This article analyzes the scientific and practical aspects of the interactive device project “Geoment Abacus” designed for visually impaired children. The device offers the opportunity to teach the basics of geometry and mental arithmetic through tactile perception. The article justifies the device’s effectiveness based on international experience, educational psychology, and inclusive education methodologies. It examines the challenges faced by visually impaired children in mastering geometry and mental arithmetic and outlines how the innovative “Geoment Abacus” can improve the effectiveness of teaching these subjects. The structure, functionality, and pedagogical value of the device are explained, with analyses based on practical trials.
1. Introduction
When the education of visually impaired children is delivered through traditional methods, they often face significant difficulties with subjects that heavily rely on visual materials, such as geometry and arithmetic. According to the World Health Organization (WHO), approximately 285 million people worldwide have vision impairments, including about 19 million children [1]. This global issue necessitates specialized approaches within education systems.
2. Description of the Geoment Abacus Device
The “Geoment Abacus” is an interactive device designed to teach geometry and mental arithmetic to visually impaired children using physical models. With this device, children can understand different geometric shapes through tactile interaction. For mental arithmetic, it uses a traditional abacus format adapted into a tactile version with distinguishable features.
3. Scientific Foundations and International Experience
3.1. Tiflopedagogy and Haptic Learning
Tiflopedagogy is a specialized branch of pedagogy focused on teaching individuals with visual impairments. Research has shown that haptic (touch-based) teaching methods help visually impaired children develop imagination, spatial thinking, and the ability to navigate complex problem-solving situations [2].
3.2. International Experience
Similar approaches have been employed globally, such as the “Tactile Geometry Kit” developed by the Perkins School for the Blind in the United States and Japan’s “Feel Shapes” project. These devices allow students to understand shape, dimension, and spatial relationships through touch. Such tools have increased interest in STEM fields among visually impaired students [3].
4. Composition and Technical Description of the Device
The initial production cost of the Geoment Abacus is approximately 1 million UZS, with serial production estimated at around 470,000 UZS. The device includes:
A variety of tactile (raised) geometric models;
Tactile abacus elements – sticks designed for tactile differentiation;
An audio assistant guide for learners (planned in future versions).
5. Expected Outcomes
By piloting the project, the following results are anticipated:
Enhanced imagination and spatial reasoning among visually impaired children;
Increased interest in geometry and arithmetic;
Development of independent thinking and problem-solving skills through tactile learning.
6. Pedagogical and Psychological Approaches
The Geoment Abacus is tailored to the multisensory learning styles of visually impaired students. It enhances independent thinking, memory, and the development of formal concepts, contributing positively to both cognitive and emotional learning processes.
7. Conclusion
The Geoment Abacus represents not just a technological innovation but a step toward social equity. Its implementation can open new doors for visually impaired children in STEM education. Grounded in scientific principles and supported by international experience, such initiatives play a vital role in advancing inclusive education in Uzbekistan.
References
World Health Organization (WHO). (2019). World Report on Vision.
Jones, L.A., & Lederman, S.J. (2006). Human Haptic Perception: Basics and Applications. Springer.
Smith, D.W., Kelley, P., & Hauser, P.C. (2015). “Tactile Learning for Blind Students in STEM.” Journal of Special Education Technology, 30(4), 195–204.
James Benger is the author of several books of poetry and prose. He serves on the Board of Directors of the Writers Place, and the Riverfront Readings Committee, and is the founder of the 365 Poems in 365 Days online workshop. He lives in Kansas City with his wife and children.
‘Twas the night before they hooted echoes of cackling laughter
that played a loathing symphony;
knotted joints grasped the veins of empty melodies,
in hopes that someone would notice their song;
cobweb strings mourned,
as the roots anchored dust into its wooden body–
tilted softly along the whispers of dusk–and
entrapped notes being forgotten, gingerly;
pressing black and white muffled the air,
how stagnant they were under her ethereal beauty
as she breathed warmth in their cadaver,
and hushed them a lullaby;
yet, one would only see the angelic dusts
flying ever so gently under the nacreous clouds of the evening,
above the obscure fields of daffodils;
their shadows pirouetted under the moon,
and they ambitiously started plinking,
caressing the void notes,
along the breaths of velvet, dark green Earth;
I heard them.
The Korean Flower
Her glass drops reflect the eyes
she once had sown,
as she sinks into the innocence that never
drifted away
A soft breeze swirls her silver hair as she
slowly collapse
her wrinkled eyes,
brim her lips
with the last water,
cascades of them
she last colored,
kisses of sun bleeds through her body
Petals she collected in her vase,
withered too soon before goodbye–their
picturesque shades soak the
great emerald beauty, floating
Roses of Sharon on its gentle shivers,
and how she watch her fingers slip away from those
fading memories and the blooms
Gentle laughter of her children echoed like wind chimes,
each mellow tune harmonizing in her ears
and then she saw–
her daughter’s warm tears trickling down, her
trembling hands cradling the weathered palms
that once taught her how to hold the world
With her last breath, the mother whispers one final lullaby for her daughter:
when mother leaves to pick oysters in the shadows of the island,
the baby stays behind alone, watching over the house
then, to the lullaby sung by the sea,
slowly and gently, the baby falls asleep,
hoping that her daughter would marvel at the
ephemeral Nature and one day realize
how petals perish
beautifully.
Last Moments with the World
A mother’s wail drifted through the gust of waves,
beware of him who walks where echo fades.
Clung her tight from the
Devil’s hand–choking,
eating those
fleshes
gargling Death before it spoke
hushed by the piercing wind
Is that what it feels like–to be
Justified?
Kingdoms fall
like lullabies luring a child to
marvel at the synchronous aurora and dirge
Nature sings so calmly,
one day it will realize
petals wither with with beauty too cold to touch
quivers of sand and wind
rocked the ship
side-to-side
tilting the decks
until all that it left was the
vulnerability a human endures–how they
writhed.
xanthic light flickers between the rumble while her
yearning carved on the woods
zipped shut by the deep hush.
Jian Yeo is a student of poetry based in Massachusetts, where the changing seasons and scenic landscapes serve as a constant source of inspiration for her work. She is currently a student, balancing her academic pursuits with her passion for writing.
Previously appeared in Romance Buds, and Butterflies
Asha sashayed across the London tavern floor, looking every bit the exotic, strikingly beautiful Indian ex-pat. As she walked, men turned on their barstools to regard her, thinking, I’d like some of that. But Asha was not available, at least not to them.
Ignoring the others, she stopped at a table in the center of the saloon, where sat an 80-ish man, gray at the temples, and with a slight tremor in his hands. He seized his cane and made to stand up, but Asha held up her hand to stop him. “Don’t get up, Ari,” she said, taking a seat by his side.
Across the tavern, covetous men shook their heads, bewildered at Asha’s choice. “Have you been waiting long?” she asked. Ari shook his head no. He seemed to have difficulty speaking.
Suddenly Asha moved, leaning into Ari and throwing her arms about him and kissing him affectionately on the cheek. She squeezed him tight. The spectators in the bar rolled their eyes and tossed back their drinks, puzzled by the apparent attraction of the old man to the stunning woman.
“What’s that all about, Fahey?” a large, attractive man dressed in the garb of a construction worker asked the bartender. Fahey said, “I can’t say for sure where it began, Mike, but I’ve heard rumors from those that know one or the other of them. Ari was an upper class Brit in the colonial days. Some of them were right bastards but he was one of the good ones. He did what he could to help the locals. Asha’s family was quite poor, but Ari got her father a good job as a government bureaucrat. Got a good paycheck for signing papers, and making low-level decisions. As a result, Asha’s family and Ari’s socialized a lot. Asha’s family learned about Britain, and Ari’s family learned about India. When they first started socializing Asha was two years old, and Ari was a forty-year-old man with a wife the same age.”
“How old is she now?” inquired Mike. Fahey shrugged. “Around 40? Anything else you want to know?” he asked archly. The irony of the remark was lost on the other man. “Is she involved with the old man, or is she a…free agent?”
“My man,” said Fahey, with a knowing grin, “nothing in this life is free.” “How about you introduce us?” asked Mike. Fahey began to wipe down the bar. “You’re a little late,” he said. “You mean…” began Mike.
Fahey nodded. “They’re married.” When Mike looked lost, the bartender continued, “Ari lived in India until about ten years ago, when he began to get dementia. Ari’s wife, Mabel, moved them back to London to their old home so he’d be in more familiar surroundings. About five years ago, his wife became terminal and she contacted Asha and she came to the city almost immediately. She moved in with them and took care of them both. Then, a year ago, when Mabel died, Asha and Ari got married so that it was acceptable for the culture for them to live together. You understand?
Mike did understand, and gazed with compassion and admiration across the tavern at a true love story.
Abstract: This article examines discipline as a pedagogical and social phenomenon in Uzbekistan’s pre-school education system. It explores the impact of legal statutes, teaching practices, and cultural values on children’s behavior and moral development. Emphasis is placed on the interaction between educators, families, and institutional frameworks. The study highlights how consistent routines, positive reinforcement, and respectful communication shape early childhood discipline. It argues that discipline is not punishment, but a means to guide children toward empathy, self-control, and responsible citizenship. The article provides practical insights for educators and policymakers aiming to improve disciplinary approaches in early education settings in Uzbekistan.
Аннотация: В статье дисциплина рассматривается как педагогическое и социальное явление в системе дошкольного образования Узбекистана. Анализируются влияние нормативных актов, педагогической практики и культурных ценностей на поведение и нравственное развитие детей. Подчеркивается взаимодействие между педагогами, семьями и институтами. Исследование показывает, как постоянный режим, позитивное подкрепление и уважительное общение формируют дисциплину в раннем возрасте. Доказывается, что дисциплина — это не наказание, а средство воспитания эмпатии, самоконтроля и ответственности. Статья содержит практические рекомендации для педагогов и разработчиков политики в области раннего детского воспитания.
Annotatsiya: Ushbu maqolada intizom O‘zbekiston maktabgacha ta’lim tizimida pedagogik va ijtimoiy hodisa sifatida tahlil qilinadi. Bolalarning xulqi va axloqiy rivojiga qonunlar, tarbiyaviy amaliyotlar hamda madaniy qadriyatlarning ta’siri o‘rganiladi. O‘qituvchi, oila va muassasalar o‘rtasidagi o‘zaro hamkorlik alohida e’tiborga olinadi. Intizomni shakllantirishda muntazamlik, ijobiy rag‘batlantirish va hurmat asosidagi muloqot muhim rol o‘ynashi ko‘rsatiladi. Maqolada intizom jazolash emas, balki bolalarni empatiya, o‘zini boshqarish va ijtimoiy mas’uliyat sari yo‘naltiruvchi vosita sifatida baholanadi. Amaliy tavsiyalar pedagoglar va siyosat ishlab chiquvchilar uchun keltirilgan.
Discipline is a fundamental component of any educational system and a key mechanism in shaping children’s behavior, values, and attitudes from early childhood. In Uzbekistan, pre-school education serves as a foundational stage in which discipline is introduced not only as a social necessity but also as a pedagogical aim. Pre-schools are often children’s first formal social environment beyond the family, making them vital platforms for social and moral education. Here, discipline evolves beyond mere obedience to become a holistic process that fosters emotional, moral, and cognitive development. This article examines how discipline operates within the legal and educational framework of Uzbekistan’s pre-school system and evaluates how educators and parents collaboratively instill socially responsible behavior in children.
Discipline in educational theory is generally regarded as the structured means by which children learn self-regulation, acceptable behavior, and respect for social norms. Prominent educational thinkers such as Rousseau, Dewey, and Vygotsky offered unique interpretations of discipline. Vygotsky emphasized the social roots of development, arguing that discipline is acquired through interactions with adults and peers. Dewey viewed the school as a miniature society where children learn cooperation and responsibility through experience. These theories support the idea that discipline should not be punitive but should guide children toward internalizing values and developing autonomy.
From a sociological perspective, discipline is a process of integrating the individual into society. Children grow up surrounded by cultural expectations, and discipline helps them navigate these norms. In Uzbekistan, social traditions emphasize respect for elders, humility, and cooperation. These values are reinforced in pre-school environments, where educators model appropriate behavior and social expectations. Through structured routines, peer interactions, and guided play, children learn to internalize the behavioral standards of their community. Teachers thus act not only as educators but also as cultural transmitters.
Pedagogically, discipline aims to create an environment conducive to learning, cooperation, and personal growth. In Uzbek pre-schools, discipline is embedded in the structure of the day—through scheduled activities, routines, and consistent expectations. Teachers employ strategies such as positive reinforcement, storytelling with moral messages, and structured group activities to help children practice patience, empathy, and self-control. Discipline is seen as a proactive process where children are encouraged to understand the consequences of their actions and learn problem-solving skills through guided reflection.
Teachers in Uzbekistan’s pre-school institutions are central to implementing effective disciplinary strategies. Their training includes modules on developmental psychology, behavioral management, and conflict resolution. Teachers are encouraged to use age-appropriate, respectful methods to guide behavior, such as storytelling, songs, role-play, and visual cues. A key component of their role is emotional modeling—children observe how teachers react to stress, resolve disputes, and interact with others, and they often mirror these behaviors. Thus, teachers must demonstrate calm, fairness, and empathy to foster the same in their students.
Discipline is most effective when schools and families work in harmony. In Uzbekistan, there is strong cultural emphasis on family involvement in child upbringing. Parents are regularly engaged through meetings, home-school communication diaries, and parenting workshops. Many families uphold values that align with school expectations, such as obedience and community orientation. However, discrepancies between traditional parenting methods and progressive educational approaches can create tensions. For instance, some parents may expect stricter discipline, while schools promote positive, non-punitive strategies. Effective collaboration and family education programs help bridge these differences.
Modern educational philosophy increasingly supports child-centered approaches that emphasize positive discipline. This method focuses on understanding children’s perspectives and guiding their behavior through dialogue and empathy. In Uzbek pre-schools, positive discipline might involve allowing children to make simple choices, engaging them in rule-making, and encouraging peer-to-peer problem-solving. For example, instead of scolding a child for interrupting, a teacher might explain the importance of taking turns and praise the child for showing patience. This encourages internal motivation and fosters emotional intelligence.
Field observations in various Uzbek pre-schools illustrate the practical application of discipline in everyday learning. In one example, teachers used a “feelings corner” equipped with toys and emotion cards to help children express their moods and resolve conflicts. Another school implemented a peer helper system where older children modeled appropriate behavior for younger ones. Daily routines included storytelling sessions focused on moral lessons, cooperative games, and structured transitions between activities. These practices show that discipline is not treated as a separate activity but is integrated into the overall learning process.
Despite progressive policies and practices, several challenges remain in implementing effective discipline. Large class sizes can make individualized attention difficult. Some teachers, particularly in rural areas, lack access to continuous professional development in child-centered techniques. Furthermore, traditional disciplinary methods such as verbal correction or shaming still persist in some settings. Without strong monitoring and support, it can be difficult to shift from authoritative models to more empathetic, educational approaches. Addressing these issues requires policy enforcement, teacher training, and cultural awareness.
Discipline within Uzbekistan’s pre-school education system serves as both a socializing agent and a pedagogical foundation. It reflects cultural values, legal standards, and educational goals aimed at raising morally responsible, emotionally balanced, and socially aware children. With ongoing reforms and greater collaboration among educators, families, and policymakers, discipline can continue to evolve toward more compassionate, child-centered practices that support holistic development.
References
Abdullaeva, G. (n.d.). Child psychology and education: The Uzbek perspective. Tashkent State Pedagogical Press.
Ahmedov, D. (n.d.). Educational reforms in Uzbekistan: Foundations and progress. Samarkand Academic Press.
Akhmedova, S. (n.d.). Developing emotional intelligence in early childhood. Bukhara University Press.
Alimov, R. (n.d.). The cultural dimensions of discipline in Uzbek society. Andijan Cultural Studies Press.
Baxromova, N. (n.d.). Family involvement in early childhood education. Ferghana Education Press.
Dustova, M. (n.d.). Integrating positive discipline into the Uzbek curriculum. National Pedagogical Review.
Islomova, Z. (n.d.). Teachers as role models in pre-school education. Tashkent Early Childhood Journal.
Juraev, K. (n.d.). Social norms and moral development in Uzbek pre-schools. Regional Educational Research.
Karimov, B. (n.d.). Legal frameworks for pre-school education in Uzbekistan. Tashkent Legal Studies Press.
Mamatova, F. (n.d.). Classroom management strategies for early years teachers. Namangan Teacher Training Series.
Nazarova, D. (n.d.). The role of routine in child development. Central Asian Pedagogy Review.
Rashidov, S. (n.d.). Parenting styles and discipline in Uzbek families. Journal of Social and Family Research.
Tojiboyeva, O. (n.d.). Pedagogical innovations in Uzbekistan’s pre-schools. Modern Education Series.
As an educator, Nazarova Moxiniso is deeply interested in preschool pedagogy, child development, and innovative teaching practices that support holistic education.
