Interactive Methods for Increasing Preschool Children’s Interest in Learning the German Language

Abstract

The article analyzes the role and significance of interactive methods in developing preschool children’s interest in learning the German language. The effectiveness of methods such as games, songs, drawings, multimedia tools, and interactive activities in early language learning is scientifically substantiated. In addition, the paper outlines ways to develop children’s communicative skills through the use of modern educational technologies.

Keywords: German language, preschool education, interactive method, motivation, game technology, early language learning.

INTRODUCTION

In today’s era of globalization, teaching foreign languages from an early age has become one of the strategic priorities of every national education system. Learning foreign languages, particularly German, at an early stage develops children’s intellectual potential, broadens their worldview, and nurtures respect for the culture of other nations. The Law of the Republic of Uzbekistan “On Preschool and School Education” and the “New Uzbekistan – Development Strategy 2030” set forth the task of gradually introducing foreign language teaching into the preschool education system.

Language learning at an early age is considered a natural process. Between the ages of 3 and 6, a child’s speech apparatus, auditory perception, phonemic hearing, and communicative ability are actively developing. During this period, a child can easily acquire not only their native language but also foreign languages. Therefore, to enhance the effectiveness of teaching German in preschool institutions, educators are required to make wide use of interactive methods.

Interactive methods ensure that children actively participate in the learning process, think independently, and enjoy the process of learning. Such an approach strengthens intrinsic motivation, sparks interest in language learning, and develops communication skills.

Therefore, this article explores interactive methods for increasing preschool children’s interest in learning German, their theoretical foundations, and practical application possibilities.

MAIN PART

1. Theoretical foundations of early foreign language learning

Language is one of the most important indicators of human thinking, and learning it at an early age lays the foundation not only for linguistic but also for cognitive development. Psychologists such as L. S. Vygotsky, J. Piaget, and E. Lenneberg have scientifically proven that children’s ability to acquire languages is most active between the ages of 2 and 6. During this stage, children tend to learn through play, songs, movement, and visualization.

Hence, teachers should organize the educational process considering children’s psycholinguistic characteristics. The most effective approach combines visual, auditory, and kinesthetic methods.

The German language, with its pronunciation system and phonetic richness, helps develop children’s articulation and sound culture. For example, pronouncing sounds like “ch”, “sch”, “ei”, “eu” in words helps improve speech development, positively influencing their pronunciation in their native language as well.

2. The content and types of interactive methods

Interactive methods are approaches in which learners actively participate, express their thoughts, and gain experience. In preschool education, the following interactive methods are considered the most effective:

1. Game-based technologies.

Play is the most natural and effective tool for language learning. Through games like “Find the Color,” “Choose the Animal,” or “What is this?”, children reinforce new words and learn to use them in context. For example, short expressions such as Was ist das? – Das ist ein Ball are easy to remember.

2. Teaching through songs and poems. German children’s songs (such as Alle meine Entchen, Guten Morgen!, Zehn kleine Fische) make lessons lively, improve pronunciation, and help develop a sense of rhythm. Repetition in songs aids vocabulary retention.

3. Role play.

Through situational activities such as “At the Store,” “At Home,” or “In the Garden,” children practice real communication scenarios. This method fosters confidence and active participation.

4. Using multimedia and interactive resources.

Modern technologies such as Wordwall, Kahoot, and LearningApps generate great interest among children. With visuals, sounds, videos, and animations, children learn through seeing, hearing, and movement simultaneously.

5. Creating a “language environment.”

Displaying German words, colorful posters, and organizing a “language corner” in the classroom allows children to experience the foreign language naturally.

6. Interactive lessons involving parents.

Activities like “Family Day” or “Language Game Day” engage parents alongside their children. This fosters a positive emotional atmosphere and strengthens children’s motivation.

3. The importance of play and emotional atmosphere

Emotional atmosphere plays a crucial role in language learning. Psychological studies show that when children experience joy, surprise, and excitement, they retain information more effectively. Therefore, using games, humor, and colorful visual materials in German lessons is essential.

For example, during “Let’s Sing Together” activities, children not only hear the words but also accompany them with gestures, which develops their motor skills.

Moreover, a teacher’s positive energy and encouraging words (“Sehr gut!” “Prima!” “Super!”) boost children’s self-confidence. Thus, the teacher not only teaches the language but also nurtures self-esteem and positive emotional development.

4. Practical experiences and observations

Observations conducted in several public and private preschools in Tashkent, Samarkand, and Namangan regions have shown that lessons using interactive methods engage children 30–40% more actively and double their vocabulary acquisition rate.

For instance, during the “Language and Culture Week”, children easily learned expressions such as “Ich bin Anna,” “Ich habe eine Katze.” Through drawing, singing, and role-playing, they actively participated in communication.

Additionally, classrooms with a “Picture Vocabulary Wall” (Bildwörterwand) helped children memorize words more effectively by seeing them daily. Such visual methods strengthen visual memory.

CONCLUSION

In conclusion, increasing preschool children’s interest in learning German requires using interactive methods that suit their age, psychological, and linguistic characteristics. Lessons that integrate play, music, movement, and emotional engagement encourage active learning.

The most effective approaches in teaching German include:

1. Organizing lessons through play and ensuring children’s active participation.

2. Using songs, pictures, and multimedia to make lessons engaging.

3. Creating a “language environment” and involving parents in the learning process.

4. Applying an individual approach and motivation system for each child.

The application of interactive methods enables children to enjoy learning foreign languages, express their thoughts, retain new knowledge, and develop independent learning skills.

Thus, teaching German at an early age through interactive methods is a key factor in improving the quality of preschool education, developing children’s communicative competence, and preparing them for successful future language learning.

REFERENCES

1. Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes. Harvard University Press.

2. Piaget, J. (1962). Play, Dreams and Imitation in Childhood. W. W. Norton & Company.

3. Lenneberg, E. H. (1967). Biological Foundations of Language. Wiley.

4. Cameron, L. (2001). Teaching Languages to Young Learners. Cambridge University Press.

5. Brewster, J., Ellis, G., & Girard, D. (2002). The Primary English Teacher’s Guide. Pearson Education.

6. Pinter, A. (2017). Teaching Young Language Learners. Oxford University Press.

7. Harmer, J. (2015). The Practice of English Language Teaching (5th ed.). Pearson Education.

8. Wright, A., Betteridge, D., & Buckby, M. (2006). Games for Language Learning (3rd ed.). Cambridge University Press.

9. Rixon, S. (2013). British Council Survey of Policy and Practice in Primary English Language Teaching Worldwide. British Council.

10. Ellis, R., & Shintani, N. (2014). Exploring Language Pedagogy through Second Language Acquisition Research. Routledge.

Nilufar Mo‘ydinova was born in Qo‘shtepa district, Fergana region, Republic of Uzbekistan. A graduate of the Uzbekistan State University of World Languages, she works as a manager at “Fair Print” Typography Service. Her articles have appeared in Bekajon, Kenya Times, The Diaspora Times Global, and Synchaos. Member of the International Writers’ Association of Argentina (Grupo de Trabajo de Escritores Internacionales – Argentina), holder of international certificates, Global Ambassador for Peace, and participant in international anthologies and conferences.

Formation of creativity and thinking in preschool children

Abstract

This article analyzes the theoretical foundations of the process of forming creativity and thinking in preschool children, pedagogical conditions, and advanced approaches used in world practice. The importance of play activities, art, fiction, modern information technologies, and parental cooperation in the development of creative thinking in children is highlighted.

Keywords:

creativity, thinking, preschool education, innovative methods, STEAM, creative environment, world experience.

Input

In the context of today’s globalization, the development of human capital, the formation of a broad-minded and creative personality is one of the priorities of state policy. In particular, the preschool period is a decisive stage in the personal development of a child, in which the formation of creativity and thinking directly affects the effectiveness of future education and social activity.

According to the scientific views of psychologists J. Piaget, L.S. Vygotsky, E. Torrens, the period from 3 to 6 years is considered the period of active formation of a child’s thinking and imagination. During this period, the child not only acquires knowledge, but also forms their own views, strives for independent thinking. Therefore, ensuring the development of creative thinking in the preschool education system is one of the most pressing tasks of modern pedagogy.

Main part

The concepts of creativity and thinking are interpreted differently in pedagogical and psychological literature. Creativity allows a child to create something new,

if there is an ability to freely express one’s ideas, then thinking is its ability to comprehend reality, draw logical conclusions, and

means the activity of finding solutions in problematic situations. In preschool age, these two processes develop harmoniously.

The role of game activity in the formation of creativity is invaluable. Role-playing games enrich the child’s social experience.

allows you to try out roles and find creative solutions. Construction-games and constructors allow a child to develop spatial thinking and engineering skills.

develops their abilities. In the “Kodomo Challenge” program, used in Japan, children encounter problem situations through play,

to independently find a solution.

Art activity is also an important means of developing creativity. Through drawing, handicrafts, music, and singing, the child develops their own

expresses feelings, enriches imagination. According to UNESCO, the widespread use of artistic activities in preschool children

develops their aesthetic taste and intellectual potential. Also, methods of reading and compiling fairy tales, figurative thinking of the child.

and is an effective tool for enriching speech.

In addition, national values and traditional games also play an important role in the development of creativity. For example, folk tales

singing national songs and playing folk games broadens a child’s worldview and strengthens their national self-awareness.

Handicraft activities – carpet weaving, making items from clay, and the use of national ornaments not only develop the child’s creative abilities,

but also develops patience and fine motor skills.

The STEAM (Science, Technology, Engineering, Arts, Mathematics) approach is of great importance in the modern educational process. USA, Finland

and STEAM projects in preschool institutions in South Korea allow children to experience simple experiences, technological activities, and creativity.

through assignments, they learn new approaches. STEAM elements are also being gradually introduced in Uzbekistan, and this creativity

serves as an effective tool for developing thinking.

Information technologies are another effective tool for supporting creative thinking. Interactive programs, virtual constructors and

educational cartoons arouse children’s interest, directing them to create something new. However, excessive technology addiction is a child’s

), it should be used in moderation.

In the formation of creative thinking, the cooperation of parents and educators is of great importance. Creating a creative atmosphere in the family, free for the child

asking questions and supporting their interests stimulates independent thinking in the child. The teacher is creative in the lessons.

By applying assignments and valuing the child’s thoughts, they reveal their abilities. Parents and children in the experience of Israel

joint participation in classes and joint implementation of creative activities yielded good results.

From a psychological point of view, creating an environment that encourages creativity is very

is important. Search for news without fear of mistakes

If they have the opportunity, they can freely demonstrate their abilities. Therefore, educators and parents should not allow the child to make mistakes.

Instead of punishing them, they should teach them to accept it as an experiment. This approach increases the child’s self-confidence and creativity.

directs.

Also, various international pedagogical approaches – Montessori, Reggio Emilia, Waldorf systems – are aimed at developing the creative abilities of children.

is widely used in development. For example, in the Montessori method, the child is given freedom and chooses activities according to their interests.

In the Reggio Emilia approach, creative forms of expression are widely used based on the principle that “a child is the owner of a hundred languages.” In the Waldorf method, art

and nature, creative abilities are developed.

As practical recommendations, it is possible to organize small projects for the development of creative thinking in children. For example, family album

creation, staging small performances, observing natural phenomena and discussing the results, conducting simple experiments – all of this

increases the child’s creative interests. At the same time, creative tasks allow the child to make independent decisions, work in a group.

strengthens their skills and social activity.

In general, the formation of creativity and thinking is a multifaceted process, in which games, art, national values, modern technologies,

high effectiveness is achieved only through the harmonious application of parental and educator cooperation, as well as international pedagogical experience.

Conclusion

The formation of creativity and thinking in preschool children is of great importance in their personal, intellectual, and social development. Studies show that children raised in a creative environment are characterized by high academic performance, independent thinking, and a striving for innovation later in school.

Despite the fact that significant reforms are being carried out in the preschool education system of Uzbekistan, the study and implementation of world experience will further improve the process. In particular, important tasks include increasing the methodological literacy of educators, the widespread introduction of STEAM approaches, promoting the creation of a creative environment in family education, and providing preschool educational institutions with modern didactic tools.

Thus, the development of creativity and thinking in preschool age not only increases the effectiveness of the educational process, but also serves to strengthen the intellectual and innovative potential of society.

References

1. Decree of the President of the Republic of Uzbekistan “On Measures for the Fundamental Improvement of the Preschool Education System.” – Тошкент, 2017.

2. State Program of Preschool Education “Ilk Kadam.” – Tashkent: Ministry of Preschool Education, 2018.

3. Vygotsky, L.S. Imagination and Creativity in Childhood. – Moscow: Prosveshcheniye, 1991.

Piaget, J. The Language and Thought of the Child. New York: Routledge, 2005.

5. Torrance, E.P. *Creativity: Prospects for the Twenty-First Century*. Westport, 1993.

Gardner, H. Frames of Mind: The Theory of Multiple Intelligences. New York: Basic Books, 2011.

7. Runco, M.A., & Acar, S. Divergent Thinking as an Indicator of Creative Potential. Creativity Research Journal, 2012, 24 (1).

8. Sawyer, R.K. Explaining Creativity: The Science of Human Innovation. – Oxford University Press, 2012.

Craft, A. Creativity in Education. London: Continuum, 2005.

Edwards, C., Gandini, L., & Forman, G. The Hundred Languages of Children: The Reggio Emilia Approach. – Тошкент, 2012.

Robinson, K. Out of Our Minds: Learning to be Creative. – Тошкент, 2021.

12. UNESCO. Arts Education for the Development of the Whole Child. – Тошкент, 2019.

13. Ministry of Preschool Education of the Republic of Uzbekistan. Innovative approaches in preschool education. – Тошкент, 2021.

14. Kim, K.H. The Creativity Crisis: The Decrease in Creative Thinking Scores on the Torrance Tests of Creative Thinking. Creativity Research Journal.

15. Decree of the President of the Republic of Uzbekistan “On the Development Strategy of New Uzbekistan for 2022-2026.” – Тошкент, 2022.

Abdirashidova Ozoda, Born in Chiraqchi district of Kashkadarya region, studied at the Pedagogical Faculty of Karshi State University, majoring in Preschool Education. Ambassador and member of international organizations. Holder of international certificates.

Modern Pedagogical and Informational Technologies in Teaching Foreign Languages

Annotation

This article looks at how modern pedagogical and information technologies influence the process of teaching foreign languages. It explains the ways in which technology makes language lessons more interesting, interactive, and focused on students’ needs. The study draws attention to computer-assisted instruction, various multimedia tools, and online educational platforms that encourage students to work more independently and collaborate with others. It also discusses both the benefits and the difficulties that may arise when technology is integrated into language education.

Keywords: pedagogy, technology, language learning, multimedia, modern education, communication, collaboration, modern pedagogical technology, informational technology, the advantages of technology, the disadvantages of technology.

Introduction 

In recent years, the use of modern technologies in education has noticeably changed the way foreign languages are taught. Many teachers now rely on digital tools, multimedia resources, and interactive platforms to make their lessons more lively, practical, and engaging for students. Pedagogy is usually understood as both an art and a science of teaching that considers students’ social, emotional, and developmental needs. It focuses on how knowledge is shared and how teachers and learners interact in the classroom. Since education is shaped by the culture and values of each society, teaching methods and approaches often differ from place to place.Today, more educators are paying serious attention to the use of new technologies in teaching. It is not just about adding technical devices but also about introducing fresh methods and more active approaches to learning. The main purpose of using modern tools in language education is to improve the overall quality of teaching, help students communicate more confidently, and give them more real opportunities to use the language in practice.

Main Body

Pedagogy is often understood as the actual practice of teaching in which the teacher’s personal approach, methods, and strategies strongly influence how students learn. Good teaching is not limited to delivering information; it also involves understanding how people learn, taking students’ interests into account, and creating a supportive environment. The aims of pedagogy can vary widely — some focus on helping students think critically and develop intellectually, while others aim to give them practical or professional skills. Modern technology has brought major changes to the way people gain knowledge. One of its biggest advantages is that learning is no longer tied to a single place or fixed schedule. Today, a simple computer with an internet connection is enough to access educational materials, attend online lessons, and communicate with teachers or classmates from different locations. Homes, offices, and even public spaces can now serve as virtual classrooms. The term “multimedia” has become well known in the digital world. It generally means using different forms of content together — text, images, audio, video, and animation. Common examples include audio systems, video platforms, and interactive software. The internet has turned into a powerful space that allows people to share ideas and resources through e-mail, discussion forums, web pages, and even real-time voice or video calls. In education, multimedia is especially valuable because it connects different types of media into one learning environment. This makes it easier for students to find, understand, and apply information in a way that fits their personal learning styles and goals.

Traditional pedagogy is often based on the idea that the teacher is the central source of knowledge, while students passively receive information. This model, which Paulo Freire called the “banking concept of education,” positions learners as empty vessels to be filled.

In contrast, modern educational theories highlight learner-centered methods in which students play an active role, and teachers act more as guides or facilitators than as sole authorities in the classroom. With the arrival of technology, communication and cooperation between learners have reached a new level. Digital tools used in today’s classrooms allow students to collaborate on group assignments, share their perspectives, and support one another through peer learning. These tools also help teachers address the varied needs of their students more effectively and offer personalized support. Technological platforms connect learners with educators and peers across the world, exposing them to different cultures and authentic language use. This global interaction not only strengthens language skills but also deepens cultural awareness and respect for diversity. However, technology alone does not guarantee better learning outcomes. Its effectiveness depends on how well teachers integrate it into their lessons. Having digital resources is not enough; they need to be used creatively to build interactive and meaningful learning experiences. The traditional “chalk and talk” method, where the teacher speaks and students simply listen, is becoming less effective in modern language classrooms. In contrast, technology-enhanced learning encourages students to participate actively, think critically, and learn independently. Even without being technology experts, teachers can experiment with various digital resources to make their lessons more dynamic and efficient. The fast growth of digital tools has made English language learning more flexible and student-centered. Multimedia resources such as educational videos, podcasts, e-books, and online platforms provide learners with rich opportunities to build vocabulary, improve grammar and pronunciation, and explore cultural contexts. These materials expose students to authentic language use, helping them develop a deeper understanding of how language functions in real life—not just in textbooks. As a result, lessons become more practical, meaningful, and enjoyable. Technology transforms classrooms from passive learning spaces into active environments where students take ownership of their learning. They explore information independently, work on interactive projects, and build essential skills like creativity, problem-solving, and critical thinking—abilities that are vital for success in the 21st century.

Furthermore, technology allows teachers to apply fresh teaching strategies that promote active communication, stimulate motivation, and support students’ independence in learning. One of the greatest strengths of educational technology lies in its ability to enhance teachers’ professional credibility while increasing students’ interest in the subject. The younger generation has grown up in a fully digital world — fast internet, smartphones, and online communication are part of their everyday lives. When educators skillfully incorporate technology into their lessons, students tend to view them as competent, modern, and in touch with current trends. This perception builds respect and strengthens the teacher-student relationship. Even a single digital tool, if used purposefully, can completely change the atmosphere of a lesson and create a deeper learning experience. Multimedia content and interactive online activities make classes more dynamic and memorable, helping students remain engaged throughout the learning process. Studies have shown that students may retain only around 5% of the material presented through traditional lectures alone. In contrast, when learning involves group collaboration and interactive technology, retention can rise sharply — sometimes reaching 80% or even 95%. This clearly demonstrates how technology not only increases engagement but also improves understanding and long-term memory. Beyond its impact on engagement, modern technology makes classrooms better reflect real-world conditions.

Education should prepare learners to thrive in a technology-driven society rather than simply preserve the methods of the past. While traditional knowledge is still important, it must be balanced with the skills needed for the digital future. By integrating modern tools, teachers can connect past learning traditions with new innovations, giving students both a strong foundation and the adaptability to face future challenges.

Nevertheless, despite the clear benefits of integrating technology into the learning process, several obstacles remain. Many experienced teachers who have relied on traditional teaching methods for years often struggle to adjust to new digital tools. This challenge typically stems from limited training opportunities, a lack of technical expertise, or even resistance to change. When educators lack confidence in using technology, they tend to avoid it in their teaching, which prevents them from fully realizing its potential to enhance learning.To address this issue, continuous professional development programs and targeted workshops are essential. These initiatives can help teachers build digital competence, develop new teaching strategies, and become more comfortable incorporating technology into everyday classroom activities. Another concern is the excessive dependence on technological tools. When both students and teachers rely too heavily on digital platforms, essential skills such as creativity, critical thinking, and problem-solving can weaken. Learners may concentrate more on using the tools themselves rather than engaging deeply with the subject matter. For this reason, it is crucial to maintain a healthy balance between traditional teaching methods and modern digital approaches. Technology should act as a supportive tool that complements human interaction, not one that replaces it. Technical difficulties also continue to pose challenges. Poor or unstable internet connections, outdated hardware, and software malfunctions can interrupt the learning flow and reduce focus in the classroom. These disruptions not only consume valuable time but can also negatively affect students’ motivation and concentration. In some schools, particularly in developing regions, limited access to modern equipment makes the use of educational technology even more difficult. Despite these challenges, the positive impact of technology in education remains significant. When used purposefully and strategically, digital tools can make the teaching process more dynamic, interactive, and inclusive. They encourage student collaboration and allow for personalized learning experiences, enabling each learner to progress at a pace that matches their abilities and interests.

Conclusion

The integration of modern pedagogical and informational technologies has played a key role in transforming foreign language education. By making the learning process more engaging and student-oriented, these tools create an environment that encourages active participation and meaningful communication. Learners not only strengthen their language skills but also gain exposure to authentic materials and develop the ability to apply classroom knowledge to real-life situations. Although certain obstacles—such as technical limitations, insufficient teacher training, and access inequality—remain, the overall benefits of technology in language teaching are clear and impactful. When pedagogy and technology are effectively combined, they foster a flexible, interactive, and creative educational atmosphere. This approach equips students with the skills and confidence they need to thrive in a rapidly changing, globalized world.

References

Freire, P. (1970). Pedagogy of the Oppressed. New York: Continuum.

Richards, J. C., & Rodgers, T. S. (2014). Approaches and Methods in Language Teaching. Cambridge: Cambridge University Press.

Warschauer, M., & Healey, D. (1998). ‘Computers and Language Learning: An Overview.’ Language Teaching, 31(2), 57–71.

Dudeney, G., & Hockly, N. (2012). How to Teach English with Technology. Pearson Education Limited.

Chapelle, C. A. (2003). English Language Learning and Technology. Amsterdam: John Benjamins Publishing Company.

Azizova F.S. (2022). Methods and principles in teaching foreign languages.Tashkent: “Ilm-ziyo-zakovat”

Choriyeva Oynur was born in Muborak district of the Republic of Uzbekistan. She is a student at the Faculty of English Philology of the Uzbekistan State World Languages University.

Language is the mirror of the nation

The greatest and most sacred wealth of every nation is its language. Language is the heart, thought, and spirit of a nation. Wherever there is a language, there is a nation. That is why our ancestors did not say in vain that “Language is the mirror of the nation.”

Through language, a person expresses their feelings, dreams, and thoughts. Language embodies the culture, history, values, and worldview of a people. If a nation loses its language, it loses its identity, its national identity. Therefore, loving and cherishing our native language is the most sacred duty of each of us.

Today, the Uzbek language has a high status as the state language in the Republic of Uzbekistan. Thanks to independence, the prestige of our language has increased, and it is freely used in all spheres. Our native language continues to flourish in schools, universities, the press, and the internet. But we must not limit ourselves to this – it is also our duty to keep it clean, rich, and expressive, to use each word correctly.

Language is not only a means of communication, but also the national pride, values, and historical memory of the people. Through the works of such great writers as Alisher Navoi, Abdulla Kadiri, Erkin Vakhidov, Zulfiya, we see how beautiful and attractive our language is. Their legacy allows us to feel our native language even more deeply.

In conclusion, preserving the language is preserving the nation. If every person respects and cherishes their language, that nation will never disappear. Let us cherish our mother tongue, because it is a mirror of our history, culture, and future.

Ermatova Dilorom Bakhodirjonovna was born on May 3, 1998, in the Asaka district of Andijan region. I work as a nurse at Maternity Complex No. 1 in Asaka.

I am interested in many things. I also enjoy drawing, knitting toys and clothes from threads, making things from cardboard from various materials, and sewing. Sometimes I write poems. I will not stop learning and working on myself.

Application of innovative game technologies for primary school students

Abstract: This article highlights the importance of using game-based innovative technologies in the education and upbringing of primary school students. In modern pedagogical approaches, game activity is considered as an important factor that increases the activity of students, develops their thinking, independent decision-making, and creative thinking. The article analyzes ways to increase the effectiveness of lessons through interactive game technologies, digital game platforms, and didactic games. It is also shown that game-based innovative methods serve to increase students’ interest in subjects, develop their socio-psychological activity, and organize the educational process in a joyful environment.

Keywords: primary education, innovative technologies, game methods, interactive games, educational effectiveness.

Abstract: This article highlights the importance of using innovative game technologies in the education of primary school students. In modern pedagogical approaches, game activity is considered an important factor that increases student activity, develops their thinking, independent decision-making, and creative thinking. The article analyzes ways to increase lesson effectiveness through interactive game technologies, digital game platforms, and didactic games. It is also shown that innovative game methods can increase students’ interest in subjects, develop their socio-psychological activity, and serve to organize the learning process in a joyful environment.

Keywords: primary education, innovative technologies, game methods, interactive games, educational effectiveness.

Abstract: The article examines the importance of using innovative game technologies in primary school education. In modern pedagogical approaches, game activity is considered as an important factor that increases students’ activity, develops their thinking, independent decision-making, and creative thinking. The article analyzes ways to increase lesson effectiveness through interactive game technologies, digital game platforms, and didactic games. It is also shown that innovative game methods can increase students’ interest in the subject, develop their socio-psychological activity, and serve to organize the learning process in an engaging atmosphere.

Keywords: primary education, innovative technologies, game methods, interactive games, educational effectiveness.

In today’s era of globalization, the introduction of innovative technologies into the education system has become the main task of every teacher. Especially at the stage of primary education, the use of game-based innovative technologies in accordance with the age characteristics of students makes their learning process interesting, active, and effective. Because learning through play is a natural process for a child, in which independent thinking, communication, cooperation, and a creative approach are formed.

Innovative game technologies are understood as teaching methods in the form of a game, including interactive, digital, and creative elements in the educational process. They attract students to the lesson, increase learning motivation, and play an important role in consolidating knowledge. Play is the most important way for a child to express themselves, and for their further formation and improvement.

Games have an important place and special significance in children’s lives. Games mainly occupy a leading place in labor and educational activities. This is constantly and inextricably linked with these activities. Games, which constitute the main content of preschool children’s lives, activate all existing characteristics and opportunities in the child. The child moves, communicates, thinks, and at the same time perceives, satisfies needs, and understands the consequences of their actions.

Qurbonova Madinaxon was born in the Shahrisabz district of Kashkadarya region, Uzbekistan. She is a student of the Nizami Tashkent State Pedagogical University, majoring in Primary Education. Madinakhon is the author of several poems and creative-scientific works.

She is a holder of the “Yuksak Ilm Fidoiysi” (Devotee of Great Science) badge of honor. She is also a graduate of the “SMM School” grant project and actively serves as a volunteer.

Nature conservation is the duty of all of us

Nature is the basis of our life, the only home for all living beings. It has given us clean air, pure water, sweet fruits, life-giving sunlight, and green forests. Man lives in unity with nature. Without nature, there would be no life. Therefore, nature conservation is the most important and noble duty of humanity.

However, today, nature is increasingly being harmed by human activity. Forests are being cut down, rivers are being polluted, animals are disappearing. Smoke from cars pollutes the air, and waste from factories poisons the water. As a result of such problems, the environment is losing its condition, serious problems such as climate change, the greenhouse effect, and droughts are emerging. This poses a threat not only to nature, but also to our lives.

Therefore, every person should consider himself a part of nature. We must protect nature not only in words, but also in deeds. Not throwing garbage on the ground, not cutting down trees, but on the contrary, planting new ones, not wasting water – all these are the simplest, but most important steps towards protecting nature.

Every small good deed will lead to big changes. If every person plants a tree, the world will become greener. Trees give us air, coolness, and a place for birds. A person who loves nature will also be kind, clean, and kind-hearted.

We, the younger generation, must deeply feel the responsibility to protect nature. Because today’s nature is our life tomorrow. If we protect it, future generations will breathe clean air, drink clean water, and walk in green forests. But if we are careless, in the future there may be no trace of these beauties.

Love for nature is a sign of humanity in the heart. By preserving Mother Nature, we also preserve our own lives. Nature takes care of us like a mother. She feeds us, protects us, and gives us joy. But if we harm her, she will turn away from us. Therefore, we should always remember the wisdom that says, “Whoever loves nature loves life.”

Today, many organizations, schools, and students are holding various campaigns to preserve nature. Initiatives such as “Clean Air,” “Green School,” and “One Tree – a Thousand Lives” are very important. Such activities not only beautify the environment, but also strengthen people’s love for nature. We should also be active in such activities.

If each of us keeps our yard, school, and neighborhood clean, learns to sort waste, and takes care of animals, nature will be grateful to us. Because it is alive — it also feels, it also wants to live. And we are its closest children.

In short, preserving nature is not just a word, but a duty, responsibility and a sign of love. Every person leaves a mark in this world. Someone cuts down trees, someone plants trees. Which mark is better is up to us to choose. Therefore, let us love nature, let us preserve it, because nature is our life, our future.

Madina Abdisalomova is 13 years old, born on July 27, 2012 in Nishon district, Kashkadarya region, Republic of Uzbekistan. Currently, she is a 7th grade student at the Presidential School in Karshi, Kashkadarya region, Republic of Uzbekistan. She is a native Uzbek, fluent in English and Uzbek.

Daughters of Uzbekistan

They wear dresses made of silk and light,

Their hair in tiny braids so bright.

With posture proud, with eyes of might—

They are the daughters of Uzbekistan.

Upon their heads, a doppi shines,

Their brows adorned with henna lines.

They walk with grace, pure hearts entwined—

They are the daughters of Uzbekistan.

They rise with dawn, their smiles aglow,

With warmth and kindness, hearts they sow.

They serve their land through joy and woe—

They are the daughters of Uzbekistan.

And when the world looks in their way,

With envy, others softly say:

“They bring us hope, come what may—

They are the daughters of Uzbekistan.”

Abduqahhorova Gulhayo was born in the Turakurgan district of the Namangan region. She is a 2nd year student of Philology and Uzbek language at Namangan University of Business and Science. She won first place in the Young Reader competition.