USE OF DIDACTIC GAMES AND MODERN TEACHING METHODS TO INCREASE STUDENTS’ INTEREST IN SCIENCE IN SPECIALIZED CLASSES OF FUTURE TEACHERS
Kadirova Feruzakhan Abdiyaminovna Andijan State Pedagogical Institute Master’s student of pedagogy Scientific supervisor Abdullayeva Nasibakhan Jorayevna
Today, the reforms carried out in the education system require future teachers to deeply master modern pedagogical approaches. The use of didactic games and modern interactive methods is important in teaching.
Didactic games increase students’ interest in the lesson and make them active participants. For example, in the role-playing game method, students take the role of a certain profession or pedagogue and solve a problem situation. In this process, they apply their theoretical knowledge in practice. Or through a game organized in the form of a question-and-answer competition, students strengthen the topic and test their knowledge based on healthy competition.
The brainstorming method, which is one of the modern teaching methods, also develops students’ independent thinking. For example, students are asked to express different ideas by setting a problem on a new topic, in which each idea is appreciated and a general conclusion is drawn. This method is used by students forms the ability to think freely and defend one’s point of view.
The cluster method is also one of the effective methods, for example, a certain concept is written on the board, and students branch out their thoughts related to this concept. As a result, a comprehensive idea of the topic is formed This method is especially useful in the systematization of theoretical topics.
Through the insert method, students analyze their knowledge in the process of working with the text. They confirm the information they know during the study, determine new information and identify incomprehensible aspects, which develops students’ independent learning skills.
Case study, that is, the method of analyzing problematic situations, can also be widely used in specialized subjects. For example, students are given a pedagogical situation and asked to find a solution to the problem. This increases the ability to work in a team.
The use of information and communication technologies has also become an integral part of the modern lesson. Presentations, videos, online tests and lessons organized using interactive platforms attract the attention of students. For example, quick assessment through electronic test or explanation of the topic through interactive presentations.
I think of laying floors, plastering walls, sanding
I think of breaking down left wing panels and
Wallpapering right wing partition fortifications
I think of painting over things past to create
A pseudo phantasm of things present
I think of cladding, wrapping pipes and erecting pipe ducts
Pounding steel rods into reluctantly receptive grounds
Constructing precarious structures that might soon
Crumble under Mount Vesuvius like destruction of
A Roman city in seventy-nine Anno Domini…
Or is this simply a construction of the deconstruction of
A soon to be dissolution of our democracy?!
Jacques Fleury
Jacques Fleury is a Boston Globe featured Haitian American Poet, Educator, Author of four books and literary arts student at Harvard University online. His latest publication “You Are Enough: The Journey to Accepting Your Authentic Self” & other titles are available at all Boston Public Libraries, the University of Massachusetts Healey Library, University of Wyoming, Askews and Holts Library Services in the United Kingdom, The Harvard Book Store, The Grolier Poetry Bookshop, Amazon etc… He has been published in prestigious publications such as Spirit of Change Magazine, Wilderness House Literary Review, Muddy River Poetry Review, Litterateur Redefining World anthologies out of India, Poets Reading the News, the Cornell University Press anthology Class Lives: Stories from Our Economic Divide, Boston Area Small Press and Poetry Scene among others…Visit him at: http://www.authorsden.com/jacquesfleury.–
Jacques Fleury’s book You Are Enough: The Journey Towards Understanding Your Authentic Self
METHODOLOGY FOR WORKING WITH PRESCHOOL CHILDREN WITH AUTISM SPECTRUM DISORDER
Gulistan State Pedagogical Institute
Faculty of Pedagogy
Preschool Education Department
Student of Group 3-25: Burhonova Lobar
Scientific Supervisor: Berdiyeva Muborak
Tel: +998993744107
Abstract
This article presents a methodology for working with preschool children diagnosed with Autism Spectrum Disorder (ASD) based on the IMRAD structure. The Introduction highlights the increasing prevalence of ASD and the importance of early pedagogical intervention. The Methods section describes observation, diagnostic assessment, individualized development programs, the use of Applied Behavior Analysis (ABA), visual supports, structured teaching, and play therapy.
The Results demonstrate that systematic and individualized interventions significantly improve children’s communication, social interaction, and behavioral skills. The Discussion emphasizes the importance of parental involvement and the creation of an inclusive educational environment.
The findings of this study can be effectively applied in preschool educational practice.
Keywords: Autism Spectrum Disorder, preschool education, early intervention, ABA therapy, inclusive education, individualized approach, play therapy.
INTRODUCTION
In recent years, the number of children diagnosed with Autism Spectrum Disorder (ASD) has been steadily increasing worldwide. According to the World Health Organization, at least one in every 100 children is affected by autism. This growing prevalence highlights the urgent need to improve specialized pedagogical approaches, particularly in preschool education.
Preschool age is a critical period in a child’s psychological, speech, emotional, and social development. Early pedagogical and psychological intervention during this stage plays a decisive role in determining the effectiveness of future education.
In Uzbekistan, supporting children with special educational needs has become a priority of state policy. Reforms initiated by Shavkat Mirziyoyev focus on social protection and the development of inclusive education, ensuring equal opportunities for all children. Every child has the right to quality education and full participation in society, which requires scientifically grounded methodologies for working with children with ASD in preschool institutions.
Children with ASD often exhibit limited social interaction, repetitive behaviors, and delayed speech development. Therefore, it is essential to apply a комплекс of methods, including Applied Behavior Analysis (ABA), visual supports, structured teaching, play therapy, and sensory integration.
The relevance of this study lies in developing and implementing effective methodological approaches that enhance social adaptation, independence, and future educational success of preschool children with ASD. The study follows the IMRAD structure: Introduction, Methods, Results, and Discussion.
METHODS
This study focuses on improving methodologies for working with preschool children with ASD. Both theoretical and practical research methods were applied.
The theoretical stage involved analyzing scientific literature in special pedagogy, defectology, and inclusive education.
The practical stage included:
Observation
Interviews
Diagnostic assessment
Experimental pedagogical work
The study involved children aged 5–7 diagnosed with ASD. Individual development programs were designed for each participant.
The following methods were applied:
Applied Behavior Analysis (ABA) techniques
Visual supports and pictograms
Structured teaching
Play therapy
Speech development exercises
Sensory integration activities
Sessions were conducted 3–4 times per week in both individual and small group formats. Additionally, regular consultations were held with parents, providing guidance for home-based activities.
RESULTS
The experimental work showed that systematic and individualized intervention had a positive impact on children’s development.
The following improvements were observed:
Speech development: Increased vocabulary and ability to form simple sentences
Social interaction: More frequent engagement with peers
Behavioral changes: Reduction in repetitive behaviors
Attention skills: Improved concentration and task completion
These results confirm that early intervention and parental involvement significantly enhance developmental outcomes for children with ASD.
DISCUSSION
The findings indicate that individualized approaches, visual supports, and structured teaching methods are key factors in successful intervention. Furthermore, an inclusive educational environment plays a crucial role in children’s social adaptation.
State policy also contributes significantly to this process. As emphasized by Shavkat Mirziyoyev, every child must have access to quality education and opportunities for full participation in society.
Effective collaboration between educators and parents is essential for achieving sustainable developmental progress.
CONCLUSION
The study demonstrates that early diagnosis, individualized approaches, and systematic pedagogical intervention are crucial when working with preschool children with ASD.
Methods such as ABA, visual supports, structured teaching, and play therapy have proven effective in developing communication, social, and behavioral skills.
The IMRAD-based research confirms that individualized programs significantly improve children’s social adaptation and reduce stereotypical behaviors. Additionally, parental involvement and inclusive education environments are critical components of success.
In conclusion, improving methodologies for working with children with ASD requires:
Enhancing teacher qualifications
Developing modern methodological resources
Expanding inclusive education practices
Beyond methodology, the most important factor remains the educator’s patience, empathy, and individualized approach to each child. With proper support and collaboration between families and educational institutions, children with ASD can successfully integrate into society.
drenched in milky moonlight, i climb up to my home in the tangled branches, among my webs. rain plummets onto soft blades of grass, from the spiderwebs i see myself in puddles of water; the ever-changing reflection i know i must confront. i am stuck between the comforting earth and the freeing sky, a malfunction where the body meets the mind. i have a hunger that eats at me; the eternal hunger to have a body made of moonlight; constellations as my bones, planets for eyes, to be everything and nothing all at once.
