Reap the Harvest

 


Emptiness.  Unfilled shelves and barren

cupboards stared back at me.  The win-

dows had been smashed in when they

couldn't get through the door.  Shards of

glass littered the muddy carpet.  Not a

trace of food was left and every precious

bottle of water taken; the tap hadn't work-

ed for months so we were left with literally

nothing. They even took my mother's

insulin.

 

The baby was crying, eager for the milk

that they had stolen.  At least they hadn't

harmed the small children, or the elders. 

My husband's arm was broken when he

resisted, but all in all our injuries were light. 

They could have killed us all.  And then

burned the house to the ground.  It's hap-

pened before.  However, they knew we would

get more provisions and that they could re-

turn at their own convenience.

 

Of course they raped me and my teenage

daughters, but they didn't kidnap one of

them.  Probably they were unwilling to share

their loot with captives.  Very prudent on their

part, I thought emptily.  They were a roving

gang of mostly young men and women, mar-

auding from town to town, one household to

the next, as if they were reaping a harvest:  of

food, money, medicine, anything they needed,

anything they wanted.  Then they left.

 

Next, I prayed aloud.  I asked God that none

of the women would become pregnant from the

assaults.  And that the children would overcome

the shock that the bewildering attack had caus-

ed them.  Had caused all of us.  And finally, I

prayed that for a change, the crops would grow

this year; that John could find work; that the

drought and the plague would be over and that

the wildfires and the war would end.  I prayed till

I was hoarse and had run out of breath.

 

It was a lot to ask for, a tall order, but after

all, what other recourse did we have?  The

government had been dysfunctional for

years and now distributed food and medicine

only twice a month.  Yes, I decided, if I were

a gambler, I'd have to bet not on politicians or

police or the warm heart of a stranger, but on

a higher power, so-called.

 

We had to wait three days before a doctor could

set John's arm.  We got more milk for the baby

but once again all our clothes hung a little looser

on us.  The new year is just four days away.  It'll

soon be 2028 and I truly believe that it will be a

better year all around.  It must be.  After all, it is

an election year.
 

 

 

 

Adah and Me

 

I was wakened by the touch

of Adah's small hand on my

shoulder. She whispered,

"Miriam, the rockets are

falling again."

 

I sat up, to find the stone walls

shuddering, wondering how I had

slept through the bombardment.

One can perhaps get used to

anything, I suppose.

 

The Israelis told us to go

south, but my grandmother

couldn't walk and we couldn't

find anyone to help us, so

we stayed with her. Last

week, Jida was killed in a

missile strike, so Adah and

I are alone now.

 

I don't know where the

rest of my family is. My

parents and my two

brothers. There's just

Adah, six years old, and

me. I'm thirteen -- just

today!

 

It's amazing how you

can forget what's

ordinarily so important

to you. There won't be

a party.

 

There's little clean water

and almost no food. The

nahibs have taken

everything. I don't

understand; they are

Palestinians like us -- but

not like us, I suppose.

 

I want to take Adah and

go back home. But, there

is no home remaining.

Just the rubble.

 

 

 

 

I Held My Breath

 

 

We had been crowded into a low-ceilinged

room the size of a small church.   Cement

walls and floor.   The soldiers had confis-

cated all our clothes, our shoes, what jewel-

ry and personal effects that had remained

with us.  Most of it had long ago been

bartered away for food or clean water or

other privileges scarce in the compound.

 

We were completely naked:  the men, the

women, even the little children.  Our heads

had been shaved.  Rumor had it that the

Huns stuffed their pillows and mattresses

with our hair.

 

The room was entirely vacant but for the

human bodies; our pale white flesh was the

color of a fish’s belly, and we were stuffed

into the room like oysters into a turkey.

 

We had all been shipped to the death

camp--Todeslager--like cattle to the

slaughter, in box cars, with no food or

water.  With scarcely enough room

to breathe.  Once or twice a plane flying

overhead had strafed the train with

machinegun fire.  Perhaps our own

brave pilots.

 

There were no youths or middle aged men

and women; they had all been absorbed into

the vast slave labor network the Huns oper-

ated.  Only the crippled, the maimed, the

feeble and the old, like myself, were here,

save for the very young, who weren’t hardy

enough for slave labor.

 

We were in Treblinka.  It was June, 1943

and the rumor was that the camp would

be closed soon.  We had no room to lay or

sit or even turn around.  We were like the

kippers that were packed in oil or mustard

and that the inmates in labor camps--the

Arbeitslager--got from the Red Cross.  At

Treblinka we never received our kippers.

There were nothing but rumors flying

throughout the compound:  I had heard it

said that the German women made lamp

shades with our skin.

 

Some of the old men stared up at an aperture

in the ceiling, about a foot and a half over our

heads.  That, they said, was where the Ger-

mans would deposit the Zyklon B, the poison

they would gas us with.  The Commandant,

addressing the prisoners some time ago, had

bragged that superior German industry had

created many wonderful things.  This was per-

haps the example he had in mind when he

said that.  He had seemed very proud.

 

One of the younger of the men had been a

helper, removing the bodies from the chamber

after the gas had dissipated.  After everyone

was dead.  He told us all about how it worked. 

The poison--prussic acid--he said, worked fast. 

There would be a rattling over our heads, in the

chute that the poison was fed into.  Someone,

he said with a grotesque grin, always tried to

keep the pellet from descending.  But fall it

always did.  For his labors he had received

an extra crust of Brot.

 

We waited.  And waited.  Suddenly there was a

clattering overhead, in the chute.  The pellet of

Zyklon B was descending.  A tall man, as if act-

ing a part in a movie, attempted to prevent the

pellet from falling, where it would crack open and

then dissipate in a cloud of murderous vapor. 

His hand slipped.  Suddenly, a large white pellet

crashed to the floor, burst open and a deadly,

diaphanous cloud rose up.  A woman cried out.

The lethal “showers” had begun.  I held my

breath.

“Eastern woman’s enlightenment”

     Woman! Ever since humanity appeared on earth and recognized itself, this mysterious and strange creature has not yet been defined and explained! Just as every soul discovers the feeling of love anew, definitions of women are updated every time and always. However, there is one divine truth that will never be forgotten and will never change – this is that the Creator created woman with the high status of MOTHER. That is why it is not for nothing that special emphasis is placed on the sacred and respectability of Motherland. For centuries, the cultural level and spiritual perfection of any society was determined by the attitude towards women. Honoring women and showing respect to them is one of the characteristics of the Eastern peoples, including the Uzbek people. The more the nation glorifies women, the more it is glorified. Here, in the words of Simone de Beauvoir, “They are not born as women, they are formed as women”, that is, the development of women’s intelligence is a product of the education she received in her youth and throughout her life.

In the Eastern nations, women were brought up with great attention and sophistication from birth. It would not be wrong to say that these traditions still continue today. Because we see the attention and respect for our women in every part of our society and our women are also a pillar for the development of the country to the extent that they are no less than brave men in every field, be it politics, society, or agriculture. we can witness that he is working hard. Because today, the efforts aimed at protecting the rights of women, helping to develop their intellectual and business potential, and encouraging their initiatives are creating a basis for the rise of the status of our sisters in the family and society.

Here, as an example, we can cite the fact that the “Irrigator girls” club has been operating in a small corner of this country at the agricultural institute, and it has managed to do a number of things before it has been long. This club aims to identify creative female students in the fields of science, art, poetry, sports, who are studying at the Karshi Institute of Irrigation and Agrotechnologies under the initiative of the head of this institute Z.Z.Mukimov was established for the purpose of development and support. As soon as we hear it, you can say how poets, connoisseurs of creativity, and gentle souls can get an education in the field of agriculture. However, in this institute, the girls are not only educated in agricultural fields, but they are showing that they are all-round talented and sharp companions, including their leadership skills. The head of the “Irrigator girls” club, Mrs. Yakubova Shakhnoza, extends her hand of help to the girls in every way and gives more energy to the creations of our girls.

We can conclude from this that as our respected first president Islam Karimov said, “Glorifying a woman means glorifying the Motherland and life.” Today, this is literally proves that our women can show their leadership ability in any corner of our country and in any field, and also unite the family and society, bringing blessings to it. It is proof that they can illuminate our homes with the light of kindness. Maybe that’s why there is no such kind and playful woman anywhere in the world as an Uzbek woman who rocks the cradle until dawn, bakes sweet cakes from the oven for her child, puts her glasses on her child’s eyes.

Architectural monuments of the ancient architecture of Samarkand

Architectural monuments of the ancient architecture of Samarkand
Shahi Zinda. "Living Shah" mausoleum complex occupies a special place in the history and fate of our ancestors. It is located in the southern part of old Samarkand and is one of the holy shrines.The name Shahi Zinda is related to the name of Qusam ibn Abbas, cousins of the Prophet Muhammad. Shahi Zinda architectural complex was built in three parts. The complex is entered through a huge carved gate.This monument shows the taste and artistic skills of the masters of the XIX-XX centuries. Behind the mosque, on the left side of the hill, there is a two-room high blue-domed mausoleum (middle of the 15th century). had a small room (tomb). There is one tombstone in the cemetery, with a dahma under it. Dome cap and tahmans have multi-tiered muqarnas. The walls are decorated with flowers, but the patterns are partially preserved. The double-domed mausoleum is covered with a veil of mystery and has caused a lot of controversy among researchers. The second part of the shrine "Shahi Zinda" begins at the foot of forty steps. The width of the stairs is 5 gas. Here, there are architectural solutions of a completely different era and life. There are completely different scenes in the attic of the dear ones. Hazrat Khizr Mosque - an architectural monument in Samarkand. The gate has a domed gate, and two corners of the gate are decorated with dome-ribbed bouquets-towers; on the left side of the facade, the arched, carved 5-pillar peshayvan is richly decorated with attractive patterns, and the ganch ornaments are skillfully made. From Peshayvan, it is lost to a room covered with a high dome. Outside, the piltavor dome is placed on an 8-sided plinth, and the intervals are decorated with muqarnas. The peshtok and caged minarets are decorated with tiles, arched windows are made on the peshtok base-dome. Tomb of Amir Temur. It is recognized as a unique work of Central Asian architecture. The outer dome of the mausoleum - a second dome was installed on top of it in order to ensure that the external appearance of the monument is more healthy and the interior of the mausoleum has a moderate climate. How large the structure was can be determined by looking at the unfinished complex on its western side. One of the four lamps placed in the great hall has been preserved. A corridor passed on both sides of the 10-meter-wide porch. A two-story building with a double dome is entered from the north side of the corridor, and a gallery is entered from the south side. Amir Temur's mausoleum is entered through this gallery. The walls surrounding the courtyard are divided into two-story decorative arches. There were four minarets at the outer corners of the courtyard. The minaret is decorated with honors. The Khoja Ahror complex is an architectural monument in the vicinity of Samarkand in the Ulugbek village of Samarkand district. Near the grave of Khoja Ahror, there is a complex consisting of Nadir Devonbegi madrasa, two porches, a mosque, a minaret and a courtyard with a pond, built in different periods. The center of the complex is an 8-sided pool, on its south side there is a white marble tombstone of Khoja Ahror, on which a dirge is written in Arabic script. In the north is the madrasa of Nadir Devonbegi, and there are cells around the square courtyard. Jame' mosque. It is one of the largest constructions in Central Asia. The total area of Jame' mosque is 167x109m, there were high minarets in the corners, and these minarets have been restored in the present period. Jame' mosque was gradually destroyed due to neglect and earthquakes, only the lower part of the north-western minaret was preserved, its height is 18.2 m.The foundation of Bibikhanim Jame Mosque is made of stone, and the walls are made of brick (thickness is 4.4 - 5 m). Before the restoration, the mosque consisted of 6 architectural parts that were not connected to each other. In the net of the courtyard, there was a building with a mihrab and a high gable, a small copy of it on both sides, a divided gable of the mosque at the base, and a separately preserved minaret in the northwest. Qusam Ibn Abbas complex. The path in the northern part leads to the base of the complex. In its introduction, the following hadiths of Muhammad (pbuh) are written: "Muhammad p.a. They said: "Qusam ibn Abbas is one of the people who resemble me in his behavior and appearance." On the eastern side of the hall there is a wooden door with a two-layered carved pattern. The shrine was built in the 30s of the XIV century. The date 735 Hijri (1334-1335 AD) is silently written on the southwest side of the octagonal part where the mural dome is placed. Qusam ibn Abbas mausoleum is the most important and ancient mausoleum in the complex. The mausoleum consists of a chapel and a shrine. Each of them has its own etiquette for visiting.

            Broken trust

When we trust with a pure heart, 
They always find a way to break it. 
Maybe my heart is a piece of art, 
So sometimes I try to fake it. 

Trust is something fragile, 
Never touch it, please! 
Do not be with it agile, 
You can hold it a squeeze. 

My trust is not for sale, 
No money is able to buy
Something that has been broken inside, 
It is priceless compared to your lies. 

Hundreds of years are not enough
To earn a broken trust once more. 
It could be obviously tough
To treat a person to the core. 

It takes a second to lose
All the trust you have earned before, 
Even tons of excuses
Can't take back it anymore.
 
                   ✍️Davronbekova Sevinch



I was born on September 13, 2006 in the city of Urgench Khorezm region. Currently, I am a student of the 11th grade of the 18th school. I have been attending the bead decoration at the Barkamol Avlod children's school for 3 years. In this direction, I have been taking pride of place in regional and international competitions. Every week I will be a guest on Khorezm television. I have many more dreams in the future.

and we all know whose fault it was


ask her if she fools around, if you
can get her number, and
she laughs, and you ask if she has any x,
if she has a friend who puts out and
get it where you can, right? and it sure as shit
wasn’t creeley who told me that,
wasn’t cirino or eliot, cuz all the fucking 
poets ever did was lie

all that asshole tony ever did was 
keep the acid for himself, and it was your father
who taught you how to pull the trigger,
sure,
but he would never let you
take the blindfold off

would never tell you who you’d hit

and he had that guitar autographed
by pettibon, had that girlfriend your mother
never found out about, and did you
cry when he died?

did you go through his pockets 
of his sunday jeans
looking for cash or a credit card?

and i remember you kept telling me he
owed you something, but you were
always a pussy, always thought you were
missing out

always thought the future was
just around the corner

said you wanted to be ready for the
moment that would change everything,
but the moment had already 
come and gone



no religion

my whole life spent waiting for
everything to go wrong, and i end in this
house, on this day, setting fire to the
past while the roof collapses

i end up too old to die young,
and with mixed emotions about it

i end up terrified of the fact
that i might not live forever

that i might end up nothing more
than the person i’ve become





defacer’s blues

and all the pretty girls dead of
accidental overdoses, and all the
parties you were supposed to
meet them at

the ones where you show up alone
already drunk and stoned,
where you fade into the darkest corner,
and it’s a gift, always being the
ugliest person in the room

it’s a thankless job traveling everywhere
with a shovel and a holy book, 
with a can of gasoline and a book of matches,
but none of these corpses are
going to take care of themselves

none of your freedoms are going to
last forever, and it always feels strange
pretending to give a shit
about the state of the world because,
seriously,
what the fuck are you possibly
going to do to stop war,
to put an end to starvation
or genocide?

who are you going to kill to
assure the rest of us a
lifetime of peace?

seems like you should’ve
thought of something
by now



in the garden of dying stars

or junkie truth,
which is not the truth

a victim’s idea of power

grey sun in a grey sky

and this old man sleeping in his
hospital bed looks like me,
                              like my father,
like the spaces that grow between us,
and hope matters,
            of course,
but let’s not fuck around here

the false king is a dead man

the poet without a gun
really has nothing to offer

and i remember telling you this on
the day before your lover’s suicide,
and i remember all of the reasons
you gave for hating me

i remember silence

young boy crying in the middle of
main street, and
then the scream of brakes

only a small loss,
                  right?

gotta look at the bigger picture

gotta build better bombs

the poor can take care of themselves,
and tough shit if they can’t

no one starves in
a nation of corpses



no one needs god 
when a holy man can 
fuck them just as good

understand this, and you might
just turn out okay




[we danced to save them all]


this boy with the knife in his throat thinks he
has something to say,
but he is beyond words

he is a prince and a king and a corpse,
and we are all trying to
forget his name here in the kingdom of nil

we are tell his sister
we love her

we are telling her she belongs in movies,
but she won’t take her clothes off for us

she won’t get in the back seat

and the blood is on our hands,
is in our smiles and our dreams, and
none of the bibles we’re given ever
have anything intelligent to say

none of the children
playing out in the streets
have parents

none of them have homes

and the soldiers laugh as they hand out candy,
and they laugh as they open fire because
no one can ever get revenge if
no one is left alive

no one sings as sweetly
as the hangman’s latest lover

no one’s life ever ends up
being worth very much at all


John Sweet sends greetings from the rural wastelands of upstate NY. He is a firm believer in writing as catharsis, and in compassionate nihilism which, as luck would have it, has all the best bands. His published collections include NO ONE STARVES IN A NATION OF CORPSES (2020 Analog Submission Press) and THERE’S ONLY ONE WAY THIS IS GOING TO END (Cyberwit, 2023).

Teaching students with styles

Tolipova Zebuniso Ulugbek qizi

Andijan state foreign language institute,

tolipovazebuniso814@gmail.com

Annotation; In this article, it is written about what kind of lessons should be taught to the students. In addition, feedback on education is highlighted.

Keywords; educational of harmoniously, development, learning, teaching, learning style, teaching style, English,

In Uzbekistan, special attention is paid to educational of harmoniously developed young generation and ensuring in all stages of educational process the training of high skilled physically healthy and mentally rich personal that can take worthy place in the society. Our president believes us that’s why we young people, students should work hard, should study well in order to justify our president`s confidence. All the doors to the youth are open. All opportunities are given for the youth “Sh.Mirziyoyev – youth education is one of the most important issues”.[1]

The President of Uzbekistan Shavkat Mirziyoyev signed a decree “On Uzbekistan’s Development Strategy”. The document has approved Uzbekistan’s Five-Area Development Strategy for 2017-2021 which was developed following comprehensive study of topical issues, analysis of the current legislation, law enforcement practices, the best international practices, and following public discussion. The strategy is to be implemented in five stages, each of which provides for approval of separate annual State program in accordance with a declared name of the year. The fourth stage is devoted to education.[2]

Improving the national education and enlightenment system, accelerating scientific advancement have been discussed at a video-extended government meeting chaired by President Shavkat Mirziyoyev.

As the head of state had noted in his speech on the Teachers and Mentors Day a month earlier, science, education, ethical upbringing are the cornerstone of sustainable development, a force that consolidates the eminence of a country.

Therefore, significant efforts and funds are directed in Uzbekistan at the comprehensive development of the education system, for training qualified specialists across spheres and industries. Qualitative changes are underway in the systems of preschool, school and higher education, as well as in the activities of research institutions.

“We are a people who has always strived for enlightenment, respected and honored the teacher. When I speak of the teacher, the mentor, I mean the most cherished and beloved people, intelligent and modern, sincere and kind individuals. After all, it is the educator who teaches us everything and enlightens us along with our dear parents,” the President said, opening the session. “Today we are laying the foundation for a new era of development in Uzbekistan. In this process, our closest assistants are teachers and mentors, scientific and creative intelligentsia.”

The head of our state noted that the life of every family, every child is inextricably linked with school, and the school issue is a matter of paramount importance for the entire society.

As Shavkat Mirziyoyev put it, “we all entrust teachers with our most valuable wealth – the life and fate of our children. Therefore, we all must pay due attention to these admirable people who look after this priceless good and create the future.”

Effectiveness of the current processes of modernization, success of reforms and transformation, it was stressed, depend on school education and training of specialists of a new pattern. Therefore, a lot is in the hands of school principals and teachers, the selfless people who bring knowledge, culture and spirituality to villages and cities. The school should be not merely an educational institution, but also a cultural and intellectual center of the mahalla.

As you may know, a draft presidential decree has been developed in order to rationalize the education and upbringing system of the country, to accelerate the development of science. The document was posted on the portal regulation.gov.uz and is currently widely discussed, including in local kengashes (councils, local representatives bodies of government) and school teams with the participation of parents.

The draft decree sets out the goals whose furthering is expected to allow for solving the current issues in education, provide for anticipated results within the next five years, and it contains guidelines for qualitative advancement.

In particular, concrete solutions are proposed on such issues as boosting the authority and status of teachers in society, revising school curricula and methods, effectively linking the general education with the next stages of education, creating conditions and encouraging the teachers for self-development, freeing them from redundant paperwork, improving the infrastructure and ethical environment in schools.

An important role will be played, as it was underscored at the meeting, by a radical change in the approaches of local leaders and local kengashes to these issues, by the introduction of mechanisms of responsibility and accountability.

The meeting served to deliberate on persisting problems in the education system and ways how to raise the quality of education.

The head of state emphasized that it is essential, first of all, to revise the teaching load and the number of lessons in schools, to create a methodology aimed less at strict memorization of the material and more at encouraging students to reason and analyze.

The experience of Finland was cited as an example. This Scandinavian nation is one of the most advanced in the world in terms of general literacy, science and mathematics.

“If we fail to change the learning methodology in schools, neither will the quality of education transform,” Shavkat Mirziyoyev suggested.

The President stressed the importance of examining the brightest curricula around the world and introducing them in our country’s general school education. The Ministry of Public Education was instructed to devise a national curriculum banking on the experience learned and launch its experimental implementation in the learning process starting from the 2021/2022 academic year.

For the effective introduction of new approaches, all school teachers will be trained via video communication with the participation of foreign experts. Pedagogical institutions will be instrumental in the process, and the methodology for training the educators will be updated. The best foreign textbooks on school subjects of mathematics, physics, chemistry, biology and computer science will also be studied thoroughly.

The President reminded the hokims of their personal responsibility for solving such economic issues of schools as renovation of buildings, delivery of better conditions, guaranteed heating.

Shavkat Mirziyoyev insisted that school graduates who have failed admission to higher education institutions be engaged in the process of mastering technical professions or acquiring and honing entrepreneurship skills. To this end, it is planned – from the next year – to introduce the practice of enquiring into the interests of schoolchildren and stage-by-stage career guidance starting from the 7th grade. Local industrial, agricultural and service enterprises will be assigned to schools.

The head of our state indicated the need to develop a rating of schools and, on this basis, to compile a ranking of the quality of education in the context of districts, towns and regions. It will assess the performance of school principals and their deputies, teachers, hokims and their advisers on education issues.

Principals who have secured their school’s way to the top five of the rating will be paid a supplement from the local budget. In particular, headmasters and their deputies are to receive incentive payments ranging from 3 to 12 times the minimum wage. In addition, the chiefs and methodologists of local public education departments, school directors and two leading teachers who earned the first and second positions in the district rating, will be provided with two-week vouchers annually to sanatoria at the expense of trade unions. Hard-working teachers will be stimulated also by other methods.

Improving the qualifications of school educators was discussed in detail, too.

Today, teachers undergo advanced training every 5 years, and management personnel – every 3 years. However, this is barely enough to fully cover all tutors around the nation. Thus, an experiment is underway this year, whereby all 11 thousand school teachers of the Syrdarya region are taking distance courses for advanced training.

Next year, similar distance learning is expected to be organized for their colleagues in Bukhara, Samarkand, Ferghana regions and the city of Tashkent. The Tashkent State Pedagogical University has been determined as a base institution for advanced training of school faculty. The Avloni Institute for Advanced Training will function as a research establishment for intensive study of problems in the national education system.

The President maintained that the procedure for determining the professional category titles of teachers be radically revised.

Of the more than 490 thousand instructors working today in the public education system, as few as 4 percent have the highest category title, and 15 percent are awarded the first class. The current four-stage certification system remains utterly bureaucratic.

To mend this situation, officials in charge were instructed to simplify the procedure for assigning categories, to switch to a two-stage system that allows for assessing the proficiency of teachers throughout the year.

Another problem is the lack of load in some schools, their under-attractiveness due to the low quality of education and insufficient material and technical base. Thus, in 32 schools in the city of Tashkent, the level of enrollment is rather low.

Thanks to the opening up for private education, the head of our state therefore proposed to transfer – as an experiment, next year – the unloaded, unattractive schools to trust management on a competitive basis.

Introduction of modern management style in general education is as vital as never before. Hence, from now on, school principals will be appointed on a competitive basis and in agreement directly with local kengashes. Nominees and/or aspirants will have to submit their own program of vision to improve the school’s performance over the next three years, and, once appointed, annually report to kengashes on the progress.

The purpose sought from these measures is to arrange for the efficient operation of schools, do away with illegal interference in the work of principals and prevent staff turnover.

School is not only an educational institution, but also a place for ethical enlightenment. The head of state pointed to the need to invite local poets and writers into this work, and secure monthly payments for their activities from school funds and local budgets.

It is important to deliver healthy competition in higher education and increase coverage, Shavkat Mirziyoyev insisted, and establish at least one non-state university in each region.

“The issues discussed today demand a high level of responsibility from leaders at all levels, namely, from school principals up to the Prime Minister. This seemingly imperceptible work will become a powerful source capable of radically changing the face of the entire country in the next 10 to 15 years,” the President suggested.

Members of the national parliament and local kengashes were advised to bring changes in the education system to the attention of the population and boost a sense of involvement in the entire process, oversee the execution of the decree once it is adopted and provide practical assistance with their experience.

Hokims, university rectors, school headmasters and teachers expressed their views on improving the quality and effectiveness of education in Uzbekistan.

Young Children Learning brings together current thinking on young children’s learning, with ideas about the curriculum for children aged 0 to eight years old. Areas covered in this book include: play; health and physical development; early intervention; stress; children understanding their worlds; bilingualism; children’s spiritual development; national identity; young children as natural scientists; assessing learning; the needs of parents, children and teachers; and childhood in changing societies.

Written by experienced practitioners from the centre for International Studies in early childhood, Young Children Learning shows that in the earliest years of childhood, all children should experience the delight which can be part of effective pedagogy – pedagogy which takes account of the child’s individuality and development, in the context of changing socio-cultural constructions of childhood.

Children’s Learning Styles

Learning styles is a term that refers to different ways in which we learn, process, and retain information. All young children learn through meaningful hands-on experiences—through touching, doing, and moving. And children also learn through seeing and hearing. As you observe your child, you will begin to identify strengths and preferences that tell you something about your child’s preferred learning style.

You want to foster your child’s strengths, but remember that it helps to challenge him to grow as well. Your child can excel in a variety of areas. Therefore, offer a variety of experiences to help your child develop new strengths and interests that will broaden his or her understanding of the world.

Types of Learning Styles

These are the four main types of learning styles:

• Visual (learn through seeing)
• Auditory (learn through hearing)
• Tactile (learn through touch)
• Kinesthetic (learn through doing and moving)

Visual learners learn through seeing. Children who are visual processors tend to observe a parent’s or teacher’s body language and facial expressions for content and learn through demonstrations and descriptions. They tend to have well-developed imaginations and often think in pictures. Too much movement or action in a classroom may cause distraction for them. For older children who read, written instructions may help clarify verbal directions.

Auditory learners learn through listening. Children who are auditory processors learn through participating in discussions and talking things through. Verbal directions may help clarify instructions or written information. Too much noise may be distracting and children with this strength may learn best in a quiet environment.

Tactile learners learn through touch. Children who are more tactile prefer activities or projects that allow them to use their hands. Your child may prefer doodling or drawing to aid memory.

Kinesthetic learners learn through moving and doing. Children who are more kinesthetic learn through physical sensations and may have trouble sitting still for long periods. A hands-on approach that allows your child to actively explore her physical world helps her learn best.

 You can Determine Your Child’s Learning Style.

The best way to learn about your child’s learning style is to observe what he or she is doing. Actions, interests, and preferences will provide information about how he or she is processing information.

If your child has developmental delays, you may find that you often focus on what your child isn’t yet doing. Instead, try to focus on his strengths and favorite activities. All children, even the most challenged, have interests and preferences. Identifying these helps increase a child’s motivation for learning.

Speak with family members and your child’s team to develop an inventory of toys, objects, and activities that are meaningful for your child. Ask yourself questions like these:

• What types of toys does she prefer? Does she prefer quiet activities or lots of movement?
• Does he like to read books and draw pictures? Does he prefer to be shown how to do something rather than being told verbally?
• Is she active? Does she like to move and participate in more active activities?
• Is he drawn to numbers and patterns?

You can Support Your Child’s Learning Style.

Parents and teachers have a tremendous influence on children. Understanding how a child learns can improve how we teach them. Early childhood programs are often organized in a way that supports the range of children’s strengths and needs.

This includes having:

• Adequate periods for movement
• Group circle and music time
• Learning centers in the classroom that include a myriad of experiences (for example, reading corner, block area, manipulatives/fine motor area, outdoor play, and art)

This supports participation of children with a wide range of learning styles, while also exposing children to experiences they may not typically seek out.

As adults, we can help children better understand their strengths and individual differences, while supporting challenges. You can seek out real-world experiences that extend your child’s learning. For example, if your child is interested in fish and aquatic life, visit an aquarium. Your child will retain more information and develop a broader understanding of the world if information is meaningful and presented in a way that meets his or her individual learning style.

References:

1. Mirziyoyev Sh. Presidential Decree of the Republic of Uzbekistan № PD-2909 “On measures for further development of Higher Education System”. 20th of April 2017

2. Mirziyoyev Sh. Decree “On Uzbekistan’s Development Strategy “. – 2017- p.2

3.Gardner, H. (1993). Multiple Intelligences: The Theory in Practice. New York, NY: BasicBooks.

4.Edwards, L. (2002). The Creative Arts: A Process Approach for Teachers and Children. Upper Saddle River, NJ: Merrill Prentice Hall.

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[1]Mirziyoyev Sh. Presidential Decree of the Republic of Uzbekistan № PD-2909 “On measures for further development of Higher Education System”. 20th of April 2017

[2] Mirziyoyev Sh. Decree “On Uzbekistan’s Development Strategy “. – 2017- p.2