DEVELOPING CREATIVE IDEAS IN CHILDREN

Karimova Navbaxar Mahmudjanovna
Educator at the Specialized Preschool Educational Organization
named Shirintoy, Preschool No. 9, Gurlan District, Khorezm Region

Email: Mahmudjanovna’s@gmail.com
Tel: +998 94 110 77 75

Abstract

This article discusses the thinking capacity of young children and methods for expanding it. The concept of creativity, its meaning, and its application are explained. The article also covers the stages of creative thinking from early childhood to the school period, as well as the methods used to develop creative thinking skills in children.

Keywords: concept of creativity, creative characteristics, cooperation between teacher and students, elements of thinking, social criteria, encouraging thinking, engagement, emergence of creative ideas, primary education.

Introduction

When discussing the development of the education system in Uzbekistan and the training of specialists who meet international standards, it is important to educate students not only as well-rounded individuals who have mastered scientific knowledge, but also as creative thinkers who are ideologically strong and capable of becoming qualified professionals in their future careers.

The term creativity was first used in 1922 by the American scientist D. Simpson. Through this term, he described an individual’s ability to abandon conventional, stereotypical, and routine thinking. The word creativity comes from the Latin word create meaning “to create,” and creative meaning “a creator” or “innovator.”

Main Part

Creativity expresses a positive ability that characterizes an individual’s readiness to generate new ideas and serves as an independent component of talent. A person’s creativity is manifested in their thinking, communication, emotions, and specific types of activities. Creativity describes an individual as a whole or certain personal characteristics such as mental sharpness.

Below, we examine discussions and results. Cooperation between the teacher and students begins with the assistance provided by the teacher to learners. Gradually, this assistance becomes more active and transforms into learning actions. As a result, the teacher-student relationship evolves into a partnership. However, during this process, the teacher must be extremely careful, as they may unknowingly hinder the development of children’s creative thinking.

Analysis of materials shows that cooperation plays a crucial role in developing creativity in children. It is well known that the educational process is bilateral and consists of equal interaction between teachers and students. The teacher, as the leader of this process, is responsible for educational outcomes. However, this should not lead to the assumption that the educational process is entirely dominated by the teacher.

According to research results, the following aspects should be emphasized to develop creativity in children:

1. Encouraging children to ask many questions and supporting this habit;
2. Promoting children’s independence and strengthening their sense of responsibility;
3. Creating opportunities for independent activities;
4. Paying attention to children’s interests.

Primary education is one of the most influential stages in a child’s life, leaving a deep impact. At this stage, great responsibility is placed on teachers. The methodology for developing creative abilities in primary school students still requires special research.

As the First President I.A. Karimov emphasized:
“Preschool education ensures the healthy and comprehensive development of a child, awakens an interest in learning, and prepares them for systematic education. Preschool education is carried out in state and non-state preschool institutions and families until the child reaches the age of six or seven. Mahallas, public and charitable organizations, and international foundations actively participate in achieving the goals and objectives of preschool education.”

Today, forming an independent and free-thinking individual is a requirement of the time. Educators have the opportunity to nurture individuals who understand their own dignity, are strong-willed, and have firm beliefs. The standard of society lies in shaping people with high moral values.

When a child begins to think, thinking elements emerge as soon as they learn to recognize someone or something. The child compares new information with what they already know and determines similarities and differences. At around eight months old, a child begins to understand speech, initially paying attention to intonation and facial expressions. Soon, they start understanding the general meaning of speech through changes in tone.

Special exercises play an important role. An object (for example, a clock) is shown repeatedly while naming it. From this stage, adults begin teaching creativity to children and understand the importance of playing together. This is one of the most important criteria.

It is necessary to develop children’s intellectual abilities and potential for their future. There is also the concept of creative thinking. By developing creative thinking, children learn to analyze information from different perspectives and discover new ideas. They also develop the ability to generate various ideas to solve ambiguous problems and predict the outcomes of situations and events.

Creative thinking is manifested in the following characteristics:

1. Thinking speed – the ability to generate many ideas in a short period of time;
2. Flexibility of thinking – the ability to generalize creatively;
3. Originality of ideas – the ability to apply unique ideas in real-life situations;
4. Elaborative thinking – the ability to refine and expand ideas.

In today’s era of globalization and rapid information flow, teaching children to obtain correct information and protecting them from information threats has become an urgent issue. The Ministry of Preschool Education has adopted the “First Step” State Program, which provides a framework for teaching children and enhancing their creativity. Development centers have been established where children can receive education in centers of their own choice.

Conclusion

Reforms in the education process create opportunities to develop and improve children’s creativity. Such opportunities help increase children’s creative abilities, encourage correct perception of information, and motivate appropriate responses. Based on observation and analysis, it can be concluded that developing students’ creative thinking is a requirement of the time, and primary school teachers play a significant role in this process.

References

1. Nuralieva, D. M. (2022). Features of Communication Between Children and Parents in Family Relationships. Uzbek Scholar Journal, 6, 39–43.
2. Nuralieva, D. M. (2022). Features of Communication Between Children and Parents in Family Relationships. International Conference on Advance Research in Humanities, Sciences and Education.
3. Nuralieva, D. M. (2022). Features of Communication Between Children and Parents in Family Relationships. Uzbek Scholar Journal, 6, 39–43.
4. Mamurjonovna, N. D. (2022). Psychological Service and Its Role in Family Relationships.
5. Mamurjonovna, N. D. (2022). Psychological Service and Its Role in Family Relationships, 115–121.
6. Mamurjonovna, N. D. (2022). Psychological Service and Its Role in Family Relationships.
7. Nuralieva, D. M. (2020). The Concept of Psychological Assistance to the Family. Psychological Health of the Population as an Important Factor of Social Prosperity, 405–410.
8. Nuralieva, D. M. (2020). The Concept of Psychological Assistance to the Family.
9. Nuralieva, D. M. (2020). The Concept of Psychological Assistance to the Family.
10. Nuralieva, D. M. (2020). The Concept of Family Psychological Service.

Breaking the silence: A girl`s story
To every girl who has ever been told “you can’t”- this is for you.

• Author: Baxshilloyeva Nigina Bahodir qizi
  (01.01.2026)
• “Imagine being born into a world full of invisible walls — walls that tell
  you where to go, what to dream, and how loud you may speak. Now
  imagine breaking through them to find your own voice“.
  This is not the story of an ordinary girl. This is the story of a girl who found her voice amidst silence. From the moment she was born, invisible walls surrounded her: because she was a girl, her world was “too small” and her dreams were considered “too big”.
  
• For a long time, she accepted these walls as natural, because everyone around her seemed to live within them. Yet, deep inside, questions began to form. And it is that very question — quiet, persistent, impossible to ignore — that changes everything.
  
• Think about:
  If you had grown up in the same environment, would you have noticed these walls?
  
• Days passed, and the walls seemed taller, stronger and louder. Every “you can’t” and “you shouldn’t” echoed in her ears. She felt small. Invisible. Forgotten.
  
• Yet in the quietest corners of her mind, a whisper began. A tiny, trembling voice, almost afraid to exist, yet undeniably there. “Why must I stay inside these walls?” it asked.
  She started to notice things others didn’t — the way her dreams refused to shrink, the way her laughter refused to fade, the way her questions refused to die. And for the first time, she realized something powerful: these walls weren’t her world. They were
  someone else’s rules.
  
• One day, she reached for a notebook, her pen trembling in her hand. She wrote down every dream, every question, every desire that had been locked away. Words poured out like sunlight breaking through storm clouds. And slowly, the walls began to crack.
  
• Every time she spoke up, every time she tried, the walls shook a little more. Every “no” she heard became fuel, not a chain. With each step, the girl was no longer just surviving — she was beginning to exist. Fully. Freely. Loudly.
  
• And then, one morning, she realized she had done the impossible: she had found her voice. Not the quiet, hidden voice that whispered in corners — but a voice strong enough to shake the world, gentle enough to heal and fearless enough to inspire.
  
• To every girl reading this: the walls around you are real, but so is your voice. You are not too small. Your dreams are not too big. You have a fire inside that no one can dim.
  Speak. Sing. Write. Paint. Dance. Question. Challenge. Break. Build. Every time you do, you are shattering limits, not just for yourself, but for the girls who will follow you.
  
• Your voice matters. Your dreams matter. And your courage is louder than any wall. So keep going. Keep fighting. Keep finding your voice — because the world is waiting to hear it.
• “This motivational piece is small and simple, and I’m not even sure if it can really be called a story, but if even a little part of it has touched your heart or given you a bit of inspiration, I’m truly happy.

Baxshilloyeva Nigina Bahodir qizi
Peshku Specialized School, Bukhara

National certificates:
• Multi-level (English): C1
• Mother Tongue and Literature: A
• History: B
• Mathematics: C+

• IELTS Academic: 7.0

Awards & Achievements:
• Winner of “Ingliz tili bilimdoni – 2024”
• 1st place in English and Uzbek language at district Olympiads
• Prize-winner of UBS subject Olympiad (English)
• Holder of multiple certificates of appreciation and excellence
• Early admission student with a total score of 189 points
• Appeared on “Istiqlol TV”

Activities:
• Founder of “Englishblog_nb” where she teaches English free of charge to younger learners
• Participant of several educational camps and training programs, including “English for IT”
• Actively involved in social, volunteer and street educational activities
• Experienced in Telegram channel management related to education and media

Interests:
• Learning foreign languages
• Reading fiction and literature
• Piano playing and chess
• International education opportunities and teaching

The Role of Women in Society: Historical Development, Contemporary Reforms, and Future Prospects

Abstract
This article analyzes the role of women in societal development from the perspectives of historical processes, modern socio-political reforms, and future prospects, based on a scientific and public approach. Women’s participation in education, science, politics, economics, and culture is highlighted as a key factor in ensuring social stability and sustainable development. Additionally, issues of gender equality and efforts aimed at increasing women’s legal protection and social activity are discussed.

Keywords:
women, society, gender equality, historical development, education, future, social activity, legal protection.

Introduction
It is impossible to imagine social development without the participation of women. At all stages of human history, women have served as the backbone of the family, the educators of the nation, and the moral foundation of society. In today’s era of globalization, women’s active participation is gaining importance not only within the family sphere but also in public administration and state governance.

The Role of Women in Historical Development
Looking back at history, we can observe that women have held different positions in society across various periods. In ancient Eastern and Western civilizations, women were primarily active within the family sphere; however, there were also prominent female figures who made significant contributions to the development of science and culture. Historical personalities such as Tomyris, Bibikhanum, and Nodirabegim demonstrated that women possess not only maternal qualities but also strong leadership potential.
Nevertheless, during certain periods, restrictions on women’s rights and their exclusion from education became factors that hindered social progress.

The Role of Women in Contemporary Society
Today, the role of women in society is undergoing profound transformation. In particular, in Uzbekistan, protecting women’s rights and increasing their socio-political activity have been elevated to the level of state policy. Women are receiving education, conducting scientific research, engaging in entrepreneurship, and actively participating in parliament and public administration.

Ensuring gender equality creates a solid foundation for justice, stability, and innovative development in society. Scientific research shows that in societies where women are active, social problems decrease, while the quality of education and healthcare improves.

Future Prospects
Future society cannot be imagined without educated, independent-thinking, and socially active women. In the age of digital technologies, artificial intelligence, and innovation, expanding women’s participation in IT, engineering, science, and technology is a pressing task. At the same time, women’s role in preserving moral and ethical values and in educating the younger generation will become increasingly important.

Conclusion
In conclusion, the role of women in society is closely interconnected with historical experience, contemporary reforms, and future strategies. Only a society that respects women and ensures their rights and opportunities can achieve genuine progress. Indeed, women are the future of society and the moral and intellectual foundation of the nation.

Sevinch Farxodova   Buxoro davlat pedagogika instituti Xorijiy til va adabiyoti ta’lim yo‘nalishi  1-kurs talabasi

Annotation: This article highlights the importance of gender equality in social development, the challenges to achieving it, and the reforms undertaken in Uzbekistan. It also proposes measures to promote gender equality.

Keywords: Gender equality, human rights, education, women’s rights, economic opportunities, legislation, Uzbekistan.
Gender Equality: The Foundation of Social Development

One of the key factors in societal development is gender equality. Gender equality means that men and women have equal rights, opportunities, and conditions in all aspects of life. It is not only a matter of human rights but also an essential part of social, economic, and cultural progress. Unfortunately, many countries around the world have yet to achieve full gender equality. In Uzbekistan, while changes are taking place, there are still challenges that need to be addressed.

The Importance of Gender Equality Gender equality is not just about protecting women’s rights; it also contributes to the well-being and prosperity of society as a whole. Countries where women actively participate in the economy develop more rapidly because half of the population is engaged in social and economic processes. Moreover, societies that promote gender equality tend to have better education systems, more stable families, and lower levels of violence.

Research has shown that companies led by both men and women perform more efficiently, as diverse perspectives lead to better decision-making. Therefore, gender equality is not only a matter of fairness but also a factor that drives progress and productivity.

Challenges and Causes of Gender Inequality

One of the biggest obstacles to gender equality is deep-rooted historical and cultural traditions. In many societies, women have traditionally been expected to take care of household duties and raise children, while men have been seen as the primary breadwinners. These stereotypes still persist in many places today.

Another major challenge is limited access to education for women. In some families, girls are still not given the same educational opportunities as boys, and early marriage is often prioritized over their academic and career growth. As a result, women are unable to fully develop their potential in fields such as science, business, and politics.

Gender inequality is also evident in the workplace. Women often receive lower salaries than men, have fewer opportunities for promotion, and face discrimination throughout their careers. These issues remain major barriers to achieving full gender equality.

Gender Equality in Uzbekistan: Current Situation and Achievements

In recent years, Uzbekistan has made significant progress in promoting gender equality. More attention is being given to female education, programs supporting women entrepreneurs have been introduced, and gender-related legislation is being improved. Schools are encouraging girls to pursue education, and various initiatives aim to increase female participation in the workforce.

Additionally, the government has launched financial support programs for women entrepreneurs, and the number of women in public service is steadily increasing. These developments are important steps toward achieving gender equality in the country.

However, full gender equality has not yet been reached. In rural areas, many women still have limited social and economic opportunities. Domestic violence and gender discrimination remain pressing issues that require further action.

What Needs to Be Done to Achieve Gender Equality?

To achieve gender equality, societal attitudes must change. This transformation should start with education. From an early age, both boys and girls should be given equal opportunities to explore different fields and pursue their dreams.

Laws protecting women’s rights should be strengthened, and effective mechanisms for enforcing gender equality must be put in place. Employers should ensure fair working conditions for both men and women, providing equal pay and opportunities for career advancement.

Furthermore, respect for women should be promoted within families and society as a whole. Women should be encouraged to participate in economic and social activities, and they should believe in their own potential, seeking education and career development.

Conclusion:

Gender equality is not just a human rights issue; it is also a driving force for social progress. Ensuring equal rights for men and women contributes to the overall development of society, leading to stability and prosperity. Each of us has a role to play in this process—whether in education, the workplace, or within our families. Only by working together can we achieve true equality and build a fair and just society for future generations.

References:

1. United Nations Development Programme (UNDP). (2023). Gender Equality Strategy 2022-2025. New York: UNDP.

2. World Economic Forum. (2023). Global Gender Gap Report 2023. Geneva: WEF.

3. **Uzbekistan National Statistics Committee.

4. United Nations Development Programme (UNDP). (2023). Gender Equality Strategy 2022-2025. New York: UNDP.

5. World Economic Forum. (2023). Global Gender Gap Report 2023. Geneva: WEF.

6. Uzbekistan National Statistics Committee. (2022). Gender Equality and Women’s Rights in Uzbekistan: Progress and Challenges. Tashkent.

Effective Methods for Developing Critical Thinking in New Generation Textbooks

Abstract: This article analyzes effective ways to develop students’ critical thinking using new generation textbooks as an example. The study examines the role of tasks and exercises presented in textbooks in fostering students’ skills of independent thinking, analysis, comparison, and drawing conclusions. Additionally, the importance of interactive methods, communicative approaches, and creative assignments in the development of critical thinking is highlighted.

Keywords: new generation textbooks, critical thinking, interactive methods, creative tasks, independent thinking

In today’s world, reforms are being implemented in every sphere of human life. Likewise, as a result of recent reforms in the education system, new generation textbooks are being developed for school students. Unlike traditional textbooks of previous years, these modern textbooks are designed not only to provide knowledge but also to develop critical thinking skills in students, such as independent thinking, analysis, and problem-solving.

In the modern era, the diversity of information is rapidly increasing. In such circumstances, it is crucial not to passively accept information but to reflect on it, assess it critically, and form a correct understanding of reality. Developing these skills should ideally begin in the early stages of higher grades in schools. It is encouraging that the current scope of new textbooks, particularly in the subject of the native language, meets these requirements.

Taking the 5th-grade native language textbook as an example, it is important to note the use of colorful designs and illustrations selected according to the age characteristics of students. For children who have just completed primary education and are moving to higher grades, capturing their attention is essential. The colorful design helps increase their interest in the textbook. In terms of content, the topics are designed according to modern educational principles to develop critical thinking, communication skills, and text-related competencies. The exercises and assignments encourage student engagement, analysis, comparison, and drawing conclusions.

It should also be emphasized that the audio texts included in the textbook directly help develop students’ listening comprehension skills. Students first listen to the text and then answer questions based on its content, expressing their opinions and drawing conclusions.

For example, in Exercise 36 (page 115) of the 5th-grade native language textbook, the audio text “If You Want to Win” is provided. After listening attentively, students are required to answer the following questions:

What were the conditions of the competition organized by the frogs?

Why did the audience begin to doubt that the frogs could win?

How did the audience’s attitude affect the participants?

How might the winning frog have responded to the questions from the participants and the audience?

These questions encourage students not just to retell the text but to understand the reasons behind events, analyze the actions of characters, think critically, and draw conclusions. The fourth question, in particular, requires students to demonstrate creative thinking and oral expression skills. Through such tasks, students develop a deeper understanding of the text, identify cause-and-effect relationships, and learn to justify their opinions. Additionally, students gradually develop the ability to make independent decisions without being influenced by others’ opinions.

Another type of task in new generation textbooks that contributes to the development of critical thinking is distinguishing between correct and incorrect statements. Such tasks activate students’ thinking processes and encourage them to check, evaluate, justify, and draw conclusions based on information. For instance, in the 5th-grade native language textbook, students are asked to carefully read a short text and identify which statements are supported by evidence and which are not.

The use of audio texts, related exercises, logical questions, and practical assignments in modern textbooks is an effective tool for developing critical thinking. Ultimately, this approach serves the main goal of the educational process — to nurture creative, independent, and critically thinking individuals.

Nilufar Ibroximova was born in 2002 in Norin district, Namangan region. She graduated from the Faculty of Philology at Namangan State University in 2024. Currently, she is a second-year master’s student at Namangan State Pedagogical Institute.

Integration of Play and Arithmetic Activities in Preschool Education: Modernization of Curriculum and Pedagogical Practices

## Author Information

Barnoxon Baxtiyorjon Yoqubova — preschool education teacher and practical specialist in mental arithmetic. Research interests: attention development in children, cognitive growth, integration of play and arithmetic activities, and adaptation of pedagogical innovations to preschool education.

—

## Abstract

This article examines the integration of play and arithmetic activities in preschool education within the framework of curriculum modernization. The study is based on the author’s practical pedagogical experience and presents a step-by-step model that combines interactive play, arithmetic exercises, and attention development tasks. The approach aims to enhance cognitive competencies and readiness for primary education, reflecting both theoretical insights and innovative pedagogical practices.

Keywords: preschool education, curriculum modernization, play-based learning, arithmetic integration, cognitive development.

—

## Introduction

Modernization of preschool education involves updating teaching methods and curricular content to better support the development of children’s cognitive competencies. Integration of play and arithmetic activities provides an engaging way for children to develop attention, memory, and early numeracy skills.

## Theoretical Background

Play-based learning is widely recognized as an effective pedagogical strategy in early childhood education. Arithmetic exercises, when combined with play, enhance logical thinking and problem-solving abilities. Curriculum modernization allows these methods to be systematized into a coherent pedagogical framework.

## Methodology and Authorial Model

### Objectives:

* Integrate play and arithmetic activities into a structured curriculum.

* Promote cognitive and attention development in preschool children.

### Principles:

* Interactive and engaging learning experiences

* Step-by-step progression

* Adaptation to children’s age and developmental stage

* Integration of attention and arithmetic tasks

### Implementation Steps:

1. Initial attention and concentration exercises (5–10 minutes)

2. Simple arithmetic exercises integrated with play

3. Interactive game scenarios combining counting, role-play, and problem-solving

4. Reflection and reinforcement

### Expected Outcomes:

* Enhanced attention span and concentration

* Improved memory and logical thinking

* Development of basic numeracy skills

* Increased engagement and motivation

## Observations and Results

Application of this integrative approach in preschool settings showed measurable improvements in children’s attention, engagement, and early arithmetic skills. Teachers reported higher participation and enthusiasm during activities compared to conventional methods.

## Conclusion

The integrative model combining play and arithmetic activities provides an innovative and effective approach to preschool education modernization. It aligns theoretical knowledge with practical application, fostering cognitive and attentional development while preparing children for future learning.

## References

1. Vygotsky L.S. *Child Psychology and Pedagogical Theory*. Moscow: Pedagogika.

2. Piaget J. *The Intellectual Development of the Child*. Moscow: Progress.

3. Rubinshtein S.L. *Fundamentals of General Psychology*. Moscow.

4. Preschool Education Pedagogy. Textbook. Tashkent.

5. Author’s own pedagogical and practical experience.

## Plagiarism Statement

This article has been independently prepared by the author. The ideas, analyses, and conclusions presented are based on personal pedagogical experience and a review of general scientific literature. The text is original, has not been published elsewhere, and is free from plagiarism.

Yoqubova Barnoxon Baxtiyorjon qizi was born on June 2, 2002, in
Qo‘shtepa district of Fergana region. From 2020 to 2024, she studied
Preschool Education at Fergana State University. Since 2023, she has been working as a teacher at Preschool Educational Institution No. 28, where she has been contributing to the comprehensive development of children.

Gazing Into the Boundless

1

A tiny puddle is a mirror!

and the one gently peering in

is the dandelion.

A flower gazes at its own reflection

in the tear-drops of the clouds.

2

Like an old man,

the cherry tree is bent with age…

Yet youth blooms in every branch.

The only thing my soul needs

is a walking stick.

3

A bud is joy,

a flower is flame.

It came into this world

to burn.

4

The wind ploughs through the flowerbed;

one flower falls beneath another…

A flowerpot under a flowerpot—

my perplexity is faster than a racehorse.

5

If destiny allows,

I would build a minaret—

as grand as a pharaoh’s pyramid—

out of a single poem.

I would plant flowers

all around it.

Then I would climb it gently

and gaze upon the world and its people.

I would ask applause for my poems

from whoever has read them—

if anyone has.

6

I cherish poetry deeply,

even though it wounds my heart.

Wandering through astonishing flower gardens,

I place poetry

as a crown upon my head.

Let people send me their love

and call me king—

I no longer mind.

### 

Silence is comforting;

it buries the cries and sounds

of sorrow.

The morning sun is magnificent:

the flowers can hear

the sound of its light.

These mountains stand proud;

they pay no mind

to those who pass beneath them.

The sky is a vast embrace—

wide enough to hold

every glance.

The poet is the guide of my soul;

from the light of faith

my feelings begin to bloom.

(Translated by Azam Abidov)

Nurbek Norchayev was born on April 18, 1993, in Kosan District of Kashkadarya Region. He is currently a fourth-year student at the Faculty of Pedagogy, Shahrisabz State Pedagogical Institute.