Memoirs of Jumaboy Allaberganov
(Recorded by his granddaughter Muxlisa Khaytbayeva)

First of all, I must say that it gives me great pride to speak about our intelligent friend and contemporary, Omon Matjon.
Omonboy and I studied at the same school. He was a very diligent student, passionate about literature and history, and loved reading books. I can’t recall a time when Omonboy was just idly playing in the streets. He was always seen flipping through a newspaper or a book. He would somehow persuade his father to buy him new books, no matter how difficult it was.

He constantly engaged our school’s history teacher, Mr. Do’simmat, with various questions and eagerly sought answers. This curiosity is clearly reflected in the works he wrote later in life.
He loved his homeland deeply and beautifully expressed the history of Khorezm through legends and stories.

Thanks to his great talent, Omonboy earned everyone’s respect while still in school. His poems and articles regularly appeared in the school’s wall newspapers. Nearly all the students knew his creative works by heart.

He quickly became the pride of our school. His first poem was published in the district newspaper under the title “The Fish and the Rotten Net”:
The fish and the rotten net,
Quarreled hard, you bet.
Said the net: “Hey fishy boy,
You’re in trouble, you’ve lost your joy…”

After that, his poems began to appear in various publications one after another.
Even during his military service — this must have been in the 1960s — his poems were published in the journal “Sharq Yulduzi” (Star of the East).
All of us peers felt great pride in his achievements and rising fame among the people.

Omonboy entered the world of literature in 1965–66. To see him sharing the stage with such great poets of the time as Abdulla Oripov and Erkin Vohidov, enriching the literary garden, was a double joy for all of us.
Today, Omonboy is known to the entire nation as Omon Matjon. He became a prominent representative of the Matjonov family from the village of Bog‘olon, and through his work, he made our village known around the world.

His poems quickly gained popularity.
Who from our village does not remember the following lines?
“Even if autumn strews the roads with leaves,
Even if snow covers the whole world,
Even if spring bursts forth with joy,
One day, I will cross your door.”
With his sharp pen and rich creative legacy, he continues to delight our people.

At the same time, Omonboy played a key role in planting fruit trees over nearly 500 hectares of land in our village, helping transform Bog‘olon into a true land of orchards.
In 1988, we brought fruit saplings from Andijan and together established the “Yoshlik” (Youth) Orchard. It was during this time that I truly realized just how deep his respect was for his birthplace and native village.
Overall, Omon Matjon has been serving our nation and people with great devotion through his noble deeds.
The library operating in our village today also bears his name. He has gifted readers a vast spiritual legacy.

As a People’s Poet of Uzbekistan and winner of the Hamza Prize, our fellow villager Omon Matjon has become a beloved and respected figure thanks to his diverse creative activity and great achievements.
In my opinion, when Omonboy writes about our village, it feels as though he is putting into words the emotions and thoughts we ourselves could not express — and doing so beautifully, simply, and most importantly, deeply.
That is why we hold such deep respect for creative people.
There is no doubt that his works will live on forever and will continue to hold a special place in the hearts of readers.

Khaytbayeva Mukhlisa Mukhtorovna was born on July 11, 2004, in Yangibozor district, Khorezm region, Uzbekistan. She is currently a third-year student at the Faculty of Philology and Arts at Urgench State University, named after Abu Rayhon Beruni.

Inspired by the photos of Eugene Meatyard

Abstraction: chalk with nails

lying one against the other

amid layers of dust

settled beneath eraser clapped,

chalk marked

board,

both nail and chalk

ten penny sized,

one blunt & reused many times,

the others hard & permanent,

unscathed

& a child’s hand nearby

poised to choose

one or the other

Boy wearing white mask beneath broken mirror

hung at adult height

for easy viewing

what is no longer there

The boy’s horror mask

conceals what he might be

feeling,

creates the suggestion that

something might lie

beneath

or within:

the boy and the image

of the boy

wearing a white mask beneath a broken mirror

in a marked

for demolition

home

Two boys, one seeing through a hole in the wall

the other

in profile

in another ruined room

The peeling wallpaper,

the dropped ceiling

where someone fell through,

random piles of dust and debris

broken shards of glass

for trapping the sun’s last light

Boy holding shard of glass before face

When a mirror breaks

where do all

the images it once

contained go?

Are they set free to wander as memories

or is their liberation a kind of

banishment?

A punishment for trusting

such an inconstant medium

as glass?

Only the boy holding a shard

of glass before his face

knows

Boy with two rubber masks climbing rock

one covering his face,

as he climbs

the rock wall,

finger tips grasping

the next hold,

right leg testing where

the left one should go,

the other mask

hanging from a belt loop

in his pants,

its features drawn,

deflated,

as the empty eyes sockets,

nose holes,

the downturned mouth,

with no words left to express

Romance for Ambrose Bierce #3

after Gene Meatyard

Deliberately placed about

the outdoor scene are

painted numbers like

evidence cards for forensic

reasons like markers at a crime scene

randomly spaced on these

rude wooden viewing stands,

bleachers for outdoor events

children dressed for this late Fall

afternoon’s entrainment

wearing sweaters, corduroy pants,

jackets, turtlenecks relaxing,

waiting for second half, quarter,

next event, whatever follows once

shadows lengthen, their grotesque

rubber masks visible after dark

when nothing else is.

CLOTHESLINE IN THE SUN

Out in the garden, I tied the rope with firm knots,

saying this is where the sun falls best.

That pale blue line looked toward your window,

its blinds raised like watchful eyelids.

I brought out my cleanest poems in a woven basket,

and hung them—not laundry—into the warm, fragrant air.

Something stirred in my belly, thick as egg yolk;

I was hanging myself out there,

clipped beneath red clothespins…

Your windows closed their eyes.

Clouds gathered and groaned above my garden.

The poems were already soaked—

and I ran barefoot, unpinning verse by verse,

trying to save at least a line,

or that one word

the whole of life hangs on.

REVERSE METAMORPHOSIS

And when you say you first had reason

to thank your body for willful treason?

Or did you mourn that other, that butterfly,

when — without so much as notice or even sigh —

it abandoned its old miraculous flight,

its perfect poise, its gtrat spot above prospect or plight,

and in cocoon reverted again, in sudden fear

of losing all touch with all that should be dear?

FOUR-BODY SOLUTIONS

[C’est avec logique que nous prouvons et avec l’intuition que nous trouvons. – Henri Poincaré

Indeed, it’s by logic that we prove,

by intuition we discover.

To know how to criticize is good,

to know how to create is better,]

Logic. Intuition. And the third

magus offers imagination.

A poetry evolves from a word

by multiplying its dimensions.

Inspiration is the lightning flash

that unshadows sudden eternals

that had been hidden among the trash.

So the fourth horseman is external.

The interaction may be lonely.

Results may be humble as the wedge

or intricate as a symphony.

They may be ignored or widely judged.

The foursome is not always fertile

and indeed may compose a monster,

but their intimacy unriddles

the real and helps edge us onward.

PRE CURSOR POST

Blossom is the baptist

to a fruit called a christ.

Though definitely not moot,

the leaf is not the tree,

nor the branch, nor the root.

The It, not-yet datum,

exists beyond atom

and happens before eve.

The tree has origins

at the Where/When it ends.

MENOLOGION

(13 Oct, 16 Jul)

My band played polkas and jazzes

and I soloed on the cymbals,

but then I discovered Jesus

and confined myself to hymnals.

Because Edward the Confessor

presides over painful marriage,

I keep my saint on my dresser

to invigorate my courage.

Supported by my wife’s symbol,

I beg from my purgatory.

O, Our Lady of Mount Carmel,

extricate me from my fury.

My old musics live in my feet

and they animate my fingers.

Lord, amputate the Devil’s beats,

forever silence the dingers.

HERE, AFTER

Unless there is a somethingness

I won’t even see the black black black

…

Specific psychological and pedagogical characteristics of primary school students

Otabayeva Khusniya Sharofiddin’s daughter

Urgench State Pedagogical Institute

4st-year student of the Primary Education Department

Abstract. This article analyzes the characteristics of mental, emotional, and social development of primary school students, as well as their changing needs in the educational process. The article provides a practical analysis of teaching methods based on the specific developmental stages of students, their attitude towards learning, self-awareness, and communication characteristics.

  Keywords: developmental stages, needs, psychological characteristics, primary school, students, activity.

Each age stage is characterized by a special position of the child in the system of relations accepted in a particular society. Accordingly, the lives of children of different ages are filled with specific content: special relationships with surrounding people and specific activities that lead to a certain stage of development are determined. The initial period of school life occupies an average age range from 6-7 to 10-11 years (1st-4th grades). This period is associated with increased physical and mental stress, the expansion of the child’s social boundaries, and adaptation to society. The child evaluates themselves and their abilities differently, experiences another crisis, and learns to be an independent and responsible person. In elementary school age, children have significant developmental reserves.

In primary school age, significant changes occur not only in the physical development of the child, but also in mental development: the cognitive sphere qualitatively changes, personality is formed, and a complex system of relationships with peers and adults is formed. The transition to systematic education places high demands on children’s mental activity, which is still unstable in young students, with low fatigue resistance. Although these indicators are increasing with age, in general, the productivity and quality of work of younger schoolchildren is half the corresponding indicators of older schoolchildren.

Leadership in primary school age – educational activity. It determines the most important changes occurring in the development of the psyche of children of this age. As part of this activity, psychological neoplasms are formed, which characterize the most important achievements in the development of younger students and are the basis for ensuring development at the next age stage.

Primary school education plays an important role in the mental, emotional, and social development of students. Students of this age are not yet fully aware of their psychological and pedagogical potential in many ways, but they are in a stage of rapid development, learning new knowledge, communicating, and adapting to the social environment. Therefore, studying the psychological and pedagogical characteristics of primary school students and taking them into account in the educational process contributes to the effective work of teachers [3]. Through this, teachers can achieve many results.

An important place is occupied by the process of psychological growth of primary school students, their worldview, interests, and attitude towards learning. At the same time, from a pedagogical point of view, special methods and approaches are necessary in teaching students. During this period, students develop independent thinking, concentration, and the ability to express their thoughts, which increases the effectiveness of the educational process [1]. If these aspects are developed, their creative abilities will also be formed.

Taking into account the psychological characteristics of primary school students in the educational process accelerates their emotional and mental development. This, in turn, increases students’ interest in learning, strengthens their learning motivation, and facilitates their social adaptation. Also, the correct choice of pedagogical approaches and their application in accordance with the individual needs of students ensures their comprehensive development. These processes guide Therefore, the study of the psychological and pedagogical characteristics of primary school students remains relevant for the development of today’s education system. This topic contributes to the improvement of teachers’ pedagogical skills, as well as provides the necessary knowledge for more effective and successful organization of the educational process [1]. Therefore, the approach of teacher-educators to working with students, taking into account such characteristics, increases the effectiveness of the educational process: social, spiritual, and intellectual development.

In conclusion, the study of the psychological and pedagogical characteristics of primary school students not only contributes to the quality education of students, but also allows teachers to understand the process of student development and contributes to the further improvement of the education system.

References:

1. Farhodova S.S “Psychological and pedagogical characteristics of primary school students” “Journal of science-innovative research in Uzbekistan” -2025. – Pp. 332-339.

2. Abdullaeva N, “The Role and Importance of Psychology in Primary Education” Tashkent: Uzbekistan Psychologists Association – 2019.

3. Mammadov F. “Features of Psychological Development of Primary School Students.” Tashkent: Science and Technology – 2018.

4. Tuliyeva D.A. “Organization of the Educational Process Taking into Account the Psychological Characteristics of Primary School Students” “Best Intellectual Research” – 2024. – Pp. 176-180.

I NEED YOU, I NEED YOU

(Keragim San, Keragim Sen in Uzbek)

I need you in my life,

If you only knew, you are my heart,

When will I get tired of you?

I need you, I need you.

Your laughter makes me happy,

Your flirting is so much, it’s killing me,

Tell me, what will happen to me without you?

I need you, I need you.

You are the reason I live,

You are the love of my heart,

You are the answer to my wish,

I need you, I need you.

I am burning with jealousy,

I am more excited than anyone,

I am your lifelong companion —

I need you, I need you.

You are the one my Lord has given me,

You are the one I saw when I opened my eyes,

You are the one I found peace of mind with,

I need you, I need you.

May happiness also be our desire,

The last breath before parting,

Three days have passed, don’t worry —

I need you, I need you.

My Friend

A world wrapped in beauty,

Nature’s gift is endless and free.

My friend, tell me — why so silent?

You were created, undoubtedly, to be.

Be grateful, stand in prayer,

Recite remembrance and blessings each day.

To our Lord, a thousand times,

Send endless praise without delay.

Have you never stopped to ponder

The reason why you were born here?

Strive for the gardens of Paradise —

Now is the time to act sincere.

I am Dilnoza Islamova, born on February 21, 2008, in the Tortkul district of the Republic of Karakalpakstan. I am currently a school student. I have actively participated in numerous projects organized both at school and on social media platforms, and I continue to be involved in such activities to this day.

During my time at school, I have taken part in various academic olympiads, competitions, and creative projects, demonstrating my knowledge and talent. I have a particular interest in literature, English, and computer science. Additionally, I actively engage in social media initiatives that aim to promote positive thinking, spirituality, and a love of knowledge among young people.

In the future, I aspire to work tirelessly on improving myself and to become a highly qualified specialist who contributes to the development of my country and the well-being of its people.