Sultonova Durdona Tursunboy qizi, 2nd-year Master’s Student, Uzbek Language and Literature, Namangan State Pedagogical Institute

ANNOTATION

This article examines the psycholinguistic foundations of developing linguistic competence in language education from scientific and theoretical perspectives. It analyzes the phonetic-phonological, lexical-semantic, grammatical, pragmatic, and discursive components of linguistic competence and highlights the role of psycholinguistic mechanisms—such as auditory perception, memory, attention, and associative thinking—in their development. The motivational, planning, articulatory, and perceptual stages of speech activity are explained in relation to their influence on the learning process. The psycholinguistic bases of communicative, cognitive, and interactive approaches are also presented, emphasizing their significance in facilitating natural language acquisition. The findings hold practical value for language teachers, methodologists, and researchers in linguistics.

Keywords: linguistic competence, psycholinguistics, speech activity, cognitive processes, communicative approach, language education.

ABSTRACT

This article explores the psycholinguistic foundations of developing linguistic competence in language education. It provides an analysis of the phonetic-phonological, lexical-semantic, grammatical, pragmatic, and discursive components of linguistic competence and explains the role played by psycholinguistic mechanisms such as auditory perception, memory, attention, and associative thinking in their formation. The stages of speech activity—motivational, planning, articulatory, and perceptual—are examined regarding their influence on language learning processes. The psycholinguistic basis of communicative, cognitive, and interactive approaches is discussed, with emphasis on their importance in activating natural language acquisition mechanisms. The results demonstrate the practical benefits of integrating psycholinguistic principles into language teaching and can serve as a valuable resource for teachers, methodologists, and scholars in linguistics and psycholinguistics.

Introduction

In modern language education, expanding learners’ communicative abilities and developing their skills in consciously and purposefully using linguistic means are among the key tasks. This goal is achieved through the development of linguistic competence, which encompasses knowledge of the language system and the mechanisms of its use in speech. The effectiveness of this process is closely linked to psycholinguistic principles, namely the relationship between language and thinking, the mechanisms underlying speech activity, and the psychological processes involved in language learning. Therefore, examining the development of linguistic competence from a psycholinguistic perspective and defining its theoretical and practical foundations is of significant scholarly and practical importance.

The Concept of Linguistic Competence and Its Components

Linguistic competence refers to the conscious acquisition of the language system, the functions of linguistic units, their rules of use, and structural organization. It includes several components:

1. Phonetic-Phonological Competence – understanding the sound system, phonemes, their distinctive features, and achieving correct pronunciation.

2. Lexical-Semantic Competence – knowing word meanings, understanding semantic relations, and choosing appropriate vocabulary in context.

3. Grammatical Competence – mastering morphological and syntactic rules and correctly applying grammatical forms in speech.

4. Pragmatic Competence – selecting appropriate linguistic means based on the communicative situation and socio-cultural norms.

5. Discursive Competence – ensuring logical coherence, unity of text, proper use of cohesive devices, and applying relevant speech strategies.

Psycholinguistics clarifies how these components are formed, how linguistic knowledge is stored in the mind, and how it becomes activated during speech.

Psycholinguistic Foundations of Linguistic Competence

1. The Relationship Between Language and Thinking

Psycholinguistics views language as the main tool of human cognition and the organizational mechanism of cognitive processes. The development of linguistic competence is greatly influenced by learners’ mental abilities such as classification, generalization, and abstract thinking, as language acquisition occurs through cognitive processes. According to Vygotsky, language operates through the interaction of inner and outer speech, and linguistic competence is strengthened through the development of inner speech. Activating learners’ thinking processes during instruction promotes deeper mastery of linguistic knowledge.

2. The Structure of Speech Activity

Psycholinguistics studies speech activity through the following stages:

Motivational stage – forming the intention to speak.

Planning stage – selecting linguistic units and constructing grammatical structures.

Articulatory stage – producing speech.

Perceptual stage – receiving and processing auditory input.

Linguistic competence develops through the coordinated functioning of these stages. Teaching methods must support each stage of speech activity.

3. Formation of Speech Mechanisms

Several psychological mechanisms participate in language acquisition:

Auditory perception – distinguishing phonetic units.

Memory – retaining words and grammatical patterns.

Attention – selecting relevant linguistic units during speech.

Associative thinking – strengthening links between words and concepts.

The more developed these mechanisms are, the faster learners acquire linguistic competence. Therefore, a psycholinguistic approach emphasizes understanding individual learning styles and psychological characteristics.

The Importance of Psycholinguistic Approaches in Language Education

1. Psycholinguistic Basis of the Communicative Approach

The communicative method treats speech as a natural process and focuses on developing the learner as an active participant. Drawing on psycholinguistic theory, it:

creates real communicative situations,

stimulates natural communicative needs,

facilitates the automatization of linguistic knowledge.

As a result, learners use grammatical patterns automatically during speech rather than merely memorizing them.

2. Cognitive Approach

The cognitive approach emphasizes conscious language learning. Learners:

become aware of linguistic rules,

analyze and generalize them,

develop logical understanding of language structure.

Activating cognitive processes strengthens grammatical and semantic components of linguistic competence.

3. Interactive Approach

Interactive methods (dialogues, role plays, debates) psycholinguistically activate speech reflexes. Psycholinguistic research confirms that speech develops more effectively in interactive contexts. Furthermore, emotional engagement, motivation, and communication needs intensify in interactive environments, accelerating the development of speech activity.

Psycholinguistic Methods Used to Develop Linguistic Competence

Psycholinguistics suggests employing several methodological tools:

1. Auditory–perceptual exercises:

sound discrimination,

mastering intonation,

forming phonetic stereotypes,

which contribute to developing phonetic competence.

2. Memory-based exercises:

categorizing vocabulary,

using associative cards,

creating semantic maps,

which strengthen lexical-semantic competence.

3. Exercises for automatizing grammatical structures:

transformation drills,

modeling,

sentence reconstruction,

which develop the psychomotor mechanisms required for grammatical competence.

4. Dialogue and monologue practice:

Psycholinguistically, forming and refining ideas through consecutive expression fosters rapid development of the speech system; thus, communicative practice is key to developing discursive and pragmatic competence.

Conclusion

Developing linguistic competence in language education must be based on psycholinguistic principles, as language acquisition depends not only on linguistic knowledge but also on psychological processes such as auditory perception, memory, attention, thinking, and motivation. The development of grammatical, phonetic, lexical, and pragmatic components of linguistic competence is closely tied to the proper functioning of psycholinguistic mechanisms. The use of communicative, cognitive, and interactive approaches enhances speech activity and promotes natural formation of speech mechanisms. Therefore, integrating psycholinguistics with language education enriches teaching methodology with modern scientific foundations and contributes to the robust development of learners’ linguistic competence.

References

1. Vygotsky, L. S. Thinking and Speech. Moscow: Labirint, 2001.

2. Chomsky, N. Aspects of the Theory of Syntax. Moscow: Aspect Press, 2019.

3. Leontiev, A. A. Psycholinguistics. Moscow: Smysl, 2003.

4. Akhmanova, O. S. Dictionary of Linguistic Terms. Moscow: KomKniga, 2007.

5. Khomidov A., Abdulkhayev A. Theoretical Linguistics. Tashkent: Fan, 2015.

6. Yo‘ldosheva Sh., Mengliev B. Basics of Psycholinguistics. Tashkent: TDPU Publishing, 2020.

7. Richards, J., Rodgers, T. Approaches and Methods in Language Teaching. Cambridge: CUP, 2014.

Sultonova Durdona Tursunboy qizi was born on June 16, 2000, in Chust district of Namangan region. She completed her studies at Secondary School No. 54 in her district, after which she graduated from the Academic Lyceum under Namangan State University. She then continued her education at Fergana State University in the field of Philology and Language Teaching (Uzbek language).

Currently, she is a second-year Master’s student at the Namangan State Pedagogical Institute. She is diligently working on improving her professional skills with the aim of becoming a highly qualified specialist in her field. Her ultimate goal is to share the knowledge she has gained with future generations.

Dysfunctional Family: Causes, Consequences, and Psychological Analysis

Termez State University

Psychology Department

2nd-year student: Marjona Eshmatova

Annotation: This article analyzes the concept of a dysfunctional family, the factors contributing to its formation, and the psychological problems that arise in such families. A dysfunctional family is defined as a family system in which emotional communication, mutual understanding, and support among members are insufficient, and conflicts are regularly observed. The study highlights the influence of social, economic, and psychological factors on the formation of such families. Furthermore, it examines the consequences of growing up in a dysfunctional family for children, including their mental state, interpersonal relationships, and social adaptation. The article also proposes ways to address the problems of dysfunctional families based on psychological approaches.

Keywords: dysfunctional family, psychological environment, emotional deprivation, conflicts, child psychology, family problems

Abstract: This article examines the concept of a dysfunctional family, the factors that contribute to its emergence, and the psychological consequences observed in such families. A dysfunctional family is characterized by insufficient emotional bonds, mutual understanding, and support among members, alongside frequent conflicts. The research highlights social, economic, and psychological factors that influence the formation of these families. It also analyzes the effects on children raised in such environments, including their mental health, interpersonal skills, and social adaptation. Additionally, the article suggests psychological strategies for addressing the problems inherent in dysfunctional families.

Keywords: dysfunctional family, psychological environment, emotional deprivation, conflicts, child psychology, family problems

Introduction

A dysfunctional family refers to a family that fails to fulfill its essential functions and does not provide a healthy psychological environment for its members. In such families, love, understanding, support, mutual trust, and respect are often insufficient. Consequently, conflicts, violence, neglect, psychological pressure, and cold relationships frequently arise. Dysfunctional families may appear normal externally but internally suffer from emotional, psychological, and communicational problems. Children raised in such environments often crave attention, affection, and approval. They tend to develop low self-esteem, lack trust in others, and often replicate similar patterns of dysfunction in their own lives.

The emergence of dysfunctional families is influenced by several factors. Psychological factors include the internal state of family members, their personal issues, and childhood traumas. Stress and nervous tension, socio-economic difficulties, and inappropriate parenting styles all contribute. Dysfunctional families result from a combination of psychological, social, and familial factors. Where warmth, communication, and mutual respect are absent, dysfunction is likely to emerge.

Consequences of Dysfunctional Families

The impact of growing up in a dysfunctional family is profound, affecting both children and parents. For children, consequences include low self-esteem, fear and anxiety, emotional coldness, difficulty in social adaptation, and aggressive or passive behavior. For parents, consequences include emotional exhaustion, insecurity as caregivers, social isolation, psychological trauma, and physical health problems. Long-term dysfunction can render the family emotionally void, despite the formal existence of relationships.

Perspectives of Scholars

Virginia Satir: Dysfunctional families lack healthy communication, emotional expression, and trust. Unexpressed emotions increase internal pressure, destabilizing the family system.

Murray Bowen: The family is a single system; one member’s stress affects the entire system.

Sigmund Freud: Dysfunctional families often stem from unresolved parental childhood traumas unconsciously transmitted to children.

Nafosat Zikirova (Uzbek scholar): Dysfunctional families in Uzbekistan are influenced by social pressure, unemployment, and moral decline; psychological counseling and positive psychology are recommended.

Nodira Latipova: Violence and neglect are the most dangerous forms of dysfunction, affecting children’s trust and social integration.

Prevention of Dysfunctional Families

Preventing dysfunction strengthens both individual well-being and societal stability. Strategies include increasing psychological literacy, promoting healthy communication, developing counseling and therapy systems, preparing youth for marriage, and promoting healthy societal values. Prevention requires ongoing efforts to build emotional health, communication skills, and empathy among all family members.

References

1. Satir V. The New Peoplemaking. Palo Alto: Science and Behavior Books, 1988.

2. Bowen M. Family Therapy in Clinical Practice. New York: Jason Aronson, 1978.

3. Freud S. Civilization and Its Discontents. London: Hogarth Press, 1930.

4. Latipova N., Ganieva M. Family Violence in Modern Uzbekistan. // International Journal of Psychosocial Rehabilitation, 2021.

5. Zikirova N. Actual problems of developing the field of “Positive Psychology: Family Consultation and Coaching” in Uzbekistan. // Academic Leadership Journal, 2022.

6. Gaipnazarov R., Zarpullayev K. Psychological basis of negative relationships between parents and their children in Uzbekistan families. // InLibrary.uz, 2023.

Marjona Eshmatova, born in 2006, in Sherobod District, Surkhandarya Region. She is a 2nd-year student at Termez State University.

THE RIDDLED UNRIDDLING

Our togethered time was

antic —

anticipation of futured frolic is keen.

Not knowing how becoming comes,

we remained riddlesome.

What wealthy beggars we were!

As innocence succumbed to weariness,

our fountains – they limited;

our foundations – eliminated.

Your footprints faded. I no longer heard your call.

High above all heights,

tiny rags of cloud still cling to sky’s naked skin.

Afterwardness knits,

or tears,

pastward threads.

THROWN

I’m being thrown,

knocked into next Wednesday,

but all my bones

are boxed up like hens’ eggs.

In my young nest

I dreamed of being bird.

Dreams cannot last

against this cruel, hard world.

I was plucked and packaged

and sold in market aisles.

I’m a javelin

but not a boomerang,

a-hovering

in the air like a hanged

man. I’ve lost my grounding,

my home is in the sky.

I’m being thrown,

knocked into next Wednesday,

but all my bones

are boxed up like hens’ eggs.

LIBIDO THEOLOGY AND DEVELOPMENTAL STAGE THEORY

Time was still new

in the cooling cosmic stew,

and the immortal prepubescent

was still learning omniscience.

After establishing The Environments

God granted Himself a day of rest.

But, already bored with nascent existence,

He remained experimentally restless.

And so the Creator became the Render

and divided humanity into genders.

But His novel dirt-and-rib mixture

was still a static creature.

And the world still lacked tension,

drama, and dynamic evolution.

So, in order to bestir the universe,

God manifested as serpent.

The event was mankind’s catalyst

for stress, embarrassment, and sex.

And while the snake did shed and shed and shed

God, changeless, new-knowing, stayed frustrated.

Though lacking yet any human ego

God sought to assimilate libido.

The divine adolescent jonahed a whale.

But the erotic projection failed:

the prophet was one the whale couldn’t stomach.

And soon time exhausted the Tanakh.

And divine anxiety became more urgent.

How could God continue as virgin?

Then God knew Mary and begat himself as Son.

And that’s how God finally became human.

BETWEEN TWO SUNS

One more melanoma day 

ends itself in ash and cinder. 

Our crisp souls, cliched

to yet another auto-da-fe

to competitive conformity.

But (just now starting(

we mount our nocturnal bucket brigade,

begin passing forth and back

these cool liquids of our life

from one to the other,

refill and back again,

refill and back again

between two suns.

DOUBT AND REASSURANCE

“With all the wonder you have won

–O you, who took my summers’ sun–

will now you win my winters too

or spend my age on agile youth?”

“The seas flow. Seasons flower.

but I delight in my idol.”

Being Successful in Professional Communication

In today’s era of globalization and increasing competition, not only a person’s knowledge and skills matter, but also their ability to communicate effectively and respectfully. In any field, the key to success lies in the ability to speak clearly, precisely, and sincerely. Especially in professional settings, communication is not merely a way of exchanging ideas—it has become a measure of one’s reputation, credibility, and competence.

Professional communication is not just about talking; it is a purposeful, clear, and culturally appropriate exchange of ideas. Every specialist—whether a teacher, doctor, engineer, journalist, or entrepreneur—must know how to express thoughts effectively, listen attentively, and maintain mutual respect during conversation. Today’s job market demands not only knowledge but also strong communicative competence.

It is important to remember that in every conversation, persuasive speech, positive emotions, a respectful tone, and good manners play a crucial role. A successful communicator is someone who can empathize, putting themselves in another’s position, and who expresses ideas not only through words but also through gestures, eye contact, and tone of voice.

Modern technology has transformed the way we communicate. Emails, messengers, and online meetings have become new arenas for professional interaction. In this context, understanding information culture, ethics, and digital etiquette is of great importance.

Therefore, to succeed in professional communication, a person must:

express their thoughts clearly and concisely;

possess good listening skills;

respect their interlocutor;

be able to resolve issues through dialogue;

use modern communication tools appropriately.

Communication is one of the greatest powers that defines humanity. Those who can direct it wisely will achieve success in any team and in any field.

Author is Dinora Sodiqova, a student at Termez State University.

The Importance of Innovative Approaches in the Primary Education Process

 Kattakurgan State Pedagogical Institute

Faculty of Pedagogy, Primary Education Department

Student: Uzoqova Gulzoda +998949393818

Email: uzoqovagulzoda392@gmail.com

                                              ANNOTATION

This article highlights the importance of integrating educational and upbringing approaches in the learning process of primary school pupils. It analyzes the theoretical and practical aspects of developing students’ personalities, shaping their moral values, and effectively applying educational methods during lessons. The article also examines the teacher’s pedagogical skills, the organization of student activity, and the educational impact of school–family cooperation. Keywords: primary education, educational approach, pedagogical process, moral upbringing, moral values, student personality, unity of education and upbringing, teacher competence.

ANNOTATSIYA

Ushbu maqolada boshlang‘ich sinflarda ta’lim jarayonini tarbiyaviy yondashuv bilan uyg‘unlashtirishning ahamiyati hamda shaxsni har tomonlama rivojlantirish, ularning ma’naviy–axloqiy fazilatlarini shakllantirish, hamda dars jarayonida tarbiyaviy metodlardan samarali foydalanishning nazariy va amaliy jihatlari tahlil qilinadi. Shuningdek, o‘qituvchining pedagogik mahorati, o‘quvchi faolligini tashkil etish va oila-maktab hamkorligining tarbiyaviy ta’siri masalalari ko‘rib chiqiladi

Kalit so’zlar: Boshlang‘ich ta’lim, tarbiyaviy yondashuv, pedagogik jarayon, ma’naviy tarbiya, axloqiy fazilatlar, o‘quvchi, ta’lim-tarbiya uzviyligi, o‘qituvchi mahorati.

  АННОТАЦИЯ

В данной статье освещается значимость интеграции образовательного и воспитательного подходов в учебном процессе начальных классов. Анализируются теоретические и практические аспекты всестороннего развития личности учащихся, формирования их духовно-нравственных качеств, а также эффективного использования воспитательных методов на уроках. Кроме того, рассматриваются педагогическое мастерство учителя, организация активности учащихся и воспитательное влияние сотрудничества семьи и школы.

Ключевые слова : Начальное образование, воспитательный подход, педагогический процесс, духовно-нравственное воспитание, нравственные качества, личность учащегося, единство обучения и воспитания, педагогическое мастерство.

Introduction

      The process of primary education is not only a stage for providing pupils with basic knowledge but also an important period for shaping them as individuals. It is during this stage that a child’s worldview begins to expand, and essential competencies such as understanding the environment, communicating, managing their own behavior, and recognizing their role in society begin to develop. Indeed, an educational process that is not enriched with moral and nurturing elements may result in students gaining only theoretical knowledge without being prepared to apply it in real life.

     The integrity of education and upbringing means prioritizing the development of the learner’s personality in the content, methods, and organizational forms of the learning process, as well as continuously strengthening their moral qualities. In primary education, one of the main tasks of teachers today is raising independent thinkers who are socially active, possess communication skills, and demonstrate responsibility and strong values within a market-economy environment. This, in turn, requires teachers to possess high professional mastery, psychological sensitivity, and the ability to use modern methods effectively.

    Studying the importance of an educational and nurturing approach in primary education, analyzing its theoretical foundations, and defining mechanisms for practical application directly influence the quality of education and the development of students’ personalities. This article scientifically explores the harmony between teaching and upbringing, the application of nurturing methods in the classroom, teacher professionalism, and the importance of school–family cooperation. A thorough study of these aspects serves to improve the quality of primary education and raise the younger generation as well-rounded individuals.

Main Part

     In today’s era of globalization and rapidly advancing information technologies, the need to organize the educational process on the basis of innovative approaches is increasing day by day. The primary education stage is the foundational period during which the child’s thinking, character, interests, and worldview are formed. Therefore, applying innovative methods at this stage is not only a requirement of the time but also the most effective way that aligns with the natural development of children.  An innovative approach means viewing the educational process from a modern perspective and harmonizing contemporary pedagogical technologies, interactive methods, and digital tools. Such methods transform students from passive listeners into active participants. Game-based tasks, multimedia tools, interactive presentations, online learning platforms, and virtual laboratories increase students’ interest in lessons and encourage independent thinking. For example, the STEAM approach develops scientific thinking, technical interest, creativity, and observation skills among primary school students. Gamification strengthens motivation, fosters a sense of competition, and teaches responsibility in completing tasks.

Most importantly, the innovative approach shapes students not just as memorizers but as individuals who conduct research, ask questions, solve problems, and express their ideas freely. In this regard, modern education requires teachers to think innovatively and constantly seek improvement. A teacher’s pedagogical skill, technological knowledge, and creativity in organizing a lesson directly influence the quality of primary education. As President Shavkat Mirziyoyev noted, “Today’s teacher is the person who creates tomorrow’s society.” This reflects the importance of innovative education. Education based on innovation develops students’ intellectual potential, social activity, and life skills.

     The advancement of modern science and technology shows that creativity, adaptability, critical thinking, and digital literacy will be essential competencies for success in the future. This process aims not only to make students knowledgeable but also morally, socially, and spiritually mature individuals.

 Psychological research shows that children aged 6–10 easily accept new knowledge, but they need a nurturing approach to apply it in practice and develop self-control. As the great pedagogue K.D. Ushinsky said, “If education is separated from upbringing, the spiritual world of a person becomes fragmented.” This emphasizes the unity of education and upbringing.

      Because primary school pupils are sensitive and highly curious, lessons enriched with nurturing elements help them develop self-awareness, respect for others, and positive behavior. Mother tongue lessons can instill values such as honesty, friendship, and patience, while mathematics teaches order, accuracy, and responsibility. Nature and environmental topics build a sense of respect and responsibility toward the environment. Ahmad Donish also expressed this idea: “Being a child of the homeland is the greatest honor.” Therefore, the content of lessons must be harmonized with nurturing components. Modern pedagogical methods play an important role in strengthening nurturing approaches. The “brainstorming” method develops free thinking, respect for others’ opinions, and problem-solving skills. For instance, a brainstorming activity on “How can we strengthen friendship in the classroom?” teaches students kindness. Furthermore, methods such as “Insert”, “Cluster”, and “T-chart” help students analyze information, think logically, and draw conclusions, while also fostering discipline and responsibility. Group work teaches cooperation, active listening, and respect for different opinions. As Jalaluddin Rumi stated: “One person sees one thing, another sees something else; but together, the truth becomes clearer.” Thus, collaborative methods strengthen unity and teamwork among children.

     Game-based technologies are the most natural and effective tools for nurturing in primary education. Role-play games such as “Store”, “World of Professions”, and “Library” teach communication culture, waiting for one’s turn, polite behavior, and kindness. Active games like “Think Fast”, “Mind Circle”, and “Guess Who?” develop attention, quick thinking, and discipline. Moral games such as “What Is Good Behavior?” and “Who Does Good Deeds?” instill values of kindness and morality. Thus, games not only serve as educational tools but also reinforce the nurturing process.  The teacher’s personal example is also an inseparable part of nurturing. If a teacher is polite, fair, responsible, and kind, these qualities naturally influence students. As Leo Tolstoy noted: “Good upbringing begins with a good teacher.” Therefore, the teacher’s speech, behavior, and work ethic help develop positive habits among pupils.

School–family cooperation is another essential factor in strengthening the effectiveness of nurturing. Open-house days, parent meetings, and joint events help reinforce responsibility, discipline, and moral values. A child’s personality is largely shaped within the family, and parental speech is the strongest pedagogical tool. Through language, a child learns not only information but also values, worldview, and communication culture. If parents speak clearly, use rich vocabulary, and encourage conversation through questions, the child learns to express ideas accurately and confidently. Through parents’ speech, qualities such as kindness, honesty, patience, justice, and respect are naturally absorbed into a child’s consciousness. Modern research shows that supportive and consistent parental speech positively affects emotional development and academic performance.

    Instilling national values is also crucial in child upbringing. Lessons that include folklore, historical events, and cultural traditions cultivate patriotism, respect for culture, and a strong sense of identity. Nurturing must be continuous and systematic. When carried out consistently, children grow not only knowledgeable but also morally and spiritually rich individuals. A supportive psychological environment helps children fully reveal their potential, quickly absorb new knowledge, and develop positive qualities. As Albert Einstein said: “The aim of education is not knowledge, but action.”

Conclusion

     In conclusion, the use of modern, effective, and child-centered approaches in the primary education process plays a decisive role in the comprehensive development of students. Every lesson, every nurturing influence, and every word of the teacher becomes the foundation for shaping the worldview, thinking, character, and interests of the younger generation. In today’s rapidly changing world, organizing education through interactive methods, games, experiments, and practical activities encourages students to think actively, supports their creativity, and nurtures initiative. Considering each child’s unique abilities, temperament, and interests is essential for effective teaching. Likewise, the teacher’s knowledge, kindness, professionalism, and attitude toward children greatly determine the quality of the lesson, as young students view their teacher not only as an instructor but also as a guide in life.

     The harmony of education and upbringing ensures that students not only gain knowledge but also grow into polite, thoughtful, and responsible individuals who benefit society. Therefore, giving serious attention to primary education and organizing lessons in rich, engaging, and child-friendly ways is the most reliable foundation for our future. Research and practical experience show that applying nurturing approaches, using modern pedagogical methods and game technologies, as well as teacher example and effective school–family cooperation, significantly contribute to the development of children. The main aspects that require attention in child upbringing include kindness, trust, discipline, independent thinking, communication culture, and the integration of national values. When these elements are harmoniously implemented, students grow not only knowledgeable but also morally and socially mature members of society.

Speaking, saying, repeating and remembering. Do not think again. Consider my words, think and remember. Return to the path of my Lord and think. Not deviation, but denial. Do not condemn, criticize and deny any action. Get up early at dawn and pray. Close the door. At night, pray, ask for forgiveness, read and remember. So that you may see the deceit of the souls of the servants. How much they deny. They forget the goodness of each other and do not think. Appearances deceive at dawn. No one can blame. Whoever sees a sin, change it and deny it. The owner of the mosque spends the night drunk. Mixing with men. The atmosphere is murky with prostitutes and jinns. The jinns have corrupted and continue to deny it. And they deny it every day. They play with them like a joker. In every country, dust settles and appears. They spend the night dancing. Their rightful time is to stay up late. Speak, speak and bring news. And sail the sea. And, close your eyes and listen to the word of the one who is. Speak, speak. 

My sweetheart, I love her, how could I not? I still love it I do not forget You showered me with excitement and compliments She wears an ivory crown Delicate to be placed by the weaver I love you, you are the love of my heart. how can I forget you ? And you missed me We hope that you will come to me after a long separation Crying tears And she sheds I stayed up all night after you By candlelight Without going back and complaining The lover suffers Don’t go back, and going back is your passion And you will always remain in my heart.

Mohamed Rahal is an academic, artist, a heritage researcher, translator, poet and lyricist. He is also an international media ambassador, international coordinator for the World Poetry Federation. He lives in Algeria. He has 20 academic studies, is an international ambassador, translator, popular and classical poet, songwriter, and artist. His poetry has been translated in 34 international languages. He has participated in numerous national, Arab, and international festivals.

 PERFIL DEL ESCRITOR

Dr. Edwin Antonio Gaona Salinas (Ecuador), escritor, poeta, doctor en literatura, fundador de la Plataforma Literaria Internacional POETAS INTERGALÁCTICOS, creador de la estructura lírica GAONESA.

El 28 de noviembre de 2025 se cumplirán 3 años del nacimiento de esta estructura poética, GAONESA, que ha incursionado con gran éxito en la literatura mundial contemporánea. ¡Feliz cumpleaños!

 PROFIL DE SCRIITOR 

Dr. Edwin Antonio Gaona Salinas (Ecuador), scriitor, poet, doctor în literatură, fondator Platformă literară internațională POEȚI INTERGALACTICI , creator structură lirică GAONESA.

În ziua de 28 noiembrie 2025 se celebrează 3 ani de la nașterea acestei structuri poetice GAONESA care a intrat cu mult succes în literatura contemporană mondială. La mulți ani! 

___________________________________________________

Edwin Antonio Gaona Salinas (*1971) nació en San Antonio de las Aradas, un pequeño pueblo al sur de Ecuador, cerca de la frontera con Perú. Criado en el ambiente rural de los Andes, la escritura de este autor contemporáneo refleja la vida en los Andes ecuatorianos, una mezcla de pobreza y trabajo, chismes, leyendas e historias cotidianas, sumergiendo al lector en este fascinante mundo. Con sus obras sobre la gente de la zona ecuatorial de Ecuador, Sudamérica, aún bastante desconocida a pesar de los medios de comunicación modernos, el autor ha sido uno de los pocos escritores ecuatorianos de renombre internacional, galardonado con premios en el extranjero (EE. UU., España, etc.).

Página web: www.edwingaonasalinas.com

Edwin Antonio Gaona Salinas (*1971) was born in San Antonio de las Aradas, a small village in the south of Ecuador near the border with Peru. Having grown up in the rural atmosphere of the Andes, the contemporary authors’ writing reflect the life in the Andes of Ecuador, a mixture of poverty and work, gossip, legends and everyday stories, and let the reader immerse in this fascinating world. With his works about the people at the equator in Ecuador, South America, which is still quite unknown today despite the modern media, the author has been one of the few Ecuadorian writers internationally renowned winning Awards abroad (USA, Spain, etc.).

Homepage: [www.edwingaonasalinas.com](http://www.edwingaonasalinas.com/) 

Edwin Antonio Gaona Salinas (*1971) s-a născut în San Antonio de las Aradas, un sat mic din sudul Ecuadorului, aproape de granița cu Peru. Crescut în atmosfera rurală a Anzilor, scrierile autorilor contemporani reflectă viața din Anzii Ecuadorului, un amestec de sărăcie și muncă, bârfe, legende și povești cotidiene, și îl lasă pe cititor cufundat în această lume fascinantă. Cu operele sale despre oamenii de la ecuator din Ecuador, America de Sud, care este încă destul de necunoscută astăzi, în ciuda mass-media moderne, autorul a fost unul dintre puținii scriitori ecuadorieni de renume internațional care au câștigat premii în străinătate (SUA, Spania etc.).