Imran Khan Raj was born on 12th October to a noble Muslim family in Dohar Upazila of Dhaka District In Bangladesh. He Passed HSC from Government Padma College of Dohar Upozila and completed graduation from the same college. Later, he enrolled in Masters in Management Department at Sheikh Borhanuddin Post Graduate College, Dhaka, Bangladesh.
So far, many stories, rhymes, poems written by him have been published in various newspapers and magazines. His favorite hobby is writing.
His published collective poetry books are – 71’s Raktasnat Bangla, Padma, Konkhane Rakhib Pranaam, Shrestha Bickeler Kavita, Bhasha Shahid, Diganter Neelima, Susheel Kavyasambahar, Humanity’s Demand and his published collective story book is – Nagar Phul.
The e-books published by Imran Khan Raj are destination unknown, motivation to move forward, illuminated rhymes. More of his books are on the way.
— From regular Synchronized Chaos contributing poet and author Jacques Fleury
May your New Year be full of synchronistic
songs of unwavering wonder…
as you continue on your often Herculean paths to
your happily ever after…
Through all you’ve been
and yet not seen
Let new beginnings be your scene
Dew drops make all come anew
Sun clouds will surely see you through
fantasies fanning mermaids and their memes
Open hearts can make wishes drive-thru
Cheers to Hope Horning in on Pipe Dreams
and a Happy New Year to YOU!
Jacques Fleury is a Boston Globe featured Haitian-American Poet, Educator, Author of four books and literary arts student through Harvard University. His latest publication “You Are Enough: The Journey to Accepting Your Authentic Self” and other titles are available at all Boston Public Libraries, the University of Massachusetts Healey Library, University of Wyoming, Askews and Holts Library Services in the United Kingdom, The Harvard Book Store, The Grolier Poetry Bookshop, Amazon etc… He has been published in publications such as Spirit of Change Magazine, Wilderness House Literary Review, Muddy River Poetry Review, Litterateur Redefining World and Cooch Behar anthologies out of India, Poets Reading the News, the Cornell University Press anthology Class Lives: Stories from Our Economic Divide, Boston Area Small Press and Poetry Scene among others…Visit him at: http://www.authorsden.com/jacquesfleury.
Jacques Fleury’s book You Are Enough: The Journey Towards Understanding Your Authentic Self
INNOVATIVE AND CREATIVE APPROACHES TO FORMING ENVIRONMENTAL AWARENESS IN PRESCHOOL EDUCATION
ANNOTATION. This article examines the formation of environmental education in preschool-aged children from both scientific-theoretical and practical perspectives. Research emphasizes that the foundation of environmental awareness is laid during the ages of 3–7. In particular, American educator and scientist J. Davis notes that direct interaction with nature in childhood strongly influences a child’s future ecological behavior. According to UNESCO experts, environmental education in preschool settings is effective only when conducted through play, observation, and hands-on activities. The article highlights creative methods, project-based activities, STEAM approaches, and the importance of cooperation between families and educational institutions in organizing environmental education. The research results show that ecological education fosters conscious, careful, and responsible attitudes toward nature in children and helps cultivate love for the environment.
INTRODUCTION. Today, environmental problems have a direct impact on human life at a global scale. Environmental pollution, depletion of natural resources, and loss of biodiversity pose significant challenges to society. Addressing these issues is closely linked to changing humans’ attitudes toward nature. In this context, the preschool education system represents the initial and most critical stage of ecological education. During this period, children form their first understanding, emotional responses, and simple ecological behaviors regarding nature. If ecological education is organized systematically and correctly at this stage, it increases the potential to raise conscious and responsible individuals in the future. This article examines innovative and creative ways to develop environmental awareness in preschool education and analyzes their practical significance.
1. Features of Environmental Awareness Formation in Preschool Children.
Preschool children perceive the environment primarily through sensory experiences and direct interaction. They understand natural phenomena by seeing, hearing, touching, and observing. Therefore, in ecological education, real observation and practical activities should take precedence over abstract concepts.
During this age, environmental awareness develops in the following areas:
Recognizing and naming natural objects;
Observing changes in nature;
Understanding cause-and-effect relationships;
Demonstrating careful and respectful attitudes toward nature.
The process of forming environmental awareness in children is effective only if conducted consistently and continuously. Random or episodic activities cannot develop stable ecological perspectives.
2. Developing Observational Skills through the “Nature Explorers” Project.
Project-based activities are one of the most effective pedagogical approaches for preschool children. The “Nature Explorers” project engages children as active participants, developing their observation and independent thinking skills.
Within this project, children:
Observe the growth of plants;
Record weather changes;
Compare the conditions of water and soil;
Learn to draw simple conclusions.
Such activities increase children’s interest in nature and sense of responsibility. Most importantly, children acquire ecological knowledge through personal experience rather than as pre-packaged information.
3. The Role of Play Technologies in Environmental Education.
Play is the leading form of activity for preschool-aged children. Ecologically themed games help children consciously adopt simple rules for protecting nature.
For example:
Games focused on waste sorting;
Role-playing games about water conservation;
Dramatic games about caring for animals.
During play, children learn to follow ecological rules naturally rather than as a compulsory requirement.
4. Environmental Education through STEAM Approaches.
The STEAM approach allows ecological education to be organized through interdisciplinary integration. This approach enables children to observe ecological phenomena, conduct experiments, and analyze results.
Examples include:
Planting seeds and measuring growth rates;
Observing the evaporation process of water;
Creating simple ecological models.
The STEAM approach develops not only ecological knowledge but also logical thinking and problem-solving skills in children.
5. Cooperation between Families and Preschool Institutions.
The effectiveness of environmental education largely depends on collaboration between families and educational institutions. If ecological education is not continued at home, its impact is short-lived.
Cooperation with parents can include:
Family ecological campaigns;
Home exercises on waste separation;
Discussions on nature conservation.
Such collaboration helps children integrate ecological behavior into daily habits.
CONCLUSION. In conclusion, forming environmental awareness in preschool education is a complex but extremely important process. To organize it effectively, innovative and creative approaches must be applied, children’s age-specific characteristics considered, and collaboration with families established. Ecological education fosters love, responsibility, and conscious attitudes toward nature in children, contributing to the sustainable development of future society.
REFERENCES.
Law of the Republic of Uzbekistan “On Preschool Education.”
“First Step” State Educational Program.
UNESCO. Early Childhood Education for Sustainable Development, 2021–2024.
Davis, J. Young Children and the Environment, 2020–2023.
STEAM Education in Early Childhood. International Journal of Early Learning, 2021.
Axmadqulova Sapuraxon was born in the Marxamat District of the Republic of Uzbekistan. She is a student at the Andijan Branch of Kokand State University, Faculty of Pedagogy, specializing in Preschool Education. She has participated in international competitions. She is a recipient of the “Future Scientist” and “People’s Ambassador” chest badges awarded by the Association of Young Scientists. Her creative works are indexed on Google, and she is the author of numerous articles.
Tonight we stare at white floodlights and children all costumed in rainbows. There is the pop-pop-pop of a mother and clinking glassware, in rainbows.
It is not enough that they are in my thoughts and prayers, my hands are sandy And hooking into flowers. Slick with my own privilege, I repent in rainbows.
When I see their little backpacks all lined up I realize chasing spirits doesn’t bring them back. And the only colors shining: red, white, and blue, not rainbows.
There is a little red man on the white house’s shoulder and he screams and screams and screams. There are little children in schools and they scream and scream in rainbows.
There is a tin toy rattling beside a steel thing with the same small grip There is a hand reaching for both, oil slicking in rainbows.
Sometimes when I look in the mirror I worry that my brother will never come home. So yes, for me, it is political. How can we speak in rainbows
With loaded AK-47s? And the scenes that flash across my TV Where no-one seems surprised at all by those police lights casting rainbows
And there is a crowd packed tightly like kindling on this summer street Their faces tilted upward for anything that flares like rainbows
And there is the slow fall of spent fireworks, Their glow brushing the pavement until i feel myself again, only smaller and in rainbows.
And these bursts fall across the country, flashing in their own strange order And I sit with it, reckoning in rainbows.
Developing Social Skills in Children Through Pedagogical Approaches
Bahora Akmalova, student of the Faculty of Pedagogy
KDPI Major in Preschool Education
Annotation: The article examines the development of children’s social skills through pedagogical approaches, highlighting the importance of communication, cooperation, collective activities, and the role of the teacher in the educational process.
A child’s development as an individual is directly connected to their social skills. Social skills are the set of abilities that allow a child to communicate effectively, express their thoughts, cooperate, and adapt to social situations. Pedagogical approaches play a crucial role in forming and developing these skills.
Properly chosen methods and techniques in the educational process enhance a child’s social activity, teach teamwork, and lay a strong foundation for personal development. Therefore, pedagogical approaches are essential in socializing children and helping them successfully integrate into society. By applying appropriate methods, teachers and caregivers can foster children’s social competencies, enhance teamwork, and promote self-confidence.
Understanding the relationship between pedagogy and social development is crucial for preparing children to engage positively with peers, teachers, family members, and the broader community.
The Importance of Social Skills in Childhood
Social skills are critical for multiple aspects of life:
Communication: Children learn to express their needs, share ideas, and understand others’ perspectives.
Collaboration: Working in groups teaches negotiation, compromise, and joint problem-solving.
Empathy and Emotional Regulation: Understanding emotions—both their own and others’—helps children form meaningful relationships.
Conflict Resolution: Socially skilled children can manage disagreements in a constructive way.
Adaptability: Children learn to adjust to new environments, rules, and social norms.
Children who develop strong social skills tend to perform better academically, demonstrate higher self-esteem, and show improved mental health outcomes. Conversely, poor social development can lead to isolation, behavioral issues, and difficulties in learning and teamwork.
There are several key pedagogical strategies used to develop children’s social competencies:
Play-Based Learning: Play is a natural medium for social interaction.Through structured and unstructured play, children learn to take turns, share, and negotiate. Role-playing games allow children to experience different perspectives and develop empathy.
Collaborative and Group Activities: Group projects, cooperative games, and team-based learning promote communication and teamwork. Children learn leadership skills, responsibility, and accountability. Teachers act as facilitators, guiding interactions and providing feedback to enhance positive behaviors.
Communication and Language Development: Encouraging conversations, storytelling, debates, and discussions enhances expressive and receptive language skills. Activities like “show and tell” or dramatization help children articulate thoughts and feelings clearly.
Modeling and Social Guidance: Teachers and caregivers model appropriate social behavior, demonstrating respect, patience, and empathy. Children imitate these behaviors and internalize social norms.
Use of Technology and Interactive Tools: Interactive digital games and applications can simulate social situations and problem-solving scenarios.Technology can complement real-life interactions, but human-guided learning remains crucial.
Integration with Emotional Learning (SEL): Social and Emotional Learning programs teach self-awareness, self-management, social awareness, relationship skills, and responsible decision-making. Combining SEL with traditional pedagogy strengthens children’s holistic development.
The Role of the Teacher
Teachers are central in facilitating social skill development. Their roles include:
Observer: Identifying social strengths and challenges in individual children.
Guide: Offering strategies and interventions to enhance positive interactions.
Mediator: Helping resolve conflicts and teaching constructive problem-solving techniques.
Encourager: Reinforcing prosocial behavior and promoting inclusion.
Conclusion
Developing social skills in children is a fundamental aspect of their overall growth and successful integration into society. Pedagogical approaches, including play-based learning, collaborative activities, communication exercises, and social-emotional learning, provide effective methods to nurture these skills.
Teachers play a central role as guides, role models, and facilitators, creating supportive environments where children can practice and improve their social competencies. By fostering communication, cooperation, empathy, and problem-solving abilities, these approaches prepare children not only for academic success but also for meaningful relationships and active participation in their communities.
In summary, intentional pedagogical strategies are essential for cultivating well-rounded, socially competent individuals. Social skills are essential for children’s personal and social development. Pedagogical approaches, such as play, group activities, role-playing, and guided interactions, help children learn communication, cooperation, empathy, and problem-solving. Teachers play a key role in supporting, guiding, and modeling positive social behavior.
By using these strategies, children become more confident, socially competent, and better prepared to interact successfully with peers and the wider community. Effective pedagogical practices are therefore crucial for nurturing well-rounded and socially skilled individuals.
Used literature
Berk, L. E. (2018). Development Through the Lifespan (7th ed.). Pearson.Ginsburg, K. R. (2007). The Importance of Play in Promoting Healthy Child Development and Maintaining Strong Parent-Child Bonds. Pediatrics, 119(1), 182–191.Piaget, J. (1972). The Psychology of the Child. Basic Books.Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes. Harvard University Press.
