Kokand State University, Faculty of Primary and Technological Education,

Primary Education, group 03/25 student Qurbana Mubinakhon Umidjon qizi

METHODOLOGY FOR DEVELOPING NATIONAL VALUES IN STUDENTS BASED ON FAMILY AND SCHOOL COOPERATION

Mubina Kurbanova Student of Kokand State University

Scientific supervisor: Normatova Madinakhan

Abstract. This scientific article explores the theoretical and practical aspects of developing national values in students based on the cooperation between family and school. The study analyzes the essence of national values, their role in the upbringing of the younger generation, and the importance of effective collaboration between families and educational institutions. Additionally, effective pedagogical methods and practical recommendations for fostering national values in students are proposed.

Keywords: national values, family, school, cooperation, education, student, pedagogical methods, spiritual development.

INTRODUCTION

 In today’s conditions of accelerating globalization processes, educating the younger generation in the spirit of national values is becoming one of the urgent issues. In particular, modern information flows, the interaction of different cultures and changes in the social environment directly affect the spiritual world of students. Therefore, a systematic, coherent and scientifically based approach is necessary in the formation of national values in students, in which the cooperation of the family and school is an important factor. The family is the most important social institution of society, in which the initial worldview, moral norms and values of a person are formed. It is in the family that a child receives his first education, and this process creates a solid foundation for his future life.

At the same time, the school is an important educational institution that systematically continues and develops this process. Therefore, the cooperation of the family and school is an important condition for the effective formation of national values in students. Nowadays, the education system pays special attention not only to imparting knowledge, but also to the upbringing of a well-rounded personality. In this regard, national values are an important social phenomenon formed on the basis of the historical experience, customs, traditions, spiritual heritage and culture of the people, which play an important role in educating the younger generation in the spirit of patriotism, humanity and spiritual maturity. However, practice shows that in some cases, due to insufficient cooperation between the family and the school, the process of forming national values in students does not give the expected results. This creates the need to develop effective pedagogical methods in this area, improve cooperation mechanisms and put them into practice.

LITERATURE ANALYSIS 

The issue of forming national values in students has been studied by many scientists, and the importance of family and school cooperation in this area is emphasized. In particular, I.A. Karimov, in his work “High spirituality is an invincible force”, emphasizes that spiritual education is an important factor in the development of society, noting the need for close cooperation between the family and educational institutions in educating the younger generation in the spirit of national values. According to the author, the process of forming a spiritually mature person is continuous, it begins in the family and is improved through the education system [1].

Also, M. Tokhtakhodjaeva, in her work “Social foundations of education”, considers the process of education in close connection with the social environment. According to her, the family, as the primary educational environment, forms the value system of the individual, and the school develops this process on a scientific and pedagogical basis. The author emphasizes that by strengthening cooperation between the family and the school, national values can be more effectively instilled in students [2]. In the work “Theory of Pedagogy” by pedagogical scientists Sh. Kurbonov and Q. Abdurakhmonov, the issues of systematization and continuity of the educational process are widely covered. In their research, they substantiate that the school alone is not enough to form moral and spiritual qualities in students, but that activities carried out in cooperation with the family lead to high efficiency. In their opinion, the principle of cooperation occupies one of the main places in the pedagogical process [3]. A. Kholikov, in his work “Pedagogical Skills”, analyzes the professional competence of the teacher and his place in educational activities. The author emphasizes that the teacher is not only a provider of knowledge, but also a leading figure who forms national values in students. At the same time, he notes the need for teachers to establish effective communication and cooperation with parents [4]

One of the foreign researchers, J. Epstein, in his scientific works on family and school cooperation (in particular, in the concept of “School, Family, and Community Partnerships”) substantiates that increasing parental participation in the educational process has a positive effect not only on the academic, but also on the social and spiritual development of students. His model shows several levels of cooperation between family and school, through which it is proven that different value systems can be formed in students [5]. 

The analysis of the above scientific sources shows that family and school cooperation is an important pedagogical factor in the formation of national values in students. However, in order to effectively organize this process, it is necessary to develop modern pedagogical methods and approaches and put them into practice.

RESEARCH METHODOLOGY

 This article used a systematic and comprehensive approach to studying the process of forming national values in students. The research process used pedagogical observation, comparative analysis, and questionnaire-survey methods. In order to determine the effectiveness of family and school cooperation, practical experiments and analytical generalization methods were used. Also, qualitative and quantitative analysis methods were used in combination to evaluate the results obtained.

ANALYSIS AND RESULTS

Within the framework of this article, experimental work was conducted to determine the level of formation of national values in students based on family and school cooperation. Students of grades 7-9 of general secondary schools, their parents, and teachers participated in the study. During the analysis, students’ knowledge, attitude, and practical behavior regarding national values were studied. At the initial stage, it was found that students’ concepts of national values were not sufficiently systematized, and in most of them these concepts were formed only at the theoretical level.

This situation is explained by the weak cooperation between the family and the school, the lack of continuity of educational work. As noted in the studies of the pedagogical scientist Sh. Kurbonov and K. Abdurakhmonov, if the educational process is not systematic and continuous, it will be difficult to achieve the expected result. After that, a special methodological program was developed within the framework of experimental work to strengthen family and school cooperation. Within the framework of this program, roundtable discussions with parents, spiritual and educational events, cooperation projects based on the “family-school-student” triad were organized. Also, interactive methods, problem situations and real-life examples were widely used to form students’ attitudes towards national values. In this regard, the model of family and school cooperation put forward by J. Epstein is scientifically proven to give effective results [2].

The results of the research are reflected in the table below:

Indicators

Before experience (%)

After experience (%)

High level

           18

          42

Medium level

           46

         44

Low level

           36

         14

As can be seen from the table, as a result of the experimental work, the level of formation of national values in students has significantly increased. In particular, the high-level indicator has increased from 18 percent to 42 percent, while the low-level indicator has decreased from 36 percent to 14 percent. This indicates the effectiveness of the pedagogical process organized on the basis of family and school cooperation. These results once again confirm the scientific views put forward by M. Tokhtakhodjaeva that “education is inextricably linked with the social environment”. That is, the joint influence of the environment – family and school – is of decisive importance in the formation of a student’s value system [3]. Also, during the study, it was found that regular cooperation between teachers and parents, taking their opinions into account when planning educational work, leads to positive results for students. According to A. Kholikov, as the organizer of the pedagogical process, the teacher must establish effective cooperation not only with students, but also with parents [4]. In general, the conducted analyses show that the educational process organized on the basis of cooperation between family and school is highly effective in forming national values in students. This approach serves to develop not only the level of knowledge of students, but also their spiritual and moral qualities.

CONCLUSION

 In conclusion, the process of forming national values in students requires continuous, systematic and goal-oriented pedagogical activity. In this process, family and school cooperation is a decisive factor, and their harmonious and consistent activity serves to form stable spiritual and moral qualities in the student. The results of the research showed that a methodological approach based on family and school cooperation develops a conscious attitude towards national values in students, increases their social activity and significantly increases the level of spiritual maturity. In particular, effective communication between parents and teachers, joint planning and implementation of educational work are of great importance in achieving high results. It was also found that the use of modern pedagogical technologies, interactive methods and forms of education based on life approaches is important in instilling national values in students. This allows further improving the educational process and increasing its effectiveness. In general, the educational process organized on the basis of family and school cooperation serves as an effective mechanism for the formation of national values in students and is of significant scientific and practical importance in raising a well-rounded, spiritually mature, and socially active individual.

LIST OF REFERENCES 

1.Karimov Islam Abduganievich. High spirituality is an invincible force. – Tashkent: “Ma’naviyat” publishing house, 2008. – 176 pages. 2.Tokhtakhodjaeva Mavluda. Social foundations of education. – Tashkent: “O’qituvati” publishing house, 2010. – 256 pages. 

3.Kurbonov Shavkat, Abdurahmonov Kadirjon. Theory of pedagogy. – Tashkent: “Fan and technology” publishing house, 2014. – 320 pages. 4.Kholikov Abdugani. Pedagogical skills. – Tashkent: “Iqtisod-Finance” publishing house, 2012. – 240 pages. 

5.Epstein Joyce L. School, Family, and Community Partnerships. – Boulder: Westview Press, 2001. – 400 pages.

Since the beginning of time, men have always sought for power, an ability to make other men do things with or without their will power. To induce submission and perhaps loyalty, to bend others to their will. Kings and emperors in ancient times lived in power, a dynasty of strong people. This power was the very fuel that ignited their dominance. The strong preyed on the weak, who wouldn’t wish to be the former. The struggle for power has pushed men into condemnation, its pursuit has been characterized with murder, lies, cowardice and deception. Power has been the line that divides the society, the origin of class and hierarchy. Whoever possessed power was feared or respected and in rare cases, they had both.

It is important to pinpoint a fact, from whatever any angle your view emanates from, all would agree that all fingers are not the same, some are short while others are long. This is the same with humans and humanity as a whole. Some possessed or were blessed more than others. Some were born with a deformity, however humanity has put us all in the same world and has interconnected us with a fabric of similarities so that no matter how powerful or strong you are, at the tail end you were human liable to death, sickness, thirst and starvation.

Power is said to be like alcohol, or a drug of some sort so that it changes people. Men who have been used to power react differently as opposed to men who were recently introduced to power. Like a slave who became king, and a king who came from a long line of kings (dynasty), there is always a visible difference. Naturally, all men are greedy, power is the blood that runs through the veins of this greediness. A man who was just introduced into power tends to be, for a lack of a better word mad or drunk. He tends to show qualities and behaviors that even he himself did not know he had inside him. An illustration would suffice, therefore picture this scenario.

In a company or a household, MR A used to be gatekeeper, while MR B was the owner of the estate, MR B displayed pride, bending MR A to his will with a confident minded willpower that MR A would not be able to do otherwise even if he wanted to. MR A possessed a sort of wittiness and envied MR B for the power he possessed, all of a sudden, either by the work of providence or metaphysics, MR A becomes the new estate owner, another side of his personality would be born, he has acquired the silk from India. For the first few weeks, MR A would display cockiness at an extreme capacity while exhibiting his newfound power.

The principle of Dominance
Dominance has been in existence along with humanity since Cain killed Abel, stronger cities conquered weaker ones and annexed them while enforcing taxes and coercing their women and children into slavery. Anyone who toples or conquers a strong principality replaced it. Men ignorantly sought power, without a proper understanding of how dominance works. It is one thing to be powerful and it is another thing to remain in power so that if you kill Goliath, you become the new Goliath. You need to understand this principle if you want to understand how power and dominance works.

I am from a country called Nigeria, during my National youth service at the Keffi orientation camp Nasarawa state, i understood how shallow men can be while searching for power, like a slave that became king, they lacked a knowledge of the principle of dominance. My experience there showed me one thing, men are shallow, myopic and stupid if i was to add. The quest to dominate one another pushed them into a stupendous cycle that projected their ignorance at the highest height. The principle of dominance is the territory no one shows you on your quest for power.

Conclusion
Power and dominance goes hand in hand, like the two sides of a coin, one can not exist without the other. Dominance is the after product or the result of expressing or exhibiting power, not just an expression but a successful expression of power. One must possesse the ability to be champion and to stay the champion. 

These poems take inspiration from passages in the Old Testament. The font these poems use is Courier New, though any monospaced font, such as Aptos Mono or Cascadia Mono, works equally well. Mark Wyatt discusses his technique in ‘Using letters as number-like particles in constructing pattern poetry’, an article that appeared in the Journal of Mathematics and the Arts: https://doi.org/10.1080/17513472.2025.2518519

Mark Wyatt now lives in the UK after teaching in South and South-East Asia and the Middle East: https://orcid.org/0000-0001-8647-8280.  His pattern poetry has appeared since 2024 in Antifa Lit Journal, Artemis Journal, Ballast, Borderless, Clockwise Cat, Cosmic Daffodil, Dust Poetry, Exterminating Angel, Full Bleed, Full House Literary, Greyhound Journal, Hyperbolic Review, Ink Sweat and Tears, Libre, MacQueen’s Quinterly, Moss Puppy Magazine, Neologism Poetry Journal, Osmosis, The Paper, The Plentitudes, Radon Journal, Re-Mediate, Shift, Sontag Mag, Streetcake Magazine, Talking About Strawberries All Of The Time, Tap Into Poetry, Tupelo Quarterly, and Typo. Other pattern poems are forthcoming from Allium, Brooklyn to Gangnam, Genrepunk Magazine, and Santa Fe Literary Review. Two of his poems have recently been nominated for a Pushcart Prize.

I Wish You a Heaven, Mother
By Barbaros Irdelmen

Yesterday, your smile
still moved through the air.

Now the room
a quiet of unfinished sentences,
glances that stopped halfway.

On the side table,
a glass of tea gone cold.
Your room,
refusing time,
keeps a trace of your warmth.

I wish you a heaven, mother.

Let the earth be light above you.
Let the wind pass without knowing you.

Mountains should remain untouched.
The sky, unbroken.
The sea
free of all urgency.

At night,
may moonlight find your pages.

Let there be no distance
between you
and the names you carried.

Let longing
lose its language.

And happiness
no longer a thing
that must survive.May your tea
never grow cold

The Sign

By Barbaros İrdelmen

Ah, how long I have been waiting
for a sign
from those alluring,
colorful eyes!

If only it came…

Ah, then would crumble,
collapse into dust,
all the civilizations
that have ever been.

A Conversation with Yesterday

By Dr. Barbaros İrdelmen

When our eyes first met
we fell in love.

What day was it
when we were married?
You haven’t forgotten,
have you?

The children—
their graduations,
their going off to the army,
their weddings…

Then the grandchildren.

“Can such things ever be forgotten?”
we had laughed
the day I retired.

That grandchild in high school now—
when was he born?

Tell me,
do you remember
all of it?

Or was all of this
just yesterday,
truly?

Dr. Barbaros İrdelmen is a Turkish poet, writer, translator, and retired specialist in internal medicine and nephrology, lives in Istanbul. With 19 published poetry collections to date, his works have been included in numerous national and international anthologies, poetry festivals, and selected literary compilations. Currently a poetry columnist for Edebiyat Magazin Newspaper and TV, also contributes actively to prominent literary journals such as Pazartesi14 NEYYA Edebiyat, Kirpi Edebiyat ve Düşünce Dergisi, writer for the Papirus Magazine, Literature House writer. As a member of the Writers Syndicate of Turkey, he is not only known for his original poetry but also as a leading figure in the translation of world poetry written in English into Turkish. He is also a member of the poetry translators community, part of the ITHACA Foundation (Spain), building cultural and literary bridges across borders through the power of poetry.

What inspired you to write this collection? 

The urge to salvage something I suppose of my losses inspired a good deal of the poetry in this book. That is the oddity of memory: we never really lose anything we cherish. For me, there is an almost invisible essence to each thing we love, each moment, as particular and invisible as the scent of mint in the sauce of a good meal. So part of the inspiration to write the poems was also finding or coming up with the disguises that would conceal those dear ones, moments and things while they held the place of identities and kept the reader (in me) on the appreciative hunt, searching them out anew. An indispensable element of joy is in the pursuit and discovery of it. 

Your poems often explore themes of nostalgia and reflection. Can you talk about the role of memory in your work? 

To add to the partial answer to this question found in my first response: History contains a key in my way of thinking about my own past. It is collective memory, and it’s a vital key in knowing who we are, who we choose to be rightfully from our journey across time and distances. The fact for most of us is that we have many homes and a large and very diverse family. Going to be with one means leaving and for the time losing the other. I grew up watching the spirited Sand Hill Cranes on the Nebraska-Platte River stop of their migrations from South America to Canada each spring. They’ve flown the same migratory path since the age of the dinosaurs. A simple clue to the nearly perpetual mechanism of nostalgia and desire in me comes by way of the salient ironies of missing America most when I was living in France, and then missing life in France now that I’m living in America. That can be true of the different places I’ve lived here in the States too, living in Boston and missing Oklahoma or Tennessee. I have a joke about a partner who insists she stays with her guy mostly only to avoid falling into the gross error of having to miss him if she were to leave him!

These poems touch on the intersection of personal and historical events. How do you balance these two aspects of your poetry? 

Some time back after I’d finished my Masters degree in England, I moved to Normandy in France. To my surprise I was very much appreciated – The American! – by people there. They kept insisting on thanking me for helping liberate them from the Nazis in WWII. I kept thanking them for the wine and fine meals they prepared for me, while insisting I hadn’t even been born yet in 1944. I grew up vaguely aware of a great-uncle, my mother’s uncle Jack, who did participate in the Battle of Normandy, but it took me awhile to connect those dots. In fact, particular interest in WWII came back powerfully to me as a way of finding a language to help me write about those 10 years in France. The end of the long poem in this book alludes to that uncle. Two more long narrative poems were written about the family French-American connection and the days of WWII in rural America and in Occupied France. I met so many people there who had lived under the Nazi Occupation, each with their memorable story to tell. Eventually I’d like to publish the three narratives together as a trilogy.

Your poems often have a strong sense of place. How do you think your surroundings influence your writing, and what do you hope readers take away from your descriptions of specific locations? 

Writing about the particulars of a place marks a positive act of writing, of witnessing, but also appreciation. It is like complimenting another for the care and work they put into what they do—gardening, dressing fashionably, fixing a meal. The particular language of love waters the plant we are. When we don’t receive any recognition for our efforts we wilt. Same for place. We need, on a larger scale, to put more into the infrastructure of our country. When I first moved into the Boston area and was teaching, it disheartened me to hear students from Japan and Canada, polite and quiet as they meant to be, lament the shabby conditions of our roads, airports and trains!

In several pieces you write about accepting things you can’t change (death, war, office politics, WWII history). How do you think this relates to your broader themes of identity, mortality, and the human condition?

Acceptance is an abiding wisdom that runs the American in me deeply at odds. Because, I suppose as an American, I do believe humanity can live better – that we have, at periods in history, lived in fact better than in this age of great access to convenience, communication and travel. We are emphatically out of balance with nature, especially its pace and patience, and terribly imprudent in how we consume our resources. That is what the upcoming generations have to struggle for. But it helps me to see that by and large they are becoming lucid to the challenge and I believe they will by numbers overcome the harmful ways our super-tech and voracious society lurches about as though to saw off the branch we’re all sitting on, so to speak.

Your poetry often has a reflective, introspective tone. What do you hope readers take away from your work, and how do you think it can relate to their own experiences? 

I try to be very careful about broadcasting any demagogical intention in my writing. I would hope the introspective element would inspire readers to be themselves generous with quiet time, turn off all the media and music, not all the time, not in any strict sense, but to cultivate an appreciation for the sifting ruminative processes of reflection. Great insights do come, but only of themselves with a sort of natural, unforced, even wary way of approaching them. Almost like deer in the wild. Voluminous wide access to all the facts doesn’t really help us put those facts together. On a small very intense scale, that’s an important lesson creative writing teaches us. Beyond what, the how!

Michael Todd Steffen’s book I Saw My Life is available here from Lily Poetry Review.

The Impact of Artificial Intelligence on Society

We know that now Information Technology is developing at a wide pace. Information systems and technologies are now used all over the world. In addition , technologies such as the Internet of Things, Artificial Intelligence(AI) are becoming part of our lives.Therefore, the greatest demand in the current era is for artificial intelligence. And the demand for this direction is growing. Now we need to understand what Artificial Intelligence is, what its advantages and capabilities are. Artificial intelligence is a field of science and technology that creates machines that can mimic human intelligence.

In other words , it almost imitates the human mind. Basically, Artificial Intelligence is a technology that mimics human thinking, learning, and decision-making processes through computers and programs. Artificial intelligence is mainly based on large amounts of data. As mentioned above, artificial intelligence imitates human thinking, large database comes in handy. This means that artificial intelligence studies every single piece of information in the case of using this base, and helps predict the future through past and present data. AI produces results faster and more accurately than humans.

Another reason for rapid development in areas such as finance , economics , and medicine is that it provides much faster than humans , reduces paperwork and saves time. It has begun to be widely used widely in everyday life. For example, we can consider social networks and search engines. On social networks, users often see content based on their interests. This is because social media algorithms suggest similar content based on users’ interests. This can also be seen in search engines.For example , Yandex and Google. Another example is online shopping, which is becoming increasingly popular. It also provides suggestions that match your wishes, desires, and requirements on these platforms. This is done using artificial intelligence algorithms. In conclusion, artificial intelligence technologies help us achieve more results in less time.

O’rinboyeva Ziynatjon Anvarbek qizi is a third-year student at Tashkent State University of Economics. Winner of the “Robbit Academy” educational program, one of the projects of Najot Ta’lim. She’s a district coordinator at UzMIHU, a graduate of the “Five Million AI Leaders” project courses, a graduate of the “Kelajak Ilmli Qizlar” community, author of several articles and participant in international anthologies, active participant in Zakovat and Zakovat Quiz intellectual games, mentor in three seasons of the Changemakers Challenge project.

Kokand State University Faculty of Primary and Technological Education Primary Education Department Student 03/25 Group Abduraufova Nilufar Khurshidjon qizi

INTEGRATION BETWEEN PARENTS AND SCHOOL IN THE EDUCATION OF PRIMARY STUDENTS

Abduraufova Nilufar Khurshidjon kizi

Student of Kokand State University 

Scientific supervisor: Usmonova Sofiyakhon Alimovna

Abstract. This article analyzes the importance of cooperation between family and school in the upbringing of primary school students, ways to improve its effectiveness, and the pedagogical foundations of an integrative approach. It is substantiated that the harmony of family and school education is a key factor in the formation of a child’s personality.

Keywords: integration, primary education, upbringing, family, school, pedagogy, cooperation.

INTRODUCTION 

The primary education stage is the most important period in the intellectual and moral development of a person. It is at this stage that the child begins to understand the environment, assimilates social values, and creates the initial foundation for the formation of a person. Therefore, ensuring the integral connection between the school and the family in the upbringing of primary school students is one of the urgent pedagogical problems. The modern education system shows that educational work carried out only within the school framework does not produce sufficient results. With high parental participation and their pedagogical culture, the socialization and personal development of children are more effective. From this point of view, the establishment of integrated cooperation between the school and parents is considered an important factor in improving the quality of education.

 LITERATURE ANALYSIS 

The issue of family and school cooperation in pedagogy has been studied by many scientists. In particular, V.A. Sukhomlinsky in his work “I Give My Heart to Children” emphasizes that the unity of school and family is important in raising a child, and positive results are achieved only when they work harmoniously with each other [1]. A.S. Makarenko, in his pedagogical views, indicates the need to conduct family education in connection with social education. In his opinion, parents should be active participants in the pedagogical process and must cooperate with the school [2]. One of the Uzbek scientists, Q. Yuldoshev, in his scientific works, pays special attention to the role of the family institution in the educational process. According to him, the active participation of parents in the upbringing of primary school students ensures the moral maturity of the child [3]. Also, in the pedagogical research of N. Musurmonova, the connection between family education and school is interpreted as a key factor in the formation of social adaptability in children [4].

METHODOLOGY 

This article uses analytical, comparative and statistical methods. Surveys were conducted among primary school students, their parents and teachers. Based on the results obtained, the level of integration and its impact on educational effectiveness were studied. Scientific literature and advanced pedagogical practices were also analyzed.ANALYSIS AND RESULTS 

The issue of integration between parents and school in the upbringing of primary school students requires a systematic approach in pedagogical science. Theoretically, the formation of a child’s personality occurs under the influence of two main institutions – the family and the educational institution. The harmony or imbalance between these two environments directly affects educational results. According to pedagogical theories, integration is not just cooperation, but also a process of adaptation of goals, content and methods to each other. If the educational influence provided by the school is consistent with the values in the family, a stable behavioral model is formed in the child. On the contrary, if there are conflicting influences, the child will experience internal conflicts. Based on the analysis of scientific literature, the main components of parent-school integration are:

Table 1

Theoretical components of parent-school integration

Components

Content

Impact on educational outcomes

Unity of purpose

Harmony of educational goals

Personal stability is formed

Information exchange

Communication between parents and teachers

The individual characteristics of the child are taken into account

Collaborative activities

Joint activities and educational work

Social activity develops

Pedagogical culture

Pedagogical literacy of parents

Effectiveness of upbringing increases

These components are closely interconnected, and the weakness of one of them reduces the effectiveness of the overall system. For example, if the pedagogical culture of parents is insufficient, the educational work carried out by the school will not be fully supported. Theoretically, as the level of integration increases, the following pedagogical results can be achieved: increased social adaptability in children; stable formation of moral values; increased motivation for learning; development of independent thinking and a sense of responsibility. Such results are explained from the point of view of the theory of pedagogical systems. That is, when the family and school function as a single system, their synergistic (mutually reinforcing) effect occurs. This provides higher efficiency than the simple sum. Integration is also of great importance from a psychological point of view. When two environments that are important for the child – family and school – put forward the same requirements and values, then trust, a sense of security and self-confidence are strengthened. This has a positive effect on its overall development.

         Summary

In conclusion, integration between parents and school is an important pedagogical factor in the upbringing of primary school students. Their mutual cooperation has a positive effect on the comprehensive development of children. The results of the study show that as the level of integration increases, the discipline, interest in knowledge, and social activity of students increase. Therefore, it is necessary to develop systematic measures to strengthen family-school cooperation in the education system.

REFERENCES USED:

1. Sukhomlinsky V.A. I give my heart to children. – Tashkent: Teacher, 1984. – 320 p. 

2. Makarenko A.S. Pedagogical poem. – Moscow: Prosveshcheniye, 1987. – 384 p.

3. Yuldoshev K. Fundamentals of pedagogy. – Tashkent: Science, 2010. – 256 p.

4. Musurmonova N. Family pedagogy. – Tashkent: Teacher, 2015. – 180 p.