Specific psychological and pedagogical characteristics of primary school students
Otabayeva Khusniya Sharofiddin’s daughter
Urgench State Pedagogical Institute
4st-year student of the Primary Education Department
Abstract. This article analyzes the characteristics of mental, emotional, and social development of primary school students, as well as their changing needs in the educational process. The article provides a practical analysis of teaching methods based on the specific developmental stages of students, their attitude towards learning, self-awareness, and communication characteristics.
Each age stage is characterized by a special position of the child in the system of relations accepted in a particular society. Accordingly, the lives of children of different ages are filled with specific content: special relationships with surrounding people and specific activities that lead to a certain stage of development are determined. The initial period of school life occupies an average age range from 6-7 to 10-11 years (1st-4th grades). This period is associated with increased physical and mental stress, the expansion of the child’s social boundaries, and adaptation to society. The child evaluates themselves and their abilities differently, experiences another crisis, and learns to be an independent and responsible person. In elementary school age, children have significant developmental reserves.
In primary school age, significant changes occur not only in the physical development of the child, but also in mental development: the cognitive sphere qualitatively changes, personality is formed, and a complex system of relationships with peers and adults is formed. The transition to systematic education places high demands on children’s mental activity, which is still unstable in young students, with low fatigue resistance. Although these indicators are increasing with age, in general, the productivity and quality of work of younger schoolchildren is half the corresponding indicators of older schoolchildren.
Leadership in primary school age – educational activity. It determines the most important changes occurring in the development of the psyche of children of this age. As part of this activity, psychological neoplasms are formed, which characterize the most important achievements in the development of younger students and are the basis for ensuring development at the next age stage.
Primary school education plays an important role in the mental, emotional, and social development of students. Students of this age are not yet fully aware of their psychological and pedagogical potential in many ways, but they are in a stage of rapid development, learning new knowledge, communicating, and adapting to the social environment. Therefore, studying the psychological and pedagogical characteristics of primary school students and taking them into account in the educational process contributes to the effective work of teachers [3]. Through this, teachers can achieve many results.
An important place is occupied by the process of psychological growth of primary school students, their worldview, interests, and attitude towards learning. At the same time, from a pedagogical point of view, special methods and approaches are necessary in teaching students. During this period, students develop independent thinking, concentration, and the ability to express their thoughts, which increases the effectiveness of the educational process [1]. If these aspects are developed, their creative abilities will also be formed.
Taking into account the psychological characteristics of primary school students in the educational process accelerates their emotional and mental development. This, in turn, increases students’ interest in learning, strengthens their learning motivation, and facilitates their social adaptation. Also, the correct choice of pedagogical approaches and their application in accordance with the individual needs of students ensures their comprehensive development. These processes guide Therefore, the study of the psychological and pedagogical characteristics of primary school students remains relevant for the development of today’s education system. This topic contributes to the improvement of teachers’ pedagogical skills, as well as provides the necessary knowledge for more effective and successful organization of the educational process [1]. Therefore, the approach of teacher-educators to working with students, taking into account such characteristics, increases the effectiveness of the educational process: social, spiritual, and intellectual development.
In conclusion, the study of the psychological and pedagogical characteristics of primary school students not only contributes to the quality education of students, but also allows teachers to understand the process of student development and contributes to the further improvement of the education system.
References:
1. Farhodova S.S “Psychological and pedagogical characteristics of primary school students” “Journal of science-innovative research in Uzbekistan” -2025. – Pp. 332-339.
2. Abdullaeva N, “The Role and Importance of Psychology in Primary Education” Tashkent: Uzbekistan Psychologists Association – 2019.
3. Mammadov F. “Features of Psychological Development of Primary School Students.” Tashkent: Science and Technology – 2018.
4. Tuliyeva D.A. “Organization of the Educational Process Taking into Account the Psychological Characteristics of Primary School Students” “Best Intellectual Research” – 2024. – Pp. 176-180.
I am Dilnoza Islamova, born on February 21, 2008, in the Tortkul district of the Republic of Karakalpakstan. I am currently a school student. I have actively participated in numerous projects organized both at school and on social media platforms, and I continue to be involved in such activities to this day.
During my time at school, I have taken part in various academic olympiads, competitions, and creative projects, demonstrating my knowledge and talent. I have a particular interest in literature, English, and computer science. Additionally, I actively engage in social media initiatives that aim to promote positive thinking, spirituality, and a love of knowledge among young people.
In the future, I aspire to work tirelessly on improving myself and to become a highly qualified specialist who contributes to the development of my country and the well-being of its people.
ARTIFICIAL INTELLIGENCE IN EDUCATION: A NEW ERA BEGINS
Introduction
In today’s modern world, technology is evolving rapidly. One of the most advanced and promising areas is Artificial Intelligence (AI). AI refers to systems that can mimic human thinking, learning, and decision-making processes. Today, this technology is being widely used in many fields, including education, which is one of the most essential areas for development.
Main Part
What is Artificial Intelligence and how does it impact education?
Artificial Intelligence is a system of algorithms capable of analyzing large amounts of data, learning from it, and making data-driven decisions. In education, AI helps to identify students’ individual needs, provide personalized learning materials, and monitor academic progress effectively.
Achievements of AI in Education:
1. Personalized learning – AI allows the creation of lessons tailored to each student’s level and learning pace.
2. Automated assessment and analysis – Tests and assignments can be evaluated automatically, reducing teachers’ workload.
3. Virtual teachers and assistants – AI-based platforms and chatbots provide quick responses to students’ questions.
4. Support for students with disabilities – AI technologies help students with visual, hearing, or mobility impairments by offering accessible learning tools.
Advantages of AI Technologies
• Increases the effectiveness of education;
• Encourages independent learning among students;
• Gives teachers more time for creative and strategic teaching;
• Speeds up and systematizes the learning process.
Challenges and Considerations
However, implementing AI in education is not without its difficulties:
– Lack of adequate technical infrastructure;
– Low digital literacy among some educators;
– Data privacy and security concerns;
– Risk of losing the human touch in teaching.
Therefore, before integrating AI into the education system, proper preparation and training of qualified professionals are essential.
Conclusion
Artificial Intelligence is a groundbreaking technology that has launched a new era in education. It enables the learning process to be more efficient, student-centered, and interactive. With the right approach, AI can become an invaluable assistant not only for students but also for teachers. There is no doubt that AI will become an integral part of future education systems.
Namangan District, School No. 22, Computer Science Teacher — Gulnora Rakhimjonovna Khomidova.
That graceful lady, on a rainy afternoon, opened for the first time a notebook filled with scribbled lines of poetry. At first, she felt confused, as if hearing a foreign language. But then, with each rhythm and each resonant word, she was amazed to realize: poetry was speaking for her own heart. From that moment on, poetry became a companion, helping her to understand the world and herself. People often say, “Poetry is the blood of the heart, the voice of the soul” (Gibran). Indeed, poetry is everywhere: in lullabies, in letters, even in dry chronicles. It not only arranges words but distills emotions, turning the personal into a shared rhythm. Thus, poetry is like a bridge spanning generations and feelings. If you have ever been puzzled by a poem, do not rush to blame it for being inaccessible. Like any art form, poetry requires patience and an open heart. When we listen and allow ourselves to be moved, poetry will bloom. To fully appreciate it, readers should begin by understanding poetry’s structure: from lines, stanzas, rhyme schemes, to rhythm, all are pieces that harmonize into a meaningful picture.
As she began to explore the world of poetry, she gradually realized that reading poetry is not merely about receiving brief phrases but a journey opening layers of emotions and reflections. Poetry is a condensed world where each line, each image carries a hidden meaning, waiting for the patient reader to unfold. A poem, seemingly simple on the surface, actually contains a whole universe of the soul. Everyone approaches poetry with their own perspectives and experiences, making the meaning of a poem never fixed but always shifting with each heart that receives it. Poet Robert Frost once said: “Poetry is a conversation between the heart and the mind, a way for people to extend their voice across time.” And so, decoding poetry requires subtle understanding and attentive listening.
One autumn afternoon in August, the graceful lady sat by the window holding an old poem gifted by an unknown author. She read it repeatedly; each word and phrase gradually revealed images, tones, and emotions she had never noticed before. She learned not to rush analyzing each word but to let the entire poem flow smoothly through her soul, until everything naturally became clearer. She began to ask: Who is speaking in the poem? To whom are they speaking? What is the surrounding context? These questions opened a space for deeper understanding—not only of the author but also of herself. There is a saying: “The best reader is one who journeys alongside the author in discovering meaning” (Ezra Pound). And the graceful lady gradually realized that reading poetry truly means not only understanding words but living with the poem’s breath and feelings.
Poetic language is a world different from everyday speech, a place where symbolic images, subtle metaphors, and harmonious rhythms combine to give the work life. Once, in a conversation with a seasoned poet, she heard him say: “Metaphor is the soul of poetry. A single image can carry a vast range of emotions, transporting the reader from reality to imagination.” Like when Shakespeare called life “a fool’s tale, full of sound and fury, signifying nothing,” just a few words made readers feel the futility and brevity of human existence. Martin Luther King, Jr. also used metaphor in his famous speech, calling the American South a “burning desert of oppression” and hoping it would become “an oasis of freedom and justice,” powerful images that stirred the hearts of listeners. The graceful lady understood that metaphor not only enlivens language but also enables poetry to transcend ordinary language limits and reach the listener’s heart.
But the journey of writing poetry is not always smooth. Some days, the graceful lady sat at her desk staring at a blank page, her mind tangled, unable to find a single idea. Feelings of frustration, fear, and anxiety hung like a shadow. She recalled Ernest Hemingway’s words: “Writing is a lonely job but sitting still and not writing is lonelier still.” In that moment, she understood that writer’s block is inevitable, and how she overcomes it matters most. She tried stepping outside to breathe fresh air, watching people passing by to calm her mind. Sometimes, just a short story about a bird flying past the window would brighten her thoughts, making words flood back. She began jotting down fragmented sentences, small ideas, imperfect but real, and from there, the creative flow resumed.
As poet Rainer Maria Rilke once advised: “Live the questions now. Perhaps then, someday far in the future, you will gradually, without noticing it, live your way into the answer.” The graceful lady learned that creativity does not always require a perfect plan; sometimes a small step or a spontaneous idea is enough to break through the wall of stagnation. Music, nature, and small everyday objects all became precious sources of inspiration, helping her reclaim emotions and continue raising her own voice.
In the end, she realized poetry is a process of empathy, between the writer and themselves, and between the reader and the author. Each poem is like a mirror reflecting hidden corners of the human soul, helping us better understand ourselves and the world around us. As poet Langston Hughes said, “Poetry is understanding people with the heart, not just the mind.” And when the graceful lady sat down to write her first verses, she knew she was not alone. Like generations before her, she was gathering fragments of words and rhythms of emotion to create her own symphony, a melody of the heart echoing through past, present, and future.
V.T.N.M.
Võ Thị Như Mai is a translator, poet, and educator lives in Western Australia. She is known for translating Vietnamese poetry into English and vice versa, helping to connect and promote cultural and linguistic exchange between the two literary traditions. Her poems have been published on many major platforms attracting wide attention from readers both in Vietnam and abroad. In May 2025, she was honoured with an award from the Vietnamese Consulate General in Australia, recognizing her outstanding contributions to the development and promotion of Vietnamese literature overseas.
