish, lazzatlanish kabi kognitiv bilish shakllanishini taminlaydi.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Maktabgacha yoshdagi bolalarning kognitiv rivojlanishining haqiqiy usuli eksperimentdir. O\u2019tkaziladiga tadqiqotning tabiiy turi bolani erkin bo\u2019lishini ta\u2019minlaydi. Tadqiq qiluvchi tabiiy sharoitda bola bilan bemalol munosabatga kirishadi va buning natijasida bolada bilishga bo\u2019lgan munosabat yanada yuksaladi. Eksperementga ob’yektlar va materiallarning xossalari, sifatlari, hodisalarning aloqalari va bog’liqliklarini tushunishga qaratilgan izlanish xarakteridagi amaliy faoliyat sifatida qaraladi. Eksperimentda maktabgacha yoshdagi bola o’z atrofidagi dunyoni mustaqil va faol ravishda o’rganadigan, unga ta’sir qilishning turli shakllaridan foydalangan holda tadqiqotchi sifatida ishlaydi. Tajriba jarayonida bola bilish va faoliyat sub’yektining pozitsiyasini egallaydi. Natijada mustaqil faollik oshadi.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Maktabgacha yoshdagi bolalarning kognitiv rivojlanishining samarali usullariga bolalarning kognitiv qiziqishlarini rivojlantirishni, o’z bilimlarini mustaqil ravishda qurish va axborot makonida harakat qilish qobiliyatini, tanqidiy fikrlashni rivojlantirishni ta’minlaydigan faoliyat kiradi.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Maktabgacha ta’lim tashkilotlari amaliyotida quyidagi turdagi loyihalar qo’llaniladi:\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Tadqiqot loyihalari (ular puxta o’ylangan tuzilmani talab qiladi, tadqiqot mantig’iga to’liq bo’ysunadi, belgilangan muammoni hal qilish uchun taxminni ilgari surishni, uni hal qilish yo’llarini, shu jumladan eksperimental yo’llarni ishlab chiqishni o’z ichiga oladi. Bolalar tajribalar o’tkazadilar, muhokama qiladilar. (natijalar, xulosalar chiqarish, tadqiqot natijalarini tuzish);\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Ijodiy loyihalar (qoida tariqasida, ushbu turdagi loyihalar ishtirokchilarning birgalikdagi faoliyatining batafsil tuzilishiga ega emas, u faqat yakuniy natija janriga bo’ysungan holda tavsiflanadi va yanada rivojlantiriladi, u videofilm uchun ssenariy sifatida ishlab chiqilishi mumkin. (dramatizatsiya, bayram dasturi, videofilm, sport o’yini, ko’ngilochar ko’rinishda bo’lishi mumkin);\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 O’yin (rol o’ynash) loyihalari (ushbu loyihalarning tuzilishi ham faqat tasvirlangan va ish tugaguniga qadar ochiq qoladi). Bolalar loyihaning tabiati va mazmuni bilan belgilanadigan muayyan rollarni o’z zimmalariga oladilar. Bu ishtirokchilar tomonidan ixtiro qilingan vaziyatlar bilan murakkablashgan ijtimoiy yoki ish munosabatlariga taqlid qiluvchi adabiy qahramonlar yoki fantastik qahramonlar bo’lishi mumkin. \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Axborot-amaliy yo’naltirilgan loyihalar (ular dastlab biron bir ob’ekt, hodisa to’g’risida ma’lumot to’plashga qaratilgan; loyiha ishtirokchilarini ushbu ma’lumotlar bilan tanishtirish, ularni tahlil qilish va faktlarni umumlashtirish uchun mo’ljallangan. Bundan tashqari, loyiha natijasi, albatta, ishtirokchilarning o’zlari, ijtimoiy manfaatlari. Bolalar ma’lumot to’playdi, uni muhokama qiladi va ijtimoiy manfaatlarga e’tibor qaratgan holda amalga oshiradi; natijalar stendlar, gazetalar, vitrajlar shaklida tuziladi).\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Kognitiv tadqiqot faoliyatidan katta yoshdagi maktabgacha yoshdagi bolaning kognitiv rivojlanishi uchun asosiy shakllantiruvchi faoliyat sifatida foydalanish maqsadga muvofiq. Ayniqsa bolalarning tashabbuskorligi, zukkoligi, izlanuvchanligi, tanqidiyligi, mustaqilligini qo’llab-quvvatlash lozim. Bolani tinglash, fikrini inobatga olish uni faollashtiradi va navbatdagi faoliyatga undaydi. Natijada bola har qanday faoliyatga mustaqil kirishadi, tushungan narsalarini bemalol tushuntiradi, bolada ochiqlik va erkinlik rivojlanadi. O\u2019zining harakatlaridan, topqirligidan zavqlanadi.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Xulosa o\u2019rnida shuni aytish mumkinki, maktabgacha yoshdagi bolalarning kognitiv rivojlanishi muammosini hal qilishda turli tadqiqotlar, kognitiv vazifalar va turli loyihalardan foydalanish bola kognitiv faoliyati rivojlanishining asosi hisoblanadi. Buni amalga oshirishda pedagoglarning o\u2019rni katta bo\u2019lib, pedagog doimiy tarzda bola bilan ishlash jarayonida bolaning kognitiv faoliyati bilan ishlash zarur bo\u2019ladi. \u00a0<\/strong>Adabiyotlar ro\u2019yxati:<\/strong>1.\u00a0 Nishonova Z.T., Alimova G.K. Bolalar psixologiyasi va uni o\u2019qitish metodikasi. 2005.2.\u00a0 Ivanova A.I. Bolalar bog’chasida atrof-muhitni kuzatish va eksperimentlarni tashkil etish metodikasi. – M., 2004 yil. 3.\u00a0 Korotkova N.A. Katta yoshdagi maktabgacha yoshdagi bolalarning kognitiv va tadqiqot faoliyati \/\/ Bolalar bog’chasidagi bola. – 2003. -\u21163. – B.4-12.4.\u00a0 <\/strong>Volostnikova A.G. Kognitiv qiziqishlar va ularning shaxs shakllanishidagi roli. – M., 1994 yil.<\/p>\n

    \n
  1. Qodirova M. Bolalar idrokini rivojlantirishda mashg’ulotlarning o’rni, \u0410\u0440\u0445\u0438\u0432 \u041d\u0430\u0443\u0447\u043d\u044b\u0445 \u041f\u0443\u0431\u043b\u0438\u043a\u0430\u0446\u0438\u0439 JSPI: 2020: \u0410\u0440\u0445\u0438\u0432 \u211641 (science.i-edu.uz, jspi.uz).<\/li>\n
  2. Qodirova, M. (2020). Bolalar idrokini rivojlantirishda mashg’ulotlarning o’rni. \u0410\u0440\u0445\u0438\u0432 \u041d\u0430\u0443\u0447\u043d\u044b\u0445 \u041f\u0443\u0431\u043b\u0438\u043a\u0430\u0446\u0438\u0439 JSPI.<\/li>\n
  3. Qodirova, M. (2020). \u0420\u043e\u043b\u044c \u0437\u0430\u043d\u044f\u0442\u0438\u0439 \u0432 \u0444\u043e\u0440\u043c\u0438\u0440\u043e\u0432\u0430\u043d\u0438\u0438 \u0438 \u0440\u0430\u0437\u0432\u0438\u0442\u0438\u0438 \u0441\u043f\u043e\u0441\u043e\u0431\u043d\u043e\u0441\u0442\u0438 \u0440\u0430\u0437\u043c\u044b\u0448\u043b\u0435\u043d\u0438\u044f \u0443 \u0434\u0435\u0442\u0435\u0439. \u0410\u0440\u0445\u0438\u0432 \u041d\u0430\u0443\u0447\u043d\u044b\u0445 \u041f\u0443\u0431\u043b\u0438\u043a\u0430\u0446\u0438\u0439 JSPI.<\/li>\n<\/ol>\n

    \u00a0<\/strong>\u00a0<\/strong><\/p>\n

     <\/p>\n

     <\/p>","protected":false},"excerpt":{"rendered":"

    Qodirova Malikaxon Qaxramonovna, JDPU, katta o\u2019qituvchi\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Annotasiya: Maqolada maktabgacha yoshdagi bolalar kognitiv faoliyatini rivojlantirishda qiziqishlarning o\u2019rni, turli munosabat turlaridan foydalanish hamda zamonaviy maktabgacha ta’lim tashkilotlari amaliyotida turli loyihalardan foydalanish ahamiyati yoritilgan.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Kalit so\u2019zlar: kognitiv faoliyat, kognitiv munosabat, qiziqish, qiziquvchanlik, tadqiqot loyihalar, ijodiy loyihalar, axborot-amaliy yo’naltirilgan loyihalar. \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u0410\u043d\u043d\u043e\u0442\u0430\u0446\u0438\u044f: \u0412 \u0441\u0442\u0430\u0442\u044c\u0435 \u0440\u0430\u0441\u0441\u043c\u0430\u0442\u0440\u0438\u0432\u0430\u0435\u0442\u0441\u044f \u0440\u043e\u043b\u044c \u0438\u043d\u0442\u0435\u0440\u0435\u0441\u043e\u0432 \u0432 \u0440\u0430\u0437\u0432\u0438\u0442\u0438\u0438 […]<\/p>\n","protected":false},"author":11,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"footnotes":""},"categories":[145],"tags":[],"sdg_goal":[],"class_list":["post-37121","post","type-post","status-publish","format-standard","hentry","category-ommaviy_maqolalar"],"acf":[],"views":1477,"_links":{"self":[{"href":"https:\/\/jdpu.uz\/en\/wp-json\/wp\/v2\/posts\/37121","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/jdpu.uz\/en\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/jdpu.uz\/en\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/jdpu.uz\/en\/wp-json\/wp\/v2\/users\/11"}],"replies":[{"embeddable":true,"href":"https:\/\/jdpu.uz\/en\/wp-json\/wp\/v2\/comments?post=37121"}],"version-history":[{"count":1,"href":"https:\/\/jdpu.uz\/en\/wp-json\/wp\/v2\/posts\/37121\/revisions"}],"predecessor-version":[{"id":37122,"href":"https:\/\/jdpu.uz\/en\/wp-json\/wp\/v2\/posts\/37121\/revisions\/37122"}],"wp:attachment":[{"href":"https:\/\/jdpu.uz\/en\/wp-json\/wp\/v2\/media?parent=37121"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/jdpu.uz\/en\/wp-json\/wp\/v2\/categories?post=37121"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/jdpu.uz\/en\/wp-json\/wp\/v2\/tags?post=37121"},{"taxonomy":"sdg_goal","embeddable":true,"href":"https:\/\/jdpu.uz\/en\/wp-json\/wp\/v2\/sdg_goal?post=37121"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}