Student of Fergana State University

Faculty of Foreign Philology

Major in Foreign Language and Literature (English)

2nd-year student

OLIGOFREN CHILDREN: PSYCHIC DEVELOPMENT CHARACTERISTICS AND EDUCATIONAL CHALLENGES

Annotation: This article provides a scientific analysis of the concept of oligofrenic children, their cognitive development characteristics, and the challenges encountered in the education and upbringing process. The study examines cognitive activity, thinking, memory, attention, and speech delays in oligofrenic children, as well as the special pedagogical methods used in their teaching and upbringing. Methodologically, the article is based on theoretical analysis, observation, and comparison. The results indicate that early identification of oligofrenic children and the implementation of individualized programs and specialized approaches effectively promote their development and social adaptation.

Keywords: oligofrenic children, special pedagogy, psychology, oligophrenopedagogy, cognitive development, correctional lessons, pedagogical methods.

Introduction: In modern society, the socio-economic development of a country places new and responsible demands on the education system. In particular, identifying children with intellectual disabilities and organizing effective educational and upbringing processes for them is one of the pressing issues. Failure to adequately consider the psychological and individual characteristics of oligofrenic children during instruction reduces educational effectiveness and prevents children from fully realizing their potential. Practical experience shows that many oligofrenic children are forced to study in general education institutions, which creates additional difficulties in their cognitive activity. Insufficient use of special pedagogical approaches and the lack of individualized educational programs exacerbate the problem, leading to decreased interest in learning and slower social adaptation.

Proper inclusion of oligofrenic children in educational processes is not only pedagogically but also socially important. Scientific, systematic, and goal-oriented approaches are necessary to prepare them for independent life and societal integration. Therefore, it is crucial to study the cognitive development characteristics of oligofrenic children, identify challenges in education, and develop solutions. This article examines the concept of oligofrenic children, their levels of intellectual development, psychological characteristics, and educational challenges from a scientific perspective.

Methodology: The study used theoretical and practical research methods to explore issues related to oligofrenic children, based on scientific perspectives from special pedagogy, psychology, and oligophrenopedagogy. The analysis of scientific and pedagogical literature was employed to examine the concept of oligofrenia, its causes, levels of cognitive development, and psychological characteristics of oligofrenic children. Comparative analysis and generalization of sources were used to draw key conclusions. Observational methods were applied to identify difficulties in cognitive activity, speech, behavior, and learning. Data were analyzed using synthesis methods to ensure scientific validity. Pedagogical approaches were also assessed to evaluate their effectiveness in teaching and upbringing oligofrenic children. This methodology ensured achievement of research objectives, scientific substantiation of the topic, and practical conclusions.

Discussion and Results: Theoretical analysis and pedagogical observations indicate that the unique characteristics of cognitive development in oligofrenic children require special approaches in the educational process. Cognitive processes—thinking, memory, attention, and speech—develop slowly, making it difficult to assimilate learning materials. Therefore, traditional teaching methods alone do not yield sufficient results and may cause excessive stress and discouragement. Visual aids, repetition, and activity-rich lessons demonstrate high effectiveness. Individualized lessons increase students’ engagement, strengthen self-confidence, and positively influence social adaptation.

Early identification and referral to specialized educational institutions significantly enhance educational effectiveness. Special methods, including individualized programs, correctional lessons, labor activities, and daily life skill tasks, play a crucial role in developing independent functioning. Additionally, teachers’ knowledge, preparation, and empathetic approach directly impact the social and psychological development of children. Family and social support further contribute to personal development, facilitate social integration, and enhance self-awareness.

Conclusion: Research and analysis confirm that scientific, systematic, and individualized approaches are essential in working with oligofrenic children. Cognitive delays in thinking, memory, attention, and speech determine challenges in education. Specialized pedagogical methods—visualization, practical activities, repetition, individual approaches, and labor-based tasks—ensure high effectiveness. These methods enhance engagement, independent functioning, and social adaptation. Teacher expertise, family support, and societal conditions directly influence children’s development. Early identification, referral to special educational institutions, and individualized programs maximize developmental potential. Applying scientifically-based, individualized pedagogical methodologies not only improves educational outcomes but also ensures social adaptation and preparation for independent life. Continued research and development of effective methods in special pedagogy remain critical both scientifically and socially.

References:

V.S. Rakhmonova. Fundamentals of Defectology and Speech Therapy. Tashkent, 1991.

S.Sh. Aytmetova. Oligophrenopedagogy. Tashkent, 1996.

C.Sh. Aytmetova. Psychological Development Characteristics of Students in Auxiliary Schools. Tashkent, “Teacher”, 1984.

Sh.B. Akhmedov. Methodology for Teaching and Educating Oligofrenic Children. Tashkent: Teacher, 2018.

T.M. Boboev. Special Pedagogy and Corrective Education. Tashkent: Fan, 2020.

A.R. Karimov. Oligofrenia and Intellectual Development Disorders. Tashkent: Ilm, 2019.

І love you more than dried pineapple

death teaches us to read sugared lips

we die near the source from which sweet syrup flows instead of water

І love you more than

death is the dried body of my beloved

every time I stand by the bridge I remember that I can’t swim

I like to drown myself but every time I accidentally swim up but alas in vain

I love

I’m learning silence to drink silence

I teach you death

І love to remember the skin and pretty ass of my lover

my memory floats in a cemetery that is not able to live without graves

I can’t live a day without flowers

standing at the grave, I can not live a single day without flowers

these flowers are for you my love

I teach all birds to turn into stones

I am learning the wind and composure

I’m dying of thirst in the rain

I die when I realize that I am standing in a cemetery

I’m dying

I’m dying

***

the sky is for the birds

the sky is meant for mosquitoes

the sky is not meant for airplanes

heaven orally pleases military pilots

***

I fucked so loud that the wall burst

I moaned so loud that my veins burst

I didn’t hear the bombs fall

our fingers were intertwined during the kiss

semen washes away any blood

nightingales outside the window sing incredibly quietly

The Love of a Colorful Envelope

‎

‎I will live without love forever

‎Without you, I am a water lotus in you

‎Like a bumblebee l won’t look for flowers

‎My addiction has evaporated since then

‎The thorns pricking the soles of my feet

‎The blood cells will not touch you

‎I will not say, embracing the body of expectation-

‎I am only yours.

‎

‎I won’t say like a grasshopper touching the sky –

‎The sky above your head is mine

‎The mind will not fly like a kite along the path, like a bird

‎I will walk like a waterfall

‎However, I will not look for footprints

‎I will not search for a lifetime

‎The love of a colorful envelope

‎My mind is incorporeal like a butterfly.

‎

‎In this city, the game of the heart is forbidden

‎Love is traded according to necessity

‎Anyone is sold as they please

‎Walking naked time north and south

‎The past hangs on the wall of distance

‎The stranger becomes familiar.

‎I won’t ask anyone to tell me

‎The juncture of love

‎I have torn my heart

‎With the sword of barren love

‎I have never forgotten

‎I love flowers.

‎

Peace and love

Peace is a natural attribute
Which merged with love solute
Invigorates life with heavenly flute
Make existence enthralling for eternal absoluteness.
Peace, I want every day and every middle night
Peace and harmony that spray like ray of light
Peace, I feel so great to live confidently on earth
With happy faces I saw a single day in good health

Love has a power for unification
Satiate mind for ultimate beautification
Complexes modified into normal condition
Pleasure takes hierarchical steps with great passion.
Love me little and I will love you more forever
Lovely days coming ahead let we be together
In dusk and dawn we think about our future
Our future blend with great saturated picture

Peace faces struggle to establish her existence
Ecstasy sprouts in negativity to realize its importance
The world is lived only to taste the nectar of peace
Sheltered in love branches and get divine bliss.
I serve you my wisdom and thought
To create things with peace & harmony that,
Will enrich the satisfaction of my people
And never relent and end with cripples.
Love is a cosy bonfire

Which invites peace in life desire
Spiritual source manifested in life situation
Splendid endeavour invokes heart palpitation.
One house and billions of loves flying in the top sky
When felt so glad and heart flabbergasting, but shy
Your heart is even purer and then clean,
And with everything you do, this purity is seen.

MOVE ON
Forget yesterday’s pain,
There is a pain in gain.

At the end of dark tunnel,
There is a light as full as the moon.
But sometimes walk along
With Torchlight,
Because it might not be a light
Cheer up and move on
Buckle up and goes on
Not everything ends in vain.

All the predicaments shall flit.
Road shall pave like a flat
And it shall be bright as light
With hope higher we shall flee.
As life move as the sky
Many thoughts I do lie
Believe has gone far away from them
Opportunity comes ones to them
And never think will happen to them
As I begin to start my journey
I stay in pains early Morning

Just to make myself feel comfortable
The time we have has durable

UNDO THE PAIN
I come to you in pieces
Since all I need is peace
Peace with my soul
Since my shoe sole is down to earth
And so worn out beyond repair.
Help me gather the pieces of my heart
I wanna make it whole again
Though it’s glassed
I believe it can be glued
Despite the visible cracks, it’ll be whole again.

All need is for you to undo the pain
The pain you caused while you walked out on me

While you lead me on as I followed blindly
Not knowing you’re walking me into a ditch
A ditch that would leave my limbs broken like bone chops.
Lift this burden, I plead,
Enough of this pain,
Cracked I was but now I’m shattered,
Battered and broken into pieces.
Before our paths crossed I was at peace,
Now you turn my once peaceful life to hell,
Now I live in pains and agony,
I wish we never met.

Lift the great burden now and let’s part ways peacefully,
Undo my pains now, tarry not and help me,
Fix me now dear, my soul is getting weak,
I’m getting frail and fragile.
I plead with you this day,
Undo this burning pain, so I can feel my limbs,
Come to my aid, my soul cries for help,
My all is almost drained,
Put my pieces in piece and let’s dwell peacefully once again.

BOSHLANG‘ICH SINFLARDA KITOBXONLIKNI RIVOJLANTIRUVCHI INTERAKTIV USULLAR

Jizzax davlat pedagogika universiteti 

Jizzakh State Pedagogical University

Faculty of Preschool and Primary     

Education     2nd-year student

Arziqulova Adiba

ABSTRACT

This article examines the use of interactive methods in developing reading culture in primary school students. The effectiveness of pedagogical technologies such as the “Jigsaw,” “Boomerang,” and “Odd One Out” methods in reading lessons is analyzed. It is substantiated that these methods contribute to the development of students’ independent thinking and increase their interest in reading.

KEY WORDS: reading culture, primary education, reading lessons, interactive methods, pedagogical technologies, Jigsaw method, literary text analysis

INTRODUCTION

“Raising the culture of reading is an important guarantee for achieving our great goals.” – Shavkat Mirziyoyev

We would like to emphasize that the primary school curriculum is not a special state document in which the content and volume of knowledge, skills, and competencies to be mastered by students are strictly defined according to academic years. We needed to develop such a curriculum, but it could only be the result of successfully addressing a general task — identifying and substantively presenting the scientific and methodological foundations of the teaching course. In other words, we needed to describe the essential components aimed at studying reading as a method through which a growing and developing person acquires knowledge and reshapes reality, ensuring the uniqueness of planned educational activities. The starting point for reflection and analysis should have been the book itself.

RESEARCH METHODOLOGY

Nowadays, developed countries have accumulated extensive experience in applying pedagogical technologies that enhance students’ learning and creative activity and ensure the effectiveness of the educational process. The basis of this experience is interactive methods, which are increasingly used by almost all teachers in their lessons.

The term “interactive” originates from the English word interact (Russian: “интерактивный”), which literally means “inter” – mutual, bilateral, and “act” – to act, to do.

An interactive method in education serves to activate students’ learning and develop personal qualities by increasing the activity between students and teachers. The use of interactive methods fosters independent thinking, analysis, drawing conclusions, healthy communication, expressing one’s opinion and defending it with reasoning, focusing attention on the main issues of the lesson topic, participating in discussions and debates, and creating conditions for students to realize their potential.

There are many types of interactive methods, which are chosen according to the lesson topic and intended objectives, and require prior preparation. Correctly selected methods make lessons interesting and effective. Participation in interactive lessons requires students to be prepared and meet certain requirements, including mastering the necessary knowledge for active participation, readiness for communication, collaborative work, independent thinking, and the ability to express and defend their opinions.

Below is an example of an interactive method for developing reading skills among primary school students. The “One Extra” strategy (fifth, sixth, seventh, etc., is extra) helps students not only develop logical thinking but also improve skills in understanding texts and analyzing literary works. The method is applied in reading lessons as follows:

1 Form a system of concepts that reveal the content of the text or story (characters, events, main idea, literary devices);

2 Select four (five, six…) elements that match the text and one element that does not fit;

3 Ask students to identify the extra element and explain why they chose it;

4 Study the remaining concepts, analyze their interrelations, and gain a deeper understanding of the text’s content.

This method helps students develop independent thinking, justify their viewpoints, exchange ideas with peers, and at the same time, increases interest in reading.

Every lesson is a new adventure, and every book is a key that opens doors to new worlds. Using this method, students not only comprehend the text but also develop a love for books and expand their knowledge and imagination.

REVIEW OF LITERATURE

It is known that in the second half of the 20th century, the methodology of primary education began to emphasize approaching literary works aesthetically, studying them as works of art. At the same time, psychological research indicated that the potential abilities of young students require a different approach to introducing them to the world of literature.

For instance, N.N. Svetlovskaya developed a theory of independent reading for students, while Ye.A. Adamov, M.S. Vasileva, V.G. Goretskiy, M.I. Omorokov, T.G. Ramzaeva, and others focused on analyzing the form and content of literary works. L.A. Gorbushina, O.V. Kubasova, L.N. Mali, L.V. Nefedova, and others highlighted the importance of students’ creative activities in methodology. Some researchers emphasized the necessity of developing reading techniques. Thus, the methodology of primary education has gone through significant stages of formation as a scientific discipline.

In the work of J. Yoldoshev and S. Usmonov, “Pedagogical Technologies and Pedagogical Mastery”, the theoretical foundations of applying modern pedagogical technologies in the educational process are extensively explored. The authors analyze the content, types, and mechanisms of implementing pedagogical technologies in teaching, demonstrating that the teacher’s pedagogical mastery is a crucial factor in enhancing educational effectiveness. This source plays a particularly important role in defining the scientific and theoretical basis for the use of interactive methods in primary education.

ANALYSIS AND RESULTS

Currently, primary school teachers expect clear, evidence-based, and scientifically grounded guidance from methodology. Methodology ensures that future primary school teachers can approach the content of literary education independently and consciously. They should not only study the experiences of others but also analyze the results of these activities critically and draw correct conclusions.

M.A. Ribnikova identifies four didactic principles as the foundation of methodology:

1 Education should comprehensively influence students’ understanding.

2 Students should clearly understand the task set before them.

3 The teacher should have the skill to present new complex phenomena as if they were familiar.

4 Deduction should be linked with induction.

Ribnikova views the methodological system as a living process and emphasizes the need to focus attention on the methodological system itself.

These perspectives highlight the need for a new approach to the analysis and interpretation of literary and artistic works studied in primary school reading lessons. Conducting text analysis systematically and step by step allows students to direct their learning activities toward specific goals.

The “Boomerang” method is aimed at helping primary school students analyze reading material independently and explain it to their peers. Each student studies a part of the text and then presents it to other students in the group. As a result, knowledge is comprehensively and consciously acquired.

This method:

Organizes students’ activities step by step;

Ensures an individual approach;

Develops independent thinking and teamwork skills.

The use of pedagogical technologies such as “Boomerang” and the “Saw” method ensures that work with literary texts is goal-oriented, learning activities are systematically organized, individual approaches to students are provided, and students’ work can be monitored and assessed quickly.

In the “Saw” method, the literary text is divided into components. This technology can be applied to study all works included in the Grade 4 “Reading Book” curriculum. For example, in the lesson studying the story “The Prince’s Childhood”, the text is first presented as audio. The story is divided into four parts, and the class is split into four small groups. Each group is assigned one part to study.

Using the “Saw” method, students work independently in small groups. Each group understands the content of their assigned section and identifies the main idea. In the next stage, groups are restructured so that students explain the parts they studied to one another. As a result, the full content of the work is comprehensively and consciously acquired.

This method helps students develop skills in independent thinking, communication, teamwork, and justifying their opinions. Lessons that employ interactive methods significantly increase students’ engagement and interest in reading.

The results of the study indicate that pedagogical technologies such as “Saw” and “Boomerang” are effective in primary school reading lessons, contributing to the conscious comprehension of literary works and fostering a culture of reading.

CONCLUSION

In conclusion, the use of interactive methods in primary school reading lessons enhances the effectiveness of education. Pedagogical technologies such as “Saw” and “Boomerang” increase students’ engagement, develop their skills in conscious comprehension and analysis of literary works, and foster independent thinking. As a result, students’ interest in books grows, and the culture of reading is strengthened.

LIST OF REFERENCES

1.Azizxo‘jayeva, N. N. (2006). Pedagogik texnologiyalar va pedagogik mahorat: O‘quv qo‘llanma. Toshkent: O‘zbekiston Yozuvchilar uyushmasi, Adabiyot jamg‘armasi. https://www.ziyouz.com

2.Komiljonova, G. (2024). Ta’limda interfaol metodlardan foydalanishning afzalliklari. Worldly Knowledge International Journal of Scientific Researchers, 5(2), 766. ISSN: 3030-332X.

3. Omonov, H. T., Xoʻjayev, N. X., Madyarova, S. A., & Eshchonov, E. U. (2009). Pedagogik texnologiyalar va pedagogik mahorat: 5A340605 – Xalqaro moliya mutaxassisligining magistrantlari uchun darslik. Toshkent: IQTISOD-MOLIYA. https://www.ziyouz.com

4.Pardabayev, D. A., & O‘ktamova, S. U. (2023). Boshlang‘ich sinflarda kitobxonlikni shakllantirish dasturi. Research Focus, 2(3). https://doi.org/10.5281/zenodo.7779225

5. Qorayev, S. B., & Janbayeva, M. S. (2022). Boshlang‘ich ta’limda o‘qish darslarida interfaol metodlarni samarali qo‘llashning o‘ziga hos jihatlari. Academic Research in Educational Sciences, 3(1), 1079–1085. https://doi.org/10.24412/2181-1385-2022-1-1079-1085

6. G‘ulomova, X. (2020). Boshlang‘ich sinfda o‘qish darslarini tashkil etish metodikasi. Academic Research in Educational Sciences, 1(3), 354. https://www.ares.uz

Why do exams fail to measure real intelligence?

Nowadays, exams play a crucial role in determining students` academic success. The question of whether exams truly measure one`s knowledge remains a subject of ongoing debate. From school to university, students are constantly judged by their grades. Many people believe that the more learners get high mark, the more they are intelligent. If they get low marks, they are not smart enough. However, I strongly believe that exams do not really measure real intelligence for several reasons. They only show how well a person`s preparation is for a specific test in a limited time.

First of all, intelligence is much more than memorizing information. Exams usually focus on facts, formulas, dates, and definitions. Students spend hours trying to remember everything, sometimes without even understanding the topic deeply. After the exam, most of that information is forgotten. Is that real intelligence? I don’t think so. Real intelligence means understanding ideas, thinking critically, and being able to use knowledge in real-life situations, not just writing it on paper for two hours.

Another reason why exams are not a true measure of intelligence is stress. Many students feel extremely nervous during exams. Even if they studied a lot, anxiety can make them forget simple things. Some people are just not good at performing under pressure. Their hands shake, their mind goes blank, and they panic. Absolutely, these factors affect their exam results. That does not mean they are not intelligent. It just means the exam environment is not suitable for everyone. Intelligence should not depend on how calm you are in a stressful situation.

Moreover, people have different talents and abilities. Some students are creative, others are good at communication, leadership or solving practical problems. For example, a person may not get high grades in math, but he or she might be proficient in art or music. Another student may struggle with written exams but be very confident when speaking and presenting ideas. Unfortunately, traditional exams do not measure creativity, emotional intelligence or social skills. They mostly measure academic knowledge.

In real life, intelligence looks very different from exam performance. People work in teams, search for information, ask for advice, and think carefully before making decisions. During exams, students are expected to work alone, without any help, and finish everything within a strict time limit. This situation is not realistic. A successful businessperson or entrepreneur may not have been the best student in school, but they know how to solve problems, take risks, and think creatively. That is also a form of intelligence.

It is also important to mention that everyone has a different learning style. Some people learn better by doing practice, some through discussion, and others by watching videos or visual materials. However, exams usually follow one format for everyone, like multiple-choice questions or written answers. This system does not consider individual differences. It forces all students to fit into the same structure, even though intelligence is diverse and complex.

Of course, exams are not completely useless. They can help teachers check whether students understand basic concepts. They also teach responsibility and time management. But the problem starts when society treats exam results as the only indicator of intelligence. When someone gets a low grade, they may start thinking they are not smart, which can seriously affect their confidence and motivation. On the other hand, a student with high grades might think they are automatically more intelligent than others, which is not always true.

In my opinion, schools and universities should use more varied methods to evaluate students. Projects, presentations, group work, and creative assignments can show different types of abilities. This would give students more chances to express themselves and show their strengths. Intelligence cannot be reduced to a single number or letter grade. According to Howard Gardner`s theory of multiple intelligence, a person can be very strong in one area but only average in another which is completely normal. For this reason, most traditional exams seem quite limited, as they mainly focus on linguistic and logical-mathematical skills.

To conclude, memorization, stress management, and time pressure cannot fully define how smart a person is. Real intelligence includes creativity, emotional awareness, problem-solving skills, critical thinking and easy adaptation to different situations. While exams may test knowledge, they do not truly measure a person’s full potential or real intelligence. Therefore, instead of focusing only on grading learners, assessment is expected to support learning, recognize individual differences, not measure students` ability to memorize information.

My name is Mashhura Kamolova. I was born in Bukhara, Uzbekistan. I completed my secondary education in my hometown, where I developed a strong interest in learning foreign languages and improving my academic knowledge.

In 2025, I successfully got into the university with a score of 189 on the national entrance examination and was awarded a state grant based on my results. Currently, I am a first-year student at Uzbekistan State World Languages University. Studying at this university is a significant step in my academic and professional development.

My future goal is to become a qualified teacher in my field of specialization. I am motivated to contribute to the education system and help young learners gain knowledge and confidence in foreign languages. I believe that teaching is not only a profession but also a responsibility to shape future generations.

In my free time, I enjoy horse riding and drawing. These hobbies help me relax and express my creativity. I believe that personal interests are important for maintaining balance between academic life and personal growth.

I am determined to continue working hard in order to achieve my goals and become a competent specialist in my chosen field.

I am no longer the same 

Gone are the days when I had you near, 

when plans were like fine spiderwebs; 

fancies carried away by the wind in the waiting, 

paper dreams that time has already stripped away. 

I left behind everything that didn’t weigh on my soul, 

the paths that led nowhere; 

my heart, once a calm garden, 

is now a sea searching for its wide channel. 

I live to write what silence holds,

 to carry my words to distant lands; 

for my children, who are light in my wanderings, 

for my grandchildren, seeds of new days. 

I am no longer the same one who believed in castles, 

who expected miracles with every sunrise; 

now my life is a half-open book, 

where only what the heart has learned matters.

GRACIELA NOEMI VILLAVERDE is a writer and poet from Concepción del Uruguay (Entre Rios) Argentina, based in Buenos Aires She graduated in letters and is the author of seven books of poetry, awarded several times worldwide. She works as the World Manager of Educational and Social Projects of the Hispanic World Union of Writers and is the UHE World Honorary President of the same institution’s Activa de la Sade, Argentine Society of Writers. She is the Commissioner of Honor in the executive cabinet in the Educational and Social Relations Division of the UNACCC South America – Argentina Chapter.