Abstract: This article analyzes the importance and effectiveness of using game methods in teaching English. Game technologies are considered an important tool in the educational process to increase students’ motivation, develop communication skills, expand vocabulary, and consolidate learned knowledge. The positive impact of the method is illustrated through examples and scientific explanations.

Keywords: game method, English, motivation, communicative approach, interactive learning.

In recent years, the demand for learning English has been increasing sharply. Along with traditional teaching methods, game methods are widely used in modern education. The game is a natural human activity, and when incorporated into the learning process, it turns learning into an interesting and effective process.  Research shows that interactive and game-based activities increase students’ interest in the language and involve them as active participants (Brown, 2007).

Definition and types of game methods. Game methods are methods that use game elements in the learning process to achieve educational goals. The following types of games are considered effective in teaching English: Vocabulary games (Word Bingo, Scrabble, Word Search) – accelerate the acquisition of new words. Grammar games (Verb Tense Races, Grammar Jeopardy) – reinforce grammatical rules. Role-playing (Role-play) – develop communication skills in real-life situations. Interactive online games (Kahoot, Quizlet Live) – test knowledge using digital tools.  Definition of game methods: Game methods are a pedagogical approach aimed at developing students’ knowledge, skills and competencies using game elements or the entire game structure in the educational process. This method increases students’ activity, independent thinking, creativity, communication skills and increases their interest in the lesson.

The main features of game methods:

ü Having a clear learning goal.

ü Following the rules of the game.

ü Creating an atmosphere of cooperation or competition between participants.

ü Creating a positive emotional environment.

ü Providing active and interactive learning.

Game methods are especially effective in language teaching, making abstract concepts more understandable, memorizing new words and phrases, and developing communication skills.

 Types of game methods:1. Didactic games: Games created for specific educational purposes and based on strict rules. They serve to consolidate or test new knowledge. Examples: “Word Chain”, “Bingo”, “Who is faster?”2. Role-playing games: Students play different roles in certain situations and practice real-life communication situations. This method develops communicative competence. Examples: “Shopping in a store”, “Going to visit”, “Business interview”.3. Business games: Games in which professional processes are modeled, strategic thinking and problem-solving skills are developed. Examples: “Managing a company”, “Drawing up a marketing plan”.4. Scenario roles (plot role-playing games): Complex games based on a specific event and scenario.  They require creativity, teamwork, and analytical thinking. Examples: “Trial”, “Theatre staging”.5. Action games: Games that help consolidate knowledge and skills through physical movements, more aimed at primary and preschool students. Examples: “Ball collection”, “Relay”.6. Digital and computer games: Games with gamification elements, played on mobile applications or interactive platforms. Examples: Kahoot!, Quizizz, Duolingo. 7. Intellectual games: Games that serve to develop logical thinking, quick response and expand the scope of general knowledge. Examples: “Intelligence”, “Who Wants to Be a Millionaire?”, “Jeopardy”. Advantages of game methods: Game methods are widely used in modern education as an interactive and motivational approach. Studies show that the use of game elements makes the learning process more effective and interesting (Gee, 2007; Prensky, 2011). The following are the main advantages of these methods:1. Increases student motivation. Since the game process is inherently interesting, it encourages students to actively participate. The desire to achieve success and the spirit of competition in games increase intrinsic motivation for the lesson. Example: Taking a test through “Bingo” or “Kahoot!” arouses more enthusiasm in students than traditional control work.2.  Active participation and communication are enhanced. Role-playing and group games encourage lively communication between students. This is especially effective in language teaching, as students engage in natural communication with each other. Example: Role-playing games such as “Shopping” allow you to practice real-life conversations. 3. Develop creativity and problem-solving skills. Scenario games and business games force students to think creatively and find unconventional solutions. Example: The game “Create a Marketing Campaign” involves students in developing advertising ideas. 4. Enables consolidation of knowledge and rapid memorization. Knowledge acquired during the game process is often remembered longer than in traditional lessons. This is explained by the phenomenon of “memory retention through emotional connection” in psychology. Example: The game “Word Chain” to increase vocabulary. 5.  Reduces stress and creates a positive emotional environment. During the game, students feel free and are not afraid of making mistakes. This makes the learning process stress-free and enjoyable. 6. Develops teamwork and social skills. Many games require teamwork, which develops skills such as leadership, compromise, and sharing of tasks in students. Example: Relay or group quizzes. 7. Compatible with modern technologies. Digital games (Kahoot!, Quizizz, Duolingo) are very convenient in distance learning and blended learning systems, allowing you to get interactive results in real time. Increasing cultural and linguistic competence. Game methods in language teaching: Model real-life communication situations; Develop intercultural communication skills; Promote natural language acquisition. Example: In the “Cultural exchange” game, each student describes the culture of another country. 6. Supporting person-centered learning. Game methods take into account the individual capabilities of each student: Develop strengths; Adapt to the pace of learning; Overcome difficulties in a gentle way.

Conclusion: Game methods are one of the most effective tools among modern pedagogical approaches, they form the educational process not only as a process of imparting knowledge, but also as a complex system that supports the personal, social and cultural development of the student. Research shows that lessons with game elements retain students’ attention for a longer period of time, increase motivation and increase the level of mastery. In the process of the game, students acquire not only theoretical knowledge, but also the skills to apply it in real-life situations.  This approach: Cognitive development – strengthens the skills of analysis, logical thinking, and quick decision-making; Emotional-intellectual development – awakens positive emotions, increases self-confidence, and reduces fear of mistakes; Social competence – develops teamwork, leadership, and cooperation skills; Cultural and linguistic competence – naturalizes the process of language and culture acquisition; Technological integration – increases the effectiveness of the lesson through digital tools. As a result, game methods not only make the lesson process interesting and lively, but also turn education into a person-oriented, flexible, and innovative system. Their use plays an important role in shaping students as competitive individuals who meet the requirements of modern society. Therefore, the systematic and targeted use of game methods in pedagogical practice is one of the most important strategies for improving the quality of education.

References:

1. Bedrock Learning. (2023, January 18). The pros and cons of game-based learning. Bedrock Learning. https://bedrocklearning.org/literacy-blogs/the-pros-and-cons-of-game-based-learning/

2. Chang, & Yang. (2023). Game-based learning in early childhood education: A systematic meta-analysis. Journal of Early Childhood Research, 21(2), 145–162. https://pmc.ncbi.nlm.nih.gov/articles/PMC11018941/

3. Evaluating the efficacy of computer game-based learning on ESL undergraduates’ speaking skills. (n.d.). Journal of Language Learning and Technology, 19(3), 101–120. https://pmc.ncbi.nlm.nih.gov/articles/PMC11381748/

4. Gunel, & Top. (n.d.). Effects of educational video games on English vocabulary learning and retention. International Journal of Educational Research, 45(4), 230–242. https://files.eric.ed.gov/fulltext/EJ1342982.pdf

5. Lestari, R., & Rohmani. (2025). Trends in the development of game-based science learning research in elementary schools. Educational Research and Reviews, 20(1), 1–15. https://www.researchgate.net/publication/371207103

6. Using educational games in teaching English as a foreign language. (2024). International Journal of English Language Studies, 6(2), 105–110. https://www.researchgate.net/publication/381132339

7. Zhong, K. (2024). The effect of game-based vocabulary learning on middle school students’ motivation and retention. Lecture Notes in Educational Psychology and Public Media, 74, 166–172. https://www.ewadirect.com/proceedings/lnep/article/view/17947

8. Game-based vs. traditional teaching methods: A comparative study on vocabulary learning in early English education. (2025). DIVA Portal. https://www.diva-portal.org/smash/get/diva2%3A1966486/FULLTEXT01.pdf

9. Gee, J. P. (2003). What video games have to teach us about learning and literacy. Palgrave Macmillan. https://en.wikipedia.org/wiki/What_Video_Games_Have_to_Teach_Us_About_Learning_and_Literacy

I am Nafosat Jovliyeva, born in 2005 in Kamashi district of Kashkadarya region. I studied from 1st to 9th grade at secondary school No. 68 under the Department of Public Education in Kamashi district. Between 2022 and 2024, I studied at the Academic Lyceum of the Karshi Institute of Engineering and Economics in Karshi city, majoring in “social sciences”, and successfully graduated with honors. In 2024, I was admitted to Shahrisabz State Pedagogical Institute and am currently a 1st-year student at the Faculty of Philology, majoring in Foreign Languages and Literature.

In my free time from classes, I make various types of jewelry, such as various handbags, gold chains for our girls, and flowers for gifts using colored ribbons.  Currently, I am actively participating in the online “Zakovat” intellectual project and chess games. Currently, I communicate fluently in English and want to continue my master’s degree in Turkey by studying Turkish. One of my future goals is to learn German and Arabic in addition to English and Turkish, and to open a foreign language center in my area and provide free language courses for women in need. I also have sufficient knowledge in the IT field and help young people use online platforms to spend their time meaningfully and enrich themselves with useful information.

Abstract: This article analyzes the need and importance of staff training in the context of digital services in the banking system of Uzbekistan. The article identifies the advantages and disadvantages of the existing system in national practice, and studies international experience – approaches to training in the banking sector of Great Britain, Germany and Singapore. Based on the results of the study, proposals and recommendations have been developed to improve the effectiveness of training in Uzbekistan, such as a competency model, public-private sector cooperation, digital training platforms and integration into the international certification system. These approaches serve to strengthen the competitiveness of the financial sector by improving the professional skills of bank employees.

Keywords: banking system, training, digital services, competency model, international experience, digital training, personnel policy, financial sector, innovative development.

Relevance of the topic: Over the past decade, the processes of introducing and developing digital technologies in the global financial market have significantly accelerated.  The banking system is one of the most active participants in this process, widely using innovative solutions to provide fast, convenient and secure services to customers. These include remote settlement systems, mobile applications, Internet banking, advisory services based on artificial intelligence, blockchain technologies and online lending systems. These digital services not only increase the operational efficiency of banks, but also serve to bring interaction with customers to a qualitatively new level.

However, the successful implementation of digital services is not determined only by the development of technological infrastructure. In this process, human capital – that is, the professional potential, knowledge and skills of bank employees – is a decisive factor.  In addition to financial literacy, modern bank employees must have excellent knowledge of information technologies, master the basic principles of cybersecurity, and be able to explain new services to customers and direct them to their effective use. According to the World Bank (World Bank, 2023) and the International Monetary Fund (IMF, 2022), 70–75% of banks that have successfully implemented the digital transformation process have introduced special training programs for employees. These programs are aimed at adapting employees to work with new technologies, improving service quality, and enabling them to respond quickly to customer needs.

In the Republic of Uzbekistan, the development of digital services in the banking system has also been identified as one of the priorities of state policy. Within the framework of the “Digital Uzbekistan – 2030” strategy, a number of reforms are being implemented to widely introduce innovative technologies in banking activities, increase the types of remote services, improve online payment systems, and strengthen cybersecurity.  However, practice shows that in many commercial banks, the process of staff training is not organized in accordance with the pace of development of digital services. Currently, in some banks, training courses on digital services are held only after the introduction of new systems, but a continuous training system has not been established. This leads to delays in the full adoption of new technologies, differences in the quality of service, and in some cases, customer dissatisfaction. International experience shows that digital transformation gives effective results only when the training of bank employees is carried out in a continuous, systematic and goal-oriented manner. Therefore, the purpose of this article is to analyze the process of staff training in the context of digital banking services, study international practice, and develop scientifically based proposals for optimization for the banking system of Uzbekistan.

The results of the study are expected to improve the quality of services by increasing the level of training of bank employees, increase the share of digital services and strengthen the overall competitiveness of the banking system. World practice in the development of human capital and staff training in the banking system in the process of digital transformation offers various approaches. Analysis of best practices is of strategic importance for Uzbekistan, since competitiveness in the global financial market depends not only on technological infrastructure, but also on the system of training qualified personnel. The following is an analysis of advanced approaches in the banking systems of Singapore, Great Britain, Germany, South Korea and the USA.

Singapore experience: The issue of professional development in the Singapore banking sector is supported at the state policy level. The Skills Framework for Financial Services program, developed by the Institute of Banking and Finance (IBF), defines a single competency model for all bank employees.  This model covers: technical skills (IT, cybersecurity, data analysis); customer service competencies; strategic management and leadership skills. Banks ensure that employees undergo at least 40 hours of mandatory training each year. Classes are mainly held in the “blended learning” format (online + practical training).

UK experience: In the UK, the Chartered Banker Institute operates to train bank employees. It maintains a certification system for banks according to professional qualification levels. Certification: Professional Banker Certificate – for new employees; Chartered Banker Diploma – for middle and senior specialists; Executive Education – for top managers. This system is based on the principle of “lifelong learning” and encourages employees to constantly improve their skills.

German experience: In Germany, a dual education system is widely used in the banking system. Commercial banks, in cooperation with the German Banking Academy, participate in programs that allow employees to work and study at the same time. This system: allows for the direct application of theoretical knowledge in the work process; effectively uses the “learning-by-doing” method in mastering new technologies.

South Korean experience: In the South Korean banking sector, training processes are carried out through the FinTech Education Center and internal training centers of large banks. Training is mainly focused on the following areas: FinTech innovations; mobile payment technologies; blockchain-based services; IT security. Banks involve employees in practical training in a “digital sandbox” environment, where they have the opportunity to test new technologies in a safe test environment.

US experience: In the US banking system, the training system is mainly carried out through the internal academies of large banks.  For example, the Bank of America Academy trains more than 100 thousand employees per year. Trainings are focused on: customer service quality; credit risk assessment; regulatory requirements and compliance policy; introduction of digital services. Generalization of international experience. Analysis shows that the system of advanced training of bank employees in advanced countries has the following features. Public-private partnership – training programs are integrated with state policy. Competency-based approach – training programs are aimed at developing specific competencies. Flexible training format – online and offline training are combined. Practice-oriented training – training in conditions close to the real work process. Continuous update – programs are regularly updated in accordance with technological changes. These experiences can serve as an important methodological basis for improving the training system in the context of digital services in the banking system of Uzbekistan.

 CONCLUSION: In the banking system of Uzbekistan, staff training is not only a factor of internal efficiency in the digital economy, but also an important strategic direction ensuring competitiveness in the global financial market. The study shows that the success of the training process depends on several interrelated factors: strategic planning, the introduction of advanced technologies, harmonization with international standards, and a system of employee motivation. International experience, including the practice of Great Britain, Germany, Singapore, and South Korea, has proven that organizing training based on a competency model, strengthening public-private cooperation, and the widespread use of digital training platforms yield effective results. This experience is also applicable in the conditions of Uzbekistan, and its adaptation will accelerate the pace of innovative development of the banking sector. The existing problems in the national banking system – the incomplete compliance of training programs with modern requirements, weak integration with international certification programs, and the lack of practice-oriented training – can be eliminated through a systematic approach.  To this end, the following should be set as priorities: 1. Developing a unified competency-based training model. 2. Expanding cooperation with international financial institutions and professional associations. 3. Introducing online and hybrid learning technologies. 4. Developing practical training and simulations in a “digital sandbox” environment. 5. Incentivizing employees by partially subsidizing training costs. As a result, a modern and effective training system will increase the adaptability of bank employees in the digital economy, improve service quality, strengthen customer trust, and strengthen the position of the Uzbek banking sector in the international arena.

References:

1. Decree of the President of the Republic of Uzbekistan dated May 12, 2020 No. PF–5992 “On measures to reform and digitize the banking system”

2. Central Bank of the Republic of Uzbekistan. “Strategy for the introduction of digital technologies in the banking system”. – Tashkent, 2023.

3. Mirkiyamov, A. R. Banking: theory and practice. – Tashkent: Economy, 2021. – 356 p.

4. Kagan, J., & Molyneux, P. The Business of Banking. – Oxford: Oxford University Press, 2020.

5. World Bank. Fintech and the Future of Banking. – Washington, DC: World Bank Publications, 2022.

6. Basel Committee on Banking Supervision. Sound Practices for the Management and Supervision of Operational Risk. – Basel, 2021.

7. OECD. Digital Transformation in Financial Services.  – Paris: OECD Publishing, 2022.

 8. Singh, R., & Sharma, P. “Competency-Based Training in the Banking Sector: Global Trends and Practices.”  International Journal of Bank Marketing, 2021, Vol.  39(4), pp.  567–589.

 9. Ernst & Young.  Global Banking Outlook 2023. – London: EY, 2023.

 10. European Banking Authority.  EBA Guidelines on ICT and Security Risk Management.  – EBA, 2022.

I am Eshmurodova Sevinch Bahrom qizi, born in 2006 in the Kamashi district of the Kashkadarya region. Between 2022 and 2024, I studied at the Academic Lyceum of Karshi State University in the “exact sciences” department and successfully graduated. In 2024, I was admitted to Karshi State Technical University and am currently a 1st-year student at the Faculty of Economics and Management, Banking Department. In my free time, I play sports. I am a 3-time champion of Uzbekistan. I have also taken the honorable 1st place in Tashkent several times. In addition, I have won the Rector’s Cup several times. Currently, I am running an online business at home. I make tiaras for girls. I take an online course in Turkish. My goal is to open a training center in the area where I live, in agreement with the governor.  I would like to pay special attention to Turkish, Russian, mathematics, and robotics at the center.

 INTERVIEW YOUR CHARACTERS

                      A Personal Essay

                                  By Author/Playwright Linda S. Gunther

  The plot for a potential story can sweep into my consciousness without me intentionally trying to manufacture one. For example, my latest protagonist, Laura Styversant, appeared in a vivid dream I had one night. I awoke, grabbed pen and paper, and started to outline the story based on my dream.

The protagonist I started to sculpt in my head, was a sassy, salty, routinely cynical 51-year-old San Francisco Bay area female private investigator (P.I.) who had everything go wrong in the last year, including a bad car accident which resulted in a broken arm, a fractured ankle, and two cracked ribs. After a slow four-month recovery period she gets back into the P.I. game with a ritzy senior corporate executive male client, Daniel Sarnoff. It’s a challenging case for Laura. Her mission is to locate the man’s ex-wife, who suddenly disappeared, and find out what she did with the stacks and stacks of money, a huge nest egg they hid together inside the master bedroom wall of their Long Island house.

Although Laura, my character, is physically back on her feet from injuries, there are complications in this new case, and her anxiety is off the charts. The client, Daniel Sarnoff, has gone missing. He doesn’t answer her calls. He’s not at home where he’s lived for twenty years. His mail is piling up. And he’s nowhere to be found. Laura thinks that he’s likely intentionally ghosting her. Or is it something else? He’s already paid her a hefty “up front” fee up but Laura despises unfinished business and so, she becomes obsessed with finding him.

Remember, this all came from a dream I had; one of my treasure chests for surfacing potential plot concepts when I want to start a new project.

In the midst of designing the skeleton of this new story, possibly a novel, I decide to attend a webinar focused on Crafting More Compelling Characters.

The webinar’s presenter opens with posing this question:

“Do you interview your characters?”

She goes on to say, “As a writer, you want to find out everything about your lead character; likes, dislikes, fantasies, fears, joys and more, more, more! The only way to do that is to ASK THE DIRECT QUESTIONS. Just pretend you’re interviewing them across the table. And, go deep.”

My mind swirls as I listen to this wisdom. When I exit the webinar, I immediately list specific interview questions to ask Laura Styversant, the protagonist that I’m creating. I come up with ten questions:

1. Laura, what motivated you to become a private investigator? 
2. Do you wish you’d chosen a different line of work? As a child, what did you want to be when you grew up?
3. You seem cynical about life and a bit sassy, maybe edgy. What happened in your life to shape you this way?
4. Who is the one famous person you’d like to have dinner with? Anyone – alive or dead? Why does that person appeal to you?
5. What creeps you out, scares you, makes you nervous?
6. What would an ideal day for you look like? An ideal location for you anywhere in the world?
7. What family member do you most admire? Connect with? What is it about them? 
8. What one thing or accomplishment would you like to leave as your legacy? 
9. What secrets do you carry from childhood? high school? Your twenties? Something you don’t want anybody to know.
10. When did you have your first kiss? What was the experience like?

This list was easy to create because I was totally curious as to how Laura would respond.

These questions helped me get “inside” Laura’s head, and that is exactly where I wanted to be.

Visit Linda S. Gunther’s website to read 52 weeks of her WRITE-BYTES BLOG which features Tips for Writers of All Levels and Genres.

Website: www.lindasgunther.com

AUTHOR BIO: 

Linda S. Gunther is the author of six published suspense novels: Ten Steps from the Hotel Inglaterra, Endangered Witness, Lost in the Wake, Finding Sandy Stonemeyer, Dream Beach, and Death is a Great Disguiser. Her memoir titled A Bronx Girl (growing up in the Bronx in the 1970’s) was released in 2024. Her short stories and book reviews have been published in a variety of literary journals across the world. Linda’s short plays, Listen While You Work, Divided We Stand, and Waiting for Magic are being produced and performed in 2025 at theaters located in New York, Napa Valley, CA and in the Monterey Bay area in Northern California.

Oranjestad, The Orange City by the Sea

Prose Poem Belles Lettres Reports 

(from The Aruba Journals, August 2025)

for Tara

by Brian Michael Barbeito 

ONE

A Story of Flora and Fauna Fine and Fantastic 

The ascended sun putting the night to sleep. At the evening walking, a frightened stray dog ran incredibly fast past us to pause down a dirt road looking for its way into the verdant shrubbery and trees where it lived. What was it running from? It was grey and black, big,- and that poor guy or girl, we thought, w/out a forever home, more alone than so many. 

The Spanish style terra cotta roofs wait across the way, and they and everything receive the early afternoon sun. Hot. Humid. Breezy. Fine grain sands and long wide beaches, two silver fish came in near my legs and looked around at the shallow world briefly. My God how much like paradise with the turquoise waters gently rolling around under azure sky sometimes holding puffy white cumulus clouds. It had rained but the land is magnanimous and forgives such things quickly,- transitioning back to normalcy. 

Tans. Supermarkets. Many different cultures looks and languages from all over the world because the sea and the sun is most certainly the world ‘word,’ the earth cosmopolitan-language that all agree on. Several languages…English, Spanish, Portuguese, French, Dutch, Papiamento. 

Blue gecko lizards. Palm fronds. Glimmer of light upon objects. The friendly cabbie. The plane in the sky, the slow moving cruise ship, the smaller vessels of the harbour and patio drinks,- beer, soda, Pina Colada. Flags flying in wind. Silver trinkets in the sun. Atmospheric serene. Walk and walk. Jump in the sea. Sit on chairs or in the sand. Conversations about the world and things,- talks w/friends. Pictures and prose poems home….

TWO

A Prose Poem for the Night, the Sea, the Sky and the Sun Scenic

The night is full, robust, obviously dark. From the balcony one can see shapes and there is some soft light upon the palm trees and stucco structures. 

Then the break into light, but it’s a quiet and such a minute break. It knows its way and does this every day, this daybreak, this ancient and new movement of existence. 

A bird begins to sing. Eventually more. A pelican arrives up the way as every day, in order to look at a certain set of balconies or the roof. Terra cotta condominiums, green fronds, potted trees, the Divi Divi trees, coastline, looking southwest for the trade winds that travel across the region. The parrot that arrives the first day to great Tara hasn’t been back, and though real is more like a spirit message, an auspicious sign of some sort. (Things like this often happen to her, especially w/birds. The birds sense her spirit and essence and like her very much). 

Walkers. Joggers. Workers. Awakening world. Bus. Taxi. Later perhaps the cruise ships docking. Electric bike. Electric scooter. Soft gentle breeze. Parachute pulled by motor boat. An elderly soul, a man, is walking towards the sea. I think now the sun has risen enough,- and it’s not too hot or oppressive in brightness and humidity, that I will begin to gather my things and also go to the ocean and into it for a little swim. Yes,- I’ll let the singing birds and curious but coy geckos be, and venture off to see the sea, the six o’clock hour sea…

THREE

Meditations on the Night and its Moon

Inside the night the clouds definitely moved in. They appeared to make a magical fluffy frame around the moon. Below, the stucco resorts, palm trees green lit by electric lights. More distant lights also. Then, it is the rain’s turn to act. Slow dawn and early morning showers. Then the perennial ‘torrential’ downpour, but that’s okay. The cars scatter. The trees become frumpy. The sand turns a darker shade, brownish. Maybe later it will stop and the bright rays of light will come again,- warm, nurturing, healthy, joyous, calm, kind,- 

Sitting for now though,- balcony way,- musing pensive philosophical inward in the outward, two birds come by making their morning rounds. It’s not that they are necessarily a sign and there for me,- for this is THEIR home, but…it’s nice they are not afraid of me,- don’t feel or see anything in my spirit that is acrimonious,- and look at me, walk right to my side and feet. 

‘I don’t have anything for you birds,’ I mention for fun,’ not this morning…’ it’s later I shall feed them, by palms and stucco walls where iguanas live also under that continual afternoon wind.

And they jump up and make the rest of the rounds. I gaze momentarily out. A sea of rain, mist, foggy-type atmosphere of the tropical arena of abodes and dwellings, restaurants and passageways to the beach, to the scenery of sand and sea. 

FOUR

Of Time, Travellers and the Beloved 

Rainy. The clouds have won today. That’s okay. A different atmosphere for the orange city by the sea. Verdant kelly green shrubs. Kittens. Lizards. Shapes in clouds moving. The flora and fauna need the rains. We still got to swim in the ocean. Tides changing and a plane. A pelican. Even the inland ants and little birds. Nice enough. Let’s take a walk after getting snacks and some change of clothes. 

Stucco buildings. Bright yellow flowers. Pink ones too. Tall palms. Pastel visions of structures light blue and green and orange. The shapes of buildings. Balconies. Breezes. A pontoon boat and a tour boat. The world there. Nice people. Sand. A shell, an old conch shell. Ghostly wind. The trade winds again that blow over the island entire and head south west. What’s this?- thunder- how interesting and different. Capricious weather- sun shade rain sun shade rain wind breeze calm. 

Interesting. I notice again how Tara is so beautiful,- a smile and dimples and shining eyes true and intelligent, curious, knowing. 

Love. We love the sea, also like an old true beloved soulmate. We love the sand, like the greatest and trusted of friends. And we love the sky, its sun and cloud, even its rain-like shroud…yes we love even the rainy sky, for so many reasons why! 

FIVE

Through Dawn, Rain, and Day

Dawn brightly announces itself and the winds that have remained travel through the worlds of verdant palm fronds and the stucco buildings. A blue lizard, a gecko, my favourite type, watches, plus a green one beyond. There is the pool, plus the green grasses where cats play and friendly tourists feed them.

Cruise ships bring in thousands of people but for the most part, the lands absorb them. Some noise and conversations. Many souls want to see the blue and turquoise sea, the white clean and clear fine grain that is somehow not even that hot to walk upon barefoot. 

Dusk, sun beginning a descent,- up steps across the way to a fine restaurant for pizzas and pastas, drinks like Cuban-style Mojitos, Sangria, and even plain water and Coke Zero. Of course coffee also. Nice. Many more souls. Italians. Americans. South Americans.  Canadians like us, plus others. Walk home after,- the darkened sea for nocturne beside us to the right, and the electric lighted buildings to the left. See the pool illumined by various lights electric. Then,- balconies and calm conversations plus soft music. 

Coffee. Tea. Water. 

What dreams will arrive via the night?- good or bad or mixed,- and,…these strange times marginal imaginations like when one floated in water earlier with ears covered by the sacrosanct sublime scene of sea…- staring up upon the clouds moving not fast or slow but just right with wizards gnomes people buildings spaceships spirits as if appearing then dissolving and travelling inland outland across to here-there-everywhere both north and south,- along and over this whimsical wondrous Orange City,———……

Authenticity Reigns Supreme

Voltaire wrote his first stage play

‘Oedipe’ whilst

imprisoned in the Bastille

… that’s what I deem

a fantastic call to Literary Arms.

We cut our own pathways

… there is nothing

‘groovy’ about imitation,

the greatest form of flattery

is admiration and appreciation.

My written lines are infused

with my character,

which has taken a lifetime

to create, a single (oftentimes

traumatic) notch/scar at a time.

I am as much my ‘Work’

as I am my intrinsic DNA…

and the deeper I dig,

like a Welshman mining coal,

the Clearer my Purpose becomes.

Cold Chips In Yesterday’s Newspaper

He used to be a ‘Hero’

… until she booted

him out, and moved

that Ex-Jailbird in.

Ran into a burning

house and saved

2 infants, years ago

… passed them

down from a window

to a mate in the yard.

Now, he kips in that

end bus shelter…

is always in the bins,

and bursts into tears

whenever anybody

shows him ‘Kindness’

… which is why

everyone has Stopped.

Mr. Brackets

Failing [Dismally] as a Puppeteer

… he took up Knife Throwing,

whilst waiting for Inspiration

to bring a new [Creative] Target.

“I once fell in love with a fallen

Chorus Girl I met in a bar,

one rainy afternoon in Lampeter.

She was on the run from London

… sloppy-drunk, yet still only

halfway between complete Ruin

and what she had [Once] been.”

There will be no ‘Permanency’

… if you surround yourself with

[Fleeting] people… ill-equipped

with a personality and character,

un-self-centred enough for Pillion.

Listening To The Blues Without The Blues

Standing out in the kitchen

writing a poem…

whilst in the background

John Lee Hooker’s

busy singing about being

10,000 miles away

from the woman he loves.

Meanwhile, my emotions

are calm and balanced…

I’m after ‘The Bag’,

gunning for advancement,

and carving a pathway

off into uncharted territory.

New Supply, And The Preparation of

“… we END with saying ‘Grace’

but begin with Murdering

ALL ‘Trust’ and warm

‘Feeling’ towards us… so as

to build up ‘Control’ properly.”

NEGLECT is a Weapon,

and Silence [when utilised

properly] is the cruellest

… Torture Chamber…

you can ‘Subject’ someone to.

“Is this going to hurt?”

… give no Clarification,

‘Anticipation’ is the Key to

Nightmare Doors Unimaginable…

Unapproachable [Invisible Barriers]

Fresh flowers every birthday

for the last 15 years…

and she still doesn’t know

it’s me who sends them.

Not the prettiest girl in class,

but without a doubt,

the sweetest… and those

‘Freckles’, melt my heart so.

The only time I got sent

in front of the Headmaster

was for sticking up for her

when that snivelling bully

hit her bag onto the ground.

I didn’t realise my own

strength… bloodied his

nose and shrunk his pride…

she gave me a Kitkat

in the dinner hall as thanks,

I STILL have the wrapping.

She’s been married twice,

although she’s single now…

and she’s the ONLY woman

on this damned planet,

I cannot Brave a ‘Smile’ for.

Polaris

Finding your own Personal

‘North Star’ is Paramount.

Success is oftentimes

achieved along the way

to attaining a Goal…

yet, the urge to hit a Target

still out of reach…

will keep you Battling on.

For decades I associated

with Life’s dispossessed,

the Vagabonds, Gypsies

and wayward Drifters…

it did provide ‘writing

material’, but also stunted

and slowwwwed me down.

I was lucky enough

to be born with Ambition,

‘Bigger Picture’ vision…

and with an endless thirst

for bettering myself

through Ritualistic Graft,

and ‘Intense’ Self-Learning.

Paul Tristram is a widely published Welsh writer. He yearns to tattoo porcelain bridesmaids instead of digging empty graves for innocence at midnight, this too may pass, yet. His novel “Crazy Like Emotion”, collection of shorter fiction “Kicking Back Drunk ‘Round The Candletree Graves”, and full-length poetry collections “The Dark Side Of British Poetry: Book 1 of Urban, Cinematic, Degeneration”, “It Is Big And It Is Clever: Book 1 of A Punk Rock Hostile Takeover” and “South Wales Outlaw: Book 2 of A Punk Rock Hostile Takeover” are all available by Close To The Bone Publishing.

Fourteen Lines

Thousands

with too many wounds,

bodies of stitches

hard to breathe,

earth quick rolling

sky sparks of war,

never ending

babies ready to march,

madmen mumbling

counting their gold,

drinking their mix

of death and blood,

they do not care of the innocent

only their lust for themselves.

Seven Lines

She’s over there with knees bent

her right jaw against the dirty floor

her arms behind her back

against her will

she died yesterday

the rich laughing

between the explosions of their wars.

Three Lines

Drone swarms

becoming alive

without hearts.

Too Late to Count

Someone lighting the last fuse….

Discipline as a social event and pedagogical process: The statute of pre-school education in Uzbekistan and the role of it in bring up kids.

Student of Andijan State Institute of Foreign Languages

Faculty of English Philology, Teaching Methodology,

 and Translation Studies, Nazarova Moxiniso

Muhammadaliyevamohiniso2003@gmail.com

Abstract: This article examines discipline as a pedagogical and social phenomenon in Uzbekistan’s pre-school education system. It explores the impact of legal statutes, teaching practices, and cultural values on children’s behavior and moral development. Emphasis is placed on the interaction between educators, families, and institutional frameworks. The study highlights how consistent routines, positive reinforcement, and respectful communication shape early childhood discipline. It argues that discipline is not punishment, but a means to guide children toward empathy, self-control, and responsible citizenship. The article provides practical insights for educators and policymakers aiming to improve disciplinary approaches in early education settings in Uzbekistan.

Keywords: Discipline, early childhood, preschool education, Uzbekistan, pedagogy, legal statutes, moral development, behavior, upbringing, socialization, child psychology, communication, teachers, families, routine, self-regulation.

Аннотация: В статье дисциплина рассматривается как педагогическое и социальное явление в системе дошкольного образования Узбекистана. Анализируются влияние нормативных актов, педагогической практики и культурных ценностей на поведение и нравственное развитие детей. Подчеркивается взаимодействие между педагогами, семьями и институтами. Исследование показывает, как постоянный режим, позитивное подкрепление и уважительное общение формируют дисциплину в раннем возрасте. Доказывается, что дисциплина — это не наказание, а средство воспитания эмпатии, самоконтроля и ответственности. Статья содержит практические рекомендации для педагогов и разработчиков политики в области раннего детского воспитания.

Ключевые слова: Дисциплина, ранний возраст, дошкольное образование, Узбекистан, педагогика, законодательство, нравственное развитие, поведение, воспитание, социализация, детская психология, общение, учителя, семьи, режим, саморегуляция.

Annotatsiya: Ushbu maqolada intizom O‘zbekiston maktabgacha ta’lim tizimida pedagogik va ijtimoiy hodisa sifatida tahlil qilinadi. Bolalarning xulqi va axloqiy rivojiga qonunlar, tarbiyaviy amaliyotlar hamda madaniy qadriyatlarning ta’siri o‘rganiladi. O‘qituvchi, oila va muassasalar o‘rtasidagi o‘zaro hamkorlik alohida e’tiborga olinadi. Intizomni shakllantirishda muntazamlik, ijobiy rag‘batlantirish va hurmat asosidagi muloqot muhim rol o‘ynashi ko‘rsatiladi. Maqolada intizom jazolash emas, balki bolalarni empatiya, o‘zini boshqarish va ijtimoiy mas’uliyat sari yo‘naltiruvchi vosita sifatida baholanadi. Amaliy tavsiyalar pedagoglar va siyosat ishlab chiquvchilar uchun keltirilgan.

Kalit so‘zlar: Intizom, erta yosh, maktabgacha ta’lim, O‘zbekiston, pedagogika, qonunchilik, axloqiy rivojlanish, xulq-atvor, tarbiya, ijtimoiylashuv, bolalar psixologiyasi, muloqot, o‘qituvchilar, oilalar, tartib, o‘zini boshqarish.

Introduction

Discipline is a fundamental component of any educational system and a key mechanism in shaping children’s behavior, values, and attitudes from early childhood. In Uzbekistan, pre-school education serves as a foundational stage in which discipline is introduced not only as a social necessity but also as a pedagogical aim. Pre-schools are often children’s first formal social environment beyond the family, making them vital platforms for social and moral education. Here, discipline evolves beyond mere obedience to become a holistic process that fosters emotional, moral, and cognitive development. This article examines how discipline operates within the legal and educational framework of Uzbekistan’s pre-school system and evaluates how educators and parents collaboratively instill socially responsible behavior in children.

Discipline in educational theory is generally regarded as the structured means by which children learn self-regulation, acceptable behavior, and respect for social norms. Prominent educational thinkers such as Rousseau, Dewey, and Vygotsky offered unique interpretations of discipline. Vygotsky emphasized the social roots of development, arguing that discipline is acquired through interactions with adults and peers. Dewey viewed the school as a miniature society where children learn cooperation and responsibility through experience. These theories support the idea that discipline should not be punitive but should guide children toward internalizing values and developing autonomy.

From a sociological perspective, discipline is a process of integrating the individual into society. Children grow up surrounded by cultural expectations, and discipline helps them navigate these norms. In Uzbekistan, social traditions emphasize respect for elders, humility, and cooperation. These values are reinforced in pre-school environments, where educators model appropriate behavior and social expectations. Through structured routines, peer interactions, and guided play, children learn to internalize the behavioral standards of their community. Teachers thus act not only as educators but also as cultural transmitters.

Pedagogically, discipline aims to create an environment conducive to learning, cooperation, and personal growth. In Uzbek pre-schools, discipline is embedded in the structure of the day—through scheduled activities, routines, and consistent expectations. Teachers employ strategies such as positive reinforcement, storytelling with moral messages, and structured group activities to help children practice patience, empathy, and self-control. Discipline is seen as a proactive process where children are encouraged to understand the consequences of their actions and learn problem-solving skills through guided reflection.

Teachers in Uzbekistan’s pre-school institutions are central to implementing effective disciplinary strategies. Their training includes modules on developmental psychology, behavioral management, and conflict resolution. Teachers are encouraged to use age-appropriate, respectful methods to guide behavior, such as storytelling, songs, role-play, and visual cues. A key component of their role is emotional modeling—children observe how teachers react to stress, resolve disputes, and interact with others, and they often mirror these behaviors. Thus, teachers must demonstrate calm, fairness, and empathy to foster the same in their students.

Discipline is most effective when schools and families work in harmony. In Uzbekistan, there is strong cultural emphasis on family involvement in child upbringing. Parents are regularly engaged through meetings, home-school communication diaries, and parenting workshops. Many families uphold values that align with school expectations, such as obedience and community orientation. However, discrepancies between traditional parenting methods and progressive educational approaches can create tensions. For instance, some parents may expect stricter discipline, while schools promote positive, non-punitive strategies. Effective collaboration and family education programs help bridge these differences.

Modern educational philosophy increasingly supports child-centered approaches that emphasize positive discipline. This method focuses on understanding children’s perspectives and guiding their behavior through dialogue and empathy. In Uzbek pre-schools, positive discipline might involve allowing children to make simple choices, engaging them in rule-making, and encouraging peer-to-peer problem-solving. For example, instead of scolding a child for interrupting, a teacher might explain the importance of taking turns and praise the child for showing patience. This encourages internal motivation and fosters emotional intelligence.

Field observations in various Uzbek pre-schools illustrate the practical application of discipline in everyday learning. In one example, teachers used a “feelings corner” equipped with toys and emotion cards to help children express their moods and resolve conflicts. Another school implemented a peer helper system where older children modeled appropriate behavior for younger ones. Daily routines included storytelling sessions focused on moral lessons, cooperative games, and structured transitions between activities. These practices show that discipline is not treated as a separate activity but is integrated into the overall learning process.

Despite progressive policies and practices, several challenges remain in implementing effective discipline. Large class sizes can make individualized attention difficult. Some teachers, particularly in rural areas, lack access to continuous professional development in child-centered techniques. Furthermore, traditional disciplinary methods such as verbal correction or shaming still persist in some settings. Without strong monitoring and support, it can be difficult to shift from authoritative models to more empathetic, educational approaches. Addressing these issues requires policy enforcement, teacher training, and cultural awareness.

Discipline within Uzbekistan’s pre-school education system serves as both a socializing agent and a pedagogical foundation. It reflects cultural values, legal standards, and educational goals aimed at raising morally responsible, emotionally balanced, and socially aware children. With ongoing reforms and greater collaboration among educators, families, and policymakers, discipline can continue to evolve toward more compassionate, child-centered practices that support holistic development.

References

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As an educator, Nazarova Moxiniso is deeply interested in preschool pedagogy, child development, and innovative teaching practices that support holistic education.