PEDAGOGICAL ASPECTS OF PRESCHOOL EDUCATION AND THE FORMATION OF EDUCATIONAL MOTIVATION IN CHILDREN ASPECTOS PEDAGÓGICOS DE LA EDUCACIÓN PREESCOLAR Y LA FORMACIÓN DE LA MOTIVACIÓN EDUCATIVA EN LOS NIÑOS ASPECTOS PEDAGÓGICOS DA EDUCAÇÃO PRÉ-ESCOLAR E A FORMAÇÃO DA MOTIVAÇÃO EDUCACIONAL EM CRIANÇAS

The article has been devoted to the study of the directions for the development of motivation training at children in preschool education. Here we focus on different pressing problems of pre-school education, as well as the issues on motivation training for school of preschool children has been studied. The research showed that increasing the opportunities of motivation for school training of children has a great importance and this criterion is dominant in the development of cognitive demands and creation of training motives in the child’s adaptation to school. It is found that the main motivation directions at pre-school training of children was directly conditioned bya game of the that was a leading activity. Improving the game activity,as well as its transformation to the cognitive motives not only increases the cognitive opportunities of child, but also directs his development as a personality, the cognitive opportunities of “Mayconception”. The study has shown that there is an important dependence between the motivation training and making true mutual relationships with the communation tips of the adults and children.


Introduction
The education system of the modern world should continue its efforts to create a modern education system in the direction of the world standards.İn our country reform measures are being implemented at all levels of educationChanges in the socio-economic sphere in our country have led to serious changes in the education system as a whole and in its pre-school stage.The education system of the modern world should continue its efforts to create a modern education system in line with the world standards. Reform measures are being implemented at all levels of education in our country. Changes in the socio-economic sphere in the country have led to serious changes in the education system as a whole and in its pre-school stage. In modern conditions production, mode of life, forms of interaction between people demand from a person, a child, not only general education, and, first of all, discovery of individual abilities, allowing to achieve high results in work and make life more diverse.
Thus, today is actual society's need for individuals which could actively and constructively resolve the contradictions of socio-economic, political and cultural development, demonstrate creativity, initiativity.
The development of such an individual in our opinion can be carried out only on condition mastering by man of those values, norms and rules, on the basis of which any positive transformative activity can be carried out.
Consequently, meeting the needs of society in an active, creative, proactive subject of activity possible through the initiation of individuals not only to universal rules, norms, principles, values, but also their motivation for independent work to identify their inclinations, formation as subjects of activity. However, the education and upbringing system of the younger generation, which has existed for many years, today does not meet modern requirements, does not meet the actual needs of society.
So, we can fix the crisis of the system of education, the formation of consciousness and behavior of children, based on the development of social experience of previous generations and its transmission to future generations.
The traditional understanding of the essence of the educational process led and leads to the perception of the educated only as an object of affection.
A similar state is also characteristic of the education system. Based on the principles of optimization, unification of the educational process with its typification and standardization of curricula, programs and popularity of training, it does not and cannot lead society to the formation of a free, conscious, creative and self-developing personality.
Moreover, in conditions when modern Azerbaijan society is characterized by instability, imbalance, the system of upbringing and education of the younger generation does not fully ensure the effective adaptation of children to society, their inclusion in public life. In our opinion, in these conditions becomes relevant the issue of creating a new system of upbringing and education, which is not limited only to the transmission, translation of norms, values, knowledge and social experience, but becoming a consciously controlled process, based on special knowledge, as well as determining the basic principles of its construction. The crisis of the old education system is also the crisis of family accomplishment. If today we are talking Práxis Educacional e-ISSN 2178-2679

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about the scientific foundations of the new training system, it is logical to pose questions: can parents act as the leading institution for the upbringing of preschool children?
Can a family provide an active, creative, adaptive personality?How will originate the process of "adaptation" of the parents themselves to the new conditions, the requirements of life?
Under these conditions, upbringing as a process consciously controlled and based on special knowledge most realistically can be embodied in the sphere of preschool education.
And, consequently, it is actual to determine the quality, content and orientations of preschool education and upbringing in our country. I would like to note that currently there is Consequently, it is relevant to analyze the current state of preschool education as a starting point for the implementation of innovations in this area, as well as determine the most promising directions for its reform.
The questions and problems posed by us in the field of preschool education require a qualified and justified answer, the receipt of which is possible only on the basis of a sociological study of the opinions, orientations and attitudes of modern parents, teachers and heads of preschool educational institutions, teachers.
Thus, the profession of a teacher of preschool children is gradually moving into the category characterized by the highest level of mobility.
In addition, it is becoming increasingly complex, which assumes the emergence of new tasks, behavioral paradigms and attitudes. Therefore There are many pressing problems of preschool education for modern world. Among these problems, enhancing the motivation opportunities at children, as well as their psychological preparation for school program are the main problems of time. Providing the motivation opportunities of psycho-pedagogical preparation of children for school programs, being the main composition of education reforms is one of the main directions and goals of preschool education. It should be considered that the implementation of this task enhance the adaptation of children for school training and changes their attitude the training.
In conditions of modernization of education, the problem of children's readiness for schooling, one of the components of which is motivational readiness, continues to be actual.
Despite the abundance of scientific works and practical programs on this problem, there is a lack of materials devoted to the study of the motivational sphere of preschool children and the formation of motivational readiness for schooling. Very often, parents are faced with a contradiction: they organize targeted preparation of the child for school, strive to teach them writing, reading, and counting before school, but as a result, the child shows a persistent unwillingness to go to school to study. That is, if the child does not have motivational readiness for school, then even with the necessary knowledge and skills, a high level of intellectual development, it will be difficult for him at school. It follows that motivational readiness is an integral part of the general psychological readiness for school, and this must be taken into account when preparing senior preschool children for systematic schooling.

Method Research Model
The aim of our research was to study the relationship between the content of communication of a senior preschool child with close adults with components of the structure of motivational readiness. To diagnose motivational readiness for schooling, the following methods were used: the methodology "Conversation about the attitude to school and learning" and the methodology "Studies of the motivation for learning in older preschoolers". As a result of the diagnosis, it was revealed that both children and adults in the studied families put forward such a sphere of communication as household (10 out of 10 proposed situations are selected).
The study selected 90 children from each preschool age group (4.5, 6 year olds). The first of them is that parents do not support the child's desire to learn new things, without attaching serious significance to this. The second is that the task of creating motivation is shifted to kindergarten and school. Often these errors are combined.

Práxis
In this connection, the study of the influence of family communication on the motivational readiness of children for school seems extremely actual, so that this will allow to determine directions for optimizing the psychological preparation of preschoolers for schooling using new forms of psycho-pedagogical work with parents. In general meaning of motivational readiness formation is that it is desireble for the teacher to transfer preschool children from the levels of negative and indifferent attitude to learning to mature forms of a positive attitude to learning -effective, conscious and responsible.

Discussion and Conclusion
Initially, we tried to determine the directions of attitude of children for school training.
The main goal has been separate the motives welded from the attitude and to identify the motivation opportunities at different preschool agechildren.
The study has shown that the attitude of 4-year-old preschool children towards the training and school is more positive unlike the other age groups. The shades of the attitude to school of 30 children which included to the experiment carrier a positive character in 75% comments. In the result of the conversations with them, it is identified that training motivation didn't dominantin these children. They view the school as a more creative place for games activity and its natural cause the main activity role of children in that age is the games that, the description of other situations out of this type of activity it is difficult for them. But this fact show that by organizing the game activity it could be formed the motivation to school training.

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As can be seen from Table 1   As can be seen from Table 3  low cognitive interest, the choice of such types of encouragement as sweets, toys, an external motivation for learning (attracting beautiful school subjects and the appearance of schoolchildren), school-educational orientations in the situation of optional school attendance, a game learning motive unlike children with high motivation.

Discussion and Conclusion
The results of our study of the level of motivational readiness for school in children of The results of the analysis showed that already at the initial stage of the project on the development of motivation for cognitive activity among preschoolers, that they are interested in active joint work with teachers for discovering new aspects of the surrounding reality, they themselves form a request to solve new problems, get satisfaction from the process and the achieved result of educational activities, feel themselves successful, try to share their knowledge, skills and positive emotions with others, especially with parents. The direct involvement of parents in the educational activities actively supports their educational initiative regarding their child, as well as their desire for self-education. It follows from this, that the implementing innovative project passes successful, and the generalization of pedagogical experience and analysis of results at the final stage will find their place in the pedagogical piggy bank.