Curriculum, or the content of teaching, may be designed to encourage learning processes (memory, attention, observation) and cognitive skills (reasoning, comparing and contrasting, classification), as well as the acquisition of specific information, such as the names of the letters of the alphabet (Wiggins and McTighe, 1998). The teaching strategies or methods used in implementing the curriculum are the arranged interactions of people and materials planned and used by teachers. They include the teacher role, teaching styles, and instructional techniques (Siraj-Blatchford, 1998). The third aspect of pedagogy, which might be thought of as cognitive socialization, refers to the role that teachers in early childhood settings play, through their expectations, their teaching strategies, their curricular emphases, in promoting the reper- toire of cognitive and affective characteristics and skills that the young child needs to move down the path from natal culture to school culture to the culture of the larger society. O‘quv rejasi va unda joylangan barcha mashg'ulotlar (hotira, etiborni rivojlantirish va kuzatuvchanlik) hususiyatlarini rivojlantirishka qaratilgan bo‘lishi mumkun shuningdek kongnetiv qobiliyatlar yani (mulohaza qilish, taqqoslash qaramaqarshilik va klassifikatsiya) kabilarni rivojlantirish shu bilan birga malum bir malumotni alfavit hariflarini o‘rganishka ham qaratilgan tarzda bo‘lishi mumkun. (Wiggins and McTighe, 1998) O‘quv rejasi davomida olingan malumotlarga ko‘ra tuzilgan va ishlatiladiga o‘quv strategiyalari va usulari o‘qtuvchilar tomonidan qolaniladi. U o‘z ichiga o‘qtuvchining ro‘li va o‘qitish uslubini ichiga qamrab olgan (Siraj-Blatchford, 1998). Kognetiv sotsiyalizatsiya Pedagogikani uchini jihati deb hisoblanadi. U
