Just as every nation has its own customs, traditions, and culture, it also has its unique national attire. This clothing is not merely a garment, but a reflection of a people’s history, aesthetic values, taste, and way of life. That is why national attire is rightly called the pride of a nation.
National clothes are an invaluable heritage passed down from generation to generation. They represent the identity and uniqueness of each nation. The traditional Uzbek attire — made from fabrics like atlas, adras, zarbof, and beqasam, adorned with colorful patterns — beautifully showcases our people’s refined taste and deep appreciation for delicate art.
Uzbek women’s garments stand out for their elegance and ornamentation, while men’s clothing — such as doppis (skullcaps), belbogs (sashes), and yaktaks (robes) — symbolize loyalty, resilience, and honor. Each region’s unique clothing style — the Andijan doppi, Bukhara atlas, Qashqadarya yaktak, and Khorezm’s embellished coats and robes — further enriches our national diversity.
Wearing national dress is not merely about decorating oneself; it is about honoring our history, culture, and values. Today, it is heartening to see our youth wearing traditional clothes during celebrations, weddings, international festivals, and cultural events. This reflects the emergence of a generation that remains loyal to its roots and proud of its identity.
Therefore, as the younger generation, we must cherish our national attire, value it, and wear it with pride. Because national dress is not just fabric — it is the visible form of the love we carry in our hearts for our homeland.
My name is Ermatova Dilorom Baxodirjonovna, born on May 3, 1998, in Asaka district, Andijan region. My family is an ordinary family, and we are five members in total.
My father worked as a brigadier at “GM-Uzbekistan” and is now retired. My mother is a housewife. My older brother works in the press service department at “GM-Uzbekistan.” My younger sister is a second-year student at the “Abu Ali Ibn Sino” Public Health Technical School in Asaka.
I graduated from Asaka district’s 55th general education school in 2015. In 2015, I enrolled in the Pedagogical College in Asaka district, specializing in “Machine Drawing and Painting,” and graduated with a red diploma. Unfortunately, I was unable to continue my education at the university, so after completing college, I submitted documents for external studies at the “Public Health” technical school, specializing in “Nursing.”
I graduated from the technical school with excellent grades and currently work as a nurse at the Asaka District Maternity Complex.
I have many interests, including drawing, making toys and clothes from yarn, creating things from cardboard, and sewing. I also enjoy writing poetry. I never stop learning and working on self-improvement. Currently, I am in the process of learning Turkish and Korean languages.
Born in 2011 in Samarkand region, Sitora Sodiqova is a student of the 2nd general secondary school of Yangiyol city, Tashkent region. She’s 13 years old and was awarded a medal by the State of Egypt and a golden badge statuette for being Researcher of the Year for 2024.
Her creative works have been published in more than five countries and she’s mentoring about 30 students. She’s won one million vouchers for her courses, more than 200 international certificate diplomas, and Turkey issued an invitation to her in Bukhara region.
Her books are now available in over 20 countries, and her works have been published in German magazines and newspapers Morning Star and Bonfire.
EMOTIONAL DEVELOPMENT CHARACTERISTICS OF CHILDREN IN EARLY CHILDHOOD
Chorshanbiyeva Gulnoza Akrom qizi
2nd-year student of Applied Psychology
Mirzo Ulugbek National University of Uzbekistan
Scientific advisor: Farhod Rahmatullayev
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Annotation
This article examines the emotional development processes of children aged 1.5 to 3 years, highlighting the emotional states typical for this period and the socio-psychological factors that shape them. Based on research, it explores the quality of emotional bonding with parents and its influence on the child’s psychological development.
Early childhood is considered to span from approximately 1.5 to 3 years of age. During this stage, children undergo rapid physical, psychological, and social development. The once helpless and inactive infant quickly transforms into an active, cheerful child who begins to interact with adults, grasp and use objects, and explore the surrounding world. Children observe their environment, touch and examine objects, respond to sounds, and attempt to replicate those sounds themselves. They also begin to form emotional connections with their mothers and close caregivers.
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Main Part
From the very first months of life, a child’s emotional development begins to take shape. By two months old, an infant can distinguish their mother’s face and voice from others. From 2–3 months, the child begins responding to their mother’s smile or laughter with their own smiles and physical movements. By 3–4 months, the child tries to express their desire to see, hear, or speak with their loved ones. At 8 months, infants show anxiety when placed in unfamiliar environments or in the hands of strangers, often expressed through crying. This anxiety tends to gradually decrease by the age of 14–18 months.
Early childhood is a crucial period in personality development. At this age, children’s actions are primarily driven by emotions rather than deliberate thought. Their behavior can be highly variable—for example, a child may quickly shift from crying to calmness. During this time, children form feelings of love and affection toward their caregivers and strive to receive praise from them. They develop a deep emotional attachment to their parents, often showing obedience and discipline. This strong bond helps meet the child’s fundamental emotional needs and reduces anxiety. Children who feel secure with their mothers become more active and curious about their environment. They also learn and internalize their own names, often defending them and resisting being called by another name. The way adults interact with the child during this period lays the foundation for the child’s self-awareness as a unique individual.
Emotional development is an integral part of psychological growth. It involves the child’s ability to recognize, express, and regulate their own emotions, as well as to understand and appropriately respond to the emotions of others.
Early childhood serves as a fundamental stage in emotional development. During this period, children begin not only to recognize their feelings but also to learn how to express and manage them. It is essential that close adults provide a caring and emotionally supportive environment during this stage.
Emotion is a psychological state that reflects a person’s internal response to external events and stimuli.
Emotional regulation refers to a child’s ability to identify, express, and manage their emotions, including controlling anger.
Emotional bonding is the affectionate, emotionally close relationship formed between the child and the caregiver (usually the mother or teacher). This bond fosters a sense of safety, emotional resilience, and forms the foundation for future social and emotional adaptability.
Psychological safety refers to an environment where individuals feel secure enough to make mistakes, ask questions, propose new ideas, or express opinions without fear of judgment. It implies a climate of mutual respect and trust, enabling individuals to unlock their full personal potential.
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Conclusion
Early childhood is a sensitive and crucial stage in laying the foundation for a child’s emotional life. During this period, the child learns to understand, express, and regulate emotions. A nurturing, attentive, and trust-filled environment is the key to fostering emotional maturity.
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References
1. Janpeysova, Ibragimova. Child and Adolescent Psychology. Tashkent, 2020
Chorshanbiyeva Gulnoza Mirzo is a 3rd year student of the Faculty of Social Sciences, Applied Psychology, National University of Uzbekistan named after Ulugbek.
