Maja Milojković was born in Zaječar and divides her life between Serbia and Denmark. In Serbia, she serves as the deputy editor-in-chief at the publishing house Sfairos in Belgrade. She is also the founder and vice president of the Rtanj and Mesečev Poets’ Circle, which counts 800 members, and the editor-in-chief of the international e-magazine Area Felix, a bilingual Serbian-English publication. She writes literary reviews, and as a poet, she is represented in numerous domestic and international literary magazines, anthologies, and electronic media. Some of her poems are also available on the YouTube platform. Maja Milojković has won many international awards. She is an active member of various associations and organizations advocating for peace in the world, animal protection, and the fight against racism. She is the author of two books: Mesečev krug (Moon Circle) and Drveće Želje (Trees of Desire). She is one of the founders of the first mixed-gender club Area Felix from Zaječar, Serbia, and is currently a member of the same club. She is a member of the literary club Zlatno Pero from Knjaževac, and the association of writers and artists Gorski Vidici from Podgorica, Montenegro.
Orzigul Sharobiddinovna Ibragimova was born on January 5, 1990, in Uchko‘prik District, Fergana Region.She is currently a first-year student in Group 25 64 at the Agrarian Joint Faculty, majoring in Zootechnics. She has a special interest in community activities, radio, and motivational speeches. She enjoys working with students, preparing presentations, and participating in creative projects. She is also a member of the Fergana State University Mushoira Club.
Major in Foreign Language and Literature (English)
2nd-year student
OLIGOFREN CHILDREN: PSYCHIC DEVELOPMENT CHARACTERISTICS AND EDUCATIONAL CHALLENGES
Annotation: This article provides a scientific analysis of the concept of oligofrenic children, their cognitive development characteristics, and the challenges encountered in the education and upbringing process. The study examines cognitive activity, thinking, memory, attention, and speech delays in oligofrenic children, as well as the special pedagogical methods used in their teaching and upbringing. Methodologically, the article is based on theoretical analysis, observation, and comparison. The results indicate that early identification of oligofrenic children and the implementation of individualized programs and specialized approaches effectively promote their development and social adaptation.
Introduction: In modern society, the socio-economic development of a country places new and responsible demands on the education system. In particular, identifying children with intellectual disabilities and organizing effective educational and upbringing processes for them is one of the pressing issues. Failure to adequately consider the psychological and individual characteristics of oligofrenic children during instruction reduces educational effectiveness and prevents children from fully realizing their potential. Practical experience shows that many oligofrenic children are forced to study in general education institutions, which creates additional difficulties in their cognitive activity. Insufficient use of special pedagogical approaches and the lack of individualized educational programs exacerbate the problem, leading to decreased interest in learning and slower social adaptation.
Proper inclusion of oligofrenic children in educational processes is not only pedagogically but also socially important. Scientific, systematic, and goal-oriented approaches are necessary to prepare them for independent life and societal integration. Therefore, it is crucial to study the cognitive development characteristics of oligofrenic children, identify challenges in education, and develop solutions. This article examines the concept of oligofrenic children, their levels of intellectual development, psychological characteristics, and educational challenges from a scientific perspective.
Methodology: The study used theoretical and practical research methods to explore issues related to oligofrenic children, based on scientific perspectives from special pedagogy, psychology, and oligophrenopedagogy. The analysis of scientific and pedagogical literature was employed to examine the concept of oligofrenia, its causes, levels of cognitive development, and psychological characteristics of oligofrenic children. Comparative analysis and generalization of sources were used to draw key conclusions. Observational methods were applied to identify difficulties in cognitive activity, speech, behavior, and learning. Data were analyzed using synthesis methods to ensure scientific validity. Pedagogical approaches were also assessed to evaluate their effectiveness in teaching and upbringing oligofrenic children. This methodology ensured achievement of research objectives, scientific substantiation of the topic, and practical conclusions.
Discussion and Results: Theoretical analysis and pedagogical observations indicate that the unique characteristics of cognitive development in oligofrenic children require special approaches in the educational process. Cognitive processes—thinking, memory, attention, and speech—develop slowly, making it difficult to assimilate learning materials. Therefore, traditional teaching methods alone do not yield sufficient results and may cause excessive stress and discouragement. Visual aids, repetition, and activity-rich lessons demonstrate high effectiveness. Individualized lessons increase students’ engagement, strengthen self-confidence, and positively influence social adaptation.
Early identification and referral to specialized educational institutions significantly enhance educational effectiveness. Special methods, including individualized programs, correctional lessons, labor activities, and daily life skill tasks, play a crucial role in developing independent functioning. Additionally, teachers’ knowledge, preparation, and empathetic approach directly impact the social and psychological development of children. Family and social support further contribute to personal development, facilitate social integration, and enhance self-awareness.
Conclusion: Research and analysis confirm that scientific, systematic, and individualized approaches are essential in working with oligofrenic children. Cognitive delays in thinking, memory, attention, and speech determine challenges in education. Specialized pedagogical methods—visualization, practical activities, repetition, individual approaches, and labor-based tasks—ensure high effectiveness. These methods enhance engagement, independent functioning, and social adaptation. Teacher expertise, family support, and societal conditions directly influence children’s development. Early identification, referral to special educational institutions, and individualized programs maximize developmental potential. Applying scientifically-based, individualized pedagogical methodologies not only improves educational outcomes but also ensures social adaptation and preparation for independent life. Continued research and development of effective methods in special pedagogy remain critical both scientifically and socially.
References:
V.S. Rakhmonova. Fundamentals of Defectology and Speech Therapy. Tashkent, 1991.
Peace is a natural attribute Which merged with love solute Invigorates life with heavenly flute Make existence enthralling for eternal absoluteness. Peace, I want every day and every middle night Peace and harmony that spray like ray of light Peace, I feel so great to live confidently on earth With happy faces I saw a single day in good health
Love has a power for unification Satiate mind for ultimate beautification Complexes modified into normal condition Pleasure takes hierarchical steps with great passion. Love me little and I will love you more forever Lovely days coming ahead let we be together In dusk and dawn we think about our future Our future blend with great saturated picture
Peace faces struggle to establish her existence Ecstasy sprouts in negativity to realize its importance The world is lived only to taste the nectar of peace Sheltered in love branches and get divine bliss. I serve you my wisdom and thought To create things with peace & harmony that, Will enrich the satisfaction of my people And never relent and end with cripples. Love is a cosy bonfire
Which invites peace in life desire Spiritual source manifested in life situation Splendid endeavour invokes heart palpitation. One house and billions of loves flying in the top sky When felt so glad and heart flabbergasting, but shy Your heart is even purer and then clean, And with everything you do, this purity is seen.
MOVE ON Forget yesterday’s pain, There is a pain in gain.
At the end of dark tunnel, There is a light as full as the moon. But sometimes walk along With Torchlight, Because it might not be a light Cheer up and move on Buckle up and goes on Not everything ends in vain.
All the predicaments shall flit. Road shall pave like a flat And it shall be bright as light With hope higher we shall flee. As life move as the sky Many thoughts I do lie Believe has gone far away from them Opportunity comes ones to them And never think will happen to them As I begin to start my journey I stay in pains early Morning
Just to make myself feel comfortable The time we have has durable
UNDO THE PAIN I come to you in pieces Since all I need is peace Peace with my soul Since my shoe sole is down to earth And so worn out beyond repair. Help me gather the pieces of my heart I wanna make it whole again Though it’s glassed I believe it can be glued Despite the visible cracks, it’ll be whole again.
All need is for you to undo the pain The pain you caused while you walked out on me
While you lead me on as I followed blindly Not knowing you’re walking me into a ditch A ditch that would leave my limbs broken like bone chops. Lift this burden, I plead, Enough of this pain, Cracked I was but now I’m shattered, Battered and broken into pieces. Before our paths crossed I was at peace, Now you turn my once peaceful life to hell, Now I live in pains and agony, I wish we never met.
Lift the great burden now and let’s part ways peacefully, Undo my pains now, tarry not and help me, Fix me now dear, my soul is getting weak, I’m getting frail and fragile. I plead with you this day, Undo this burning pain, so I can feel my limbs, Come to my aid, my soul cries for help, My all is almost drained, Put my pieces in piece and let’s dwell peacefully once again.
BOSHLANG‘ICH SINFLARDA KITOBXONLIKNI RIVOJLANTIRUVCHI INTERAKTIV USULLAR
Jizzax davlat pedagogika universiteti
Jizzakh State Pedagogical University
Faculty of Preschool and Primary
Education 2nd-year student
Arziqulova Adiba
ABSTRACT
This article examines the use of interactive methods in developing reading culture in primary school students. The effectiveness of pedagogical technologies such as the “Jigsaw,” “Boomerang,” and “Odd One Out” methods in reading lessons is analyzed. It is substantiated that these methods contribute to the development of students’ independent thinking and increase their interest in reading.
“Raising the culture of reading is an important guarantee for achieving our great goals.” – Shavkat Mirziyoyev
We would like to emphasize that the primary school curriculum is not a special state document in which the content and volume of knowledge, skills, and competencies to be mastered by students are strictly defined according to academic years. We needed to develop such a curriculum, but it could only be the result of successfully addressing a general task — identifying and substantively presenting the scientific and methodological foundations of the teaching course. In other words, we needed to describe the essential components aimed at studying reading as a method through which a growing and developing person acquires knowledge and reshapes reality, ensuring the uniqueness of planned educational activities. The starting point for reflection and analysis should have been the book itself.
RESEARCH METHODOLOGY
Nowadays, developed countries have accumulated extensive experience in applying pedagogical technologies that enhance students’ learning and creative activity and ensure the effectiveness of the educational process. The basis of this experience is interactive methods, which are increasingly used by almost all teachers in their lessons.
The term “interactive” originates from the English word interact (Russian: “интерактивный”), which literally means “inter” – mutual, bilateral, and “act” – to act, to do.
An interactive method in education serves to activate students’ learning and develop personal qualities by increasing the activity between students and teachers. The use of interactive methods fosters independent thinking, analysis, drawing conclusions, healthy communication, expressing one’s opinion and defending it with reasoning, focusing attention on the main issues of the lesson topic, participating in discussions and debates, and creating conditions for students to realize their potential.
There are many types of interactive methods, which are chosen according to the lesson topic and intended objectives, and require prior preparation. Correctly selected methods make lessons interesting and effective. Participation in interactive lessons requires students to be prepared and meet certain requirements, including mastering the necessary knowledge for active participation, readiness for communication, collaborative work, independent thinking, and the ability to express and defend their opinions.
Below is an example of an interactive method for developing reading skills among primary school students. The “One Extra” strategy (fifth, sixth, seventh, etc., is extra) helps students not only develop logical thinking but also improve skills in understanding texts and analyzing literary works. The method is applied in reading lessons as follows:
1 Form a system of concepts that reveal the content of the text or story (characters, events, main idea, literary devices);
2 Select four (five, six…) elements that match the text and one element that does not fit;
3 Ask students to identify the extra element and explain why they chose it;
4 Study the remaining concepts, analyze their interrelations, and gain a deeper understanding of the text’s content.
This method helps students develop independent thinking, justify their viewpoints, exchange ideas with peers, and at the same time, increases interest in reading.
Every lesson is a new adventure, and every book is a key that opens doors to new worlds. Using this method, students not only comprehend the text but also develop a love for books and expand their knowledge and imagination.
REVIEW OF LITERATURE
It is known that in the second half of the 20th century, the methodology of primary education began to emphasize approaching literary works aesthetically, studying them as works of art. At the same time, psychological research indicated that the potential abilities of young students require a different approach to introducing them to the world of literature.
For instance, N.N. Svetlovskaya developed a theory of independent reading for students, while Ye.A. Adamov, M.S. Vasileva, V.G. Goretskiy, M.I. Omorokov, T.G. Ramzaeva, and others focused on analyzing the form and content of literary works. L.A. Gorbushina, O.V. Kubasova, L.N. Mali, L.V. Nefedova, and others highlighted the importance of students’ creative activities in methodology. Some researchers emphasized the necessity of developing reading techniques. Thus, the methodology of primary education has gone through significant stages of formation as a scientific discipline.
In the work of J. Yoldoshev and S. Usmonov, “Pedagogical Technologies and Pedagogical Mastery”, the theoretical foundations of applying modern pedagogical technologies in the educational process are extensively explored. The authors analyze the content, types, and mechanisms of implementing pedagogical technologies in teaching, demonstrating that the teacher’s pedagogical mastery is a crucial factor in enhancing educational effectiveness. This source plays a particularly important role in defining the scientific and theoretical basis for the use of interactive methods in primary education.
ANALYSIS AND RESULTS
Currently, primary school teachers expect clear, evidence-based, and scientifically grounded guidance from methodology. Methodology ensures that future primary school teachers can approach the content of literary education independently and consciously. They should not only study the experiences of others but also analyze the results of these activities critically and draw correct conclusions.
M.A. Ribnikova identifies four didactic principles as the foundation of methodology:
1 Education should comprehensively influence students’ understanding.
2 Students should clearly understand the task set before them.
3 The teacher should have the skill to present new complex phenomena as if they were familiar.
4 Deduction should be linked with induction.
Ribnikova views the methodological system as a living process and emphasizes the need to focus attention on the methodological system itself.
These perspectives highlight the need for a new approach to the analysis and interpretation of literary and artistic works studied in primary school reading lessons. Conducting text analysis systematically and step by step allows students to direct their learning activities toward specific goals.
The “Boomerang” method is aimed at helping primary school students analyze reading material independently and explain it to their peers. Each student studies a part of the text and then presents it to other students in the group. As a result, knowledge is comprehensively and consciously acquired.
This method:
Organizes students’ activities step by step;
Ensures an individual approach;
Develops independent thinking and teamwork skills.
The use of pedagogical technologies such as “Boomerang” and the “Saw” method ensures that work with literary texts is goal-oriented, learning activities are systematically organized, individual approaches to students are provided, and students’ work can be monitored and assessed quickly.
In the “Saw” method, the literary text is divided into components. This technology can be applied to study all works included in the Grade 4 “Reading Book” curriculum. For example, in the lesson studying the story “The Prince’s Childhood”, the text is first presented as audio. The story is divided into four parts, and the class is split into four small groups. Each group is assigned one part to study.
Using the “Saw” method, students work independently in small groups. Each group understands the content of their assigned section and identifies the main idea. In the next stage, groups are restructured so that students explain the parts they studied to one another. As a result, the full content of the work is comprehensively and consciously acquired.
This method helps students develop skills in independent thinking, communication, teamwork, and justifying their opinions. Lessons that employ interactive methods significantly increase students’ engagement and interest in reading.
The results of the study indicate that pedagogical technologies such as “Saw” and “Boomerang” are effective in primary school reading lessons, contributing to the conscious comprehension of literary works and fostering a culture of reading.
CONCLUSION
In conclusion, the use of interactive methods in primary school reading lessons enhances the effectiveness of education. Pedagogical technologies such as “Saw” and “Boomerang” increase students’ engagement, develop their skills in conscious comprehension and analysis of literary works, and foster independent thinking. As a result, students’ interest in books grows, and the culture of reading is strengthened.
LIST OF REFERENCES
1.Azizxo‘jayeva, N. N. (2006). Pedagogik texnologiyalar va pedagogik mahorat: O‘quv qo‘llanma. Toshkent: O‘zbekiston Yozuvchilar uyushmasi, Adabiyot jamg‘armasi. https://www.ziyouz.com
2.Komiljonova, G. (2024). Ta’limda interfaol metodlardan foydalanishning afzalliklari. Worldly Knowledge International Journal of Scientific Researchers, 5(2), 766. ISSN: 3030-332X.
3. Omonov, H. T., Xoʻjayev, N. X., Madyarova, S. A., & Eshchonov, E. U. (2009). Pedagogik texnologiyalar va pedagogik mahorat: 5A340605 – Xalqaro moliya mutaxassisligining magistrantlari uchun darslik. Toshkent: IQTISOD-MOLIYA. https://www.ziyouz.com
4.Pardabayev, D. A., & O‘ktamova, S. U. (2023). Boshlang‘ich sinflarda kitobxonlikni shakllantirish dasturi. Research Focus, 2(3). https://doi.org/10.5281/zenodo.7779225
5. Qorayev, S. B., & Janbayeva, M. S. (2022). Boshlang‘ich ta’limda o‘qish darslarida interfaol metodlarni samarali qo‘llashning o‘ziga hos jihatlari. Academic Research in Educational Sciences, 3(1), 1079–1085. https://doi.org/10.24412/2181-1385-2022-1-1079-1085
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