We know that now Information Technology is developing at a wide pace. Information systems and technologies are now used all over the world. In addition , technologies such as the Internet of Things, Artificial Intelligence(AI) are becoming part of our lives.Therefore, the greatest demand in the current era is for artificial intelligence. And the demand for this direction is growing. Now we need to understand what Artificial Intelligence is, what its advantages and capabilities are. Artificial intelligence is a field of science and technology that creates machines that can mimic human intelligence.
In other words , it almost imitates the human mind. Basically, Artificial Intelligence is a technology that mimics human thinking, learning, and decision-making processes through computers and programs. Artificial intelligence is mainly based on large amounts of data. As mentioned above, artificial intelligence imitates human thinking, large database comes in handy. This means that artificial intelligence studies every single piece of information in the case of using this base, and helps predict the future through past and present data. AI produces results faster and more accurately than humans.
Another reason for rapid development in areas such as finance , economics , and medicine is that it provides much faster than humans , reduces paperwork and saves time. It has begun to be widely used widely in everyday life. For example, we can consider social networks and search engines. On social networks, users often see content based on their interests. This is because social media algorithms suggest similar content based on users’ interests. This can also be seen in search engines.For example , Yandex and Google. Another example is online shopping, which is becoming increasingly popular. It also provides suggestions that match your wishes, desires, and requirements on these platforms. This is done using artificial intelligence algorithms. In conclusion, artificial intelligence technologies help us achieve more results in less time.
O’rinboyeva Ziynatjon Anvarbek qizi is a third-year student at Tashkent State University of Economics. Winner of the “Robbit Academy” educational program, one of the projects of Najot Ta’lim. She’s a district coordinator at UzMIHU, a graduate of the “Five Million AI Leaders” project courses, a graduate of the “Kelajak Ilmli Qizlar” community, author of several articles and participant in international anthologies, active participant in Zakovat and Zakovat Quiz intellectual games, mentor in three seasons of the Changemakers Challenge project.
Kokand State University Faculty of Primary and Technological Education Primary Education Department Student 03/25 Group Abduraufova Nilufar Khurshidjon qizi
INTEGRATION BETWEEN PARENTS AND SCHOOL IN THE EDUCATION OF PRIMARY STUDENTS
Abstract. This article analyzes the importance of cooperation between family and school in the upbringing of primary school students, ways to improve its effectiveness, and the pedagogical foundations of an integrative approach. It is substantiated that the harmony of family and school education is a key factor in the formation of a child’s personality.
The primary education stage is the most important period in the intellectual and moral development of a person. It is at this stage that the child begins to understand the environment, assimilates social values, and creates the initial foundation for the formation of a person. Therefore, ensuring the integral connection between the school and the family in the upbringing of primary school students is one of the urgent pedagogical problems. The modern education system shows that educational work carried out only within the school framework does not produce sufficient results. With high parental participation and their pedagogical culture, the socialization and personal development of children are more effective. From this point of view, the establishment of integrated cooperation between the school and parents is considered an important factor in improving the quality of education.
LITERATURE ANALYSIS
The issue of family and school cooperation in pedagogy has been studied by many scientists. In particular, V.A. Sukhomlinsky in his work “I Give My Heart to Children” emphasizes that the unity of school and family is important in raising a child, and positive results are achieved only when they work harmoniously with each other [1]. A.S. Makarenko, in his pedagogical views, indicates the need to conduct family education in connection with social education. In his opinion, parents should be active participants in the pedagogical process and must cooperate with the school [2]. One of the Uzbek scientists, Q. Yuldoshev, in his scientific works, pays special attention to the role of the family institution in the educational process. According to him, the active participation of parents in the upbringing of primary school students ensures the moral maturity of the child [3]. Also, in the pedagogical research of N. Musurmonova, the connection between family education and school is interpreted as a key factor in the formation of social adaptability in children [4].
METHODOLOGY
This article uses analytical, comparative and statistical methods. Surveys were conducted among primary school students, their parents and teachers. Based on the results obtained, the level of integration and its impact on educational effectiveness were studied. Scientific literature and advanced pedagogical practices were also analyzed.ANALYSIS AND RESULTS
The issue of integration between parents and school in the upbringing of primary school students requires a systematic approach in pedagogical science. Theoretically, the formation of a child’s personality occurs under the influence of two main institutions – the family and the educational institution. The harmony or imbalance between these two environments directly affects educational results. According to pedagogical theories, integration is not just cooperation, but also a process of adaptation of goals, content and methods to each other. If the educational influence provided by the school is consistent with the values in the family, a stable behavioral model is formed in the child. On the contrary, if there are conflicting influences, the child will experience internal conflicts. Based on the analysis of scientific literature, the main components of parent-school integration are:
Table 1
Theoretical components of parent-school integration
Components
Content
Impact on educational outcomes
Unity of purpose
Harmony of educational goals
Personal stability is formed
Information exchange
Communication between parents and teachers
The individual characteristics of the child are taken into account
Collaborative activities
Joint activities and educational work
Social activity develops
Pedagogical culture
Pedagogical literacy of parents
Effectiveness of upbringing increases
These components are closely interconnected, and the weakness of one of them reduces the effectiveness of the overall system. For example, if the pedagogical culture of parents is insufficient, the educational work carried out by the school will not be fully supported. Theoretically, as the level of integration increases, the following pedagogical results can be achieved: increased social adaptability in children; stable formation of moral values; increased motivation for learning; development of independent thinking and a sense of responsibility. Such results are explained from the point of view of the theory of pedagogical systems. That is, when the family and school function as a single system, their synergistic (mutually reinforcing) effect occurs. This provides higher efficiency than the simple sum. Integration is also of great importance from a psychological point of view. When two environments that are important for the child – family and school – put forward the same requirements and values, then trust, a sense of security and self-confidence are strengthened. This has a positive effect on its overall development.
Summary
In conclusion, integration between parents and school is an important pedagogical factor in the upbringing of primary school students. Their mutual cooperation has a positive effect on the comprehensive development of children. The results of the study show that as the level of integration increases, the discipline, interest in knowledge, and social activity of students increase. Therefore, it is necessary to develop systematic measures to strengthen family-school cooperation in the education system.
REFERENCES USED:
1. Sukhomlinsky V.A. I give my heart to children. – Tashkent: Teacher, 1984. – 320 p.
With these words, a door slams shut in a distant wood.
The fire flickers for a moment,
a thoughtful face brightening and dimming.
With these words, the planet quickly splits into many more.
On one side lies a desolate sea,
on the other, a barren desert.
Quadrilateral light rises in the night sky,
compressed by an inner reflux,
shifting among several possibilities.
Streets keep branching out from where he stands,
branching more and more
past every monument they meet.
Night falls like a curtain around his feet,
he is a statue waiting to be unveiled,
magma glowing inside him.
Refuse to Wake
In the south of the Yangtze in March, grass grows and warblers fly,
yet I still feel no warmth.
My heart remains like a block of chemically infused ice,
I have tried every means to thaw it,
all in vain, wine no longer ignites passion.
I have nothing to say to anyone, save for teaching
and going to the cafeteria. I lock myself away indoors,
drawing all curtains to block the unkind light.
I know the outside world is still the same outside.
Nature runs by a cruel law—
no mercy, no love, only mutual devouring.
A magpie pecks a soft thing on the lawn,
flies up to the bare branches of a parasol tree,
its tail vibrating to keep balance.
All things kill one another to survive,
The universe drifts toward heat death.
I hurry to read on the south balcony while daylight lasts,
I read only books written by saints—
they murmur in deserts, on pillars, or in caves,
words no one can make out,
yet I possess endless patience for this.
Sunlight occasionally illuminates a fragile sentence,
like a spotlight framing an actor fainting in slow motion.
My longing for spiritual experience overwhelms all other needs,
yet those words and logics still bring no warmth,
sunlight reveals more dust.
I believe there is One who governs human history,
I believe local evil may be global good,
I believe when I turn the final page of the book,
something unprecedented will happen.
Yet my heart still tightens. I refuse to wake
to the still heavy reality.
I have spent my whole life in escape.
Late Night in Early March
Deep into the night of early spring,
darkness and spring water flow down the southern slopes of Purple Mountain,
only silent cars occasionally glide past on the street.
I carry Whitman’s heavy Moments of the Soul,
and a bottle of hometown liquor long out of production.
A full decade has passed,
and eight years since you journeyed north to the capital.
Everything has changed, yet nothing seems to have changed at all,
haggardness lingers, unhidden by white hair and night,
two crabs raise their claws and touch,
they will cross the vast starry sky, one after another.
Ancient Town of Tongli, our wandering with two kitchen knives,
Yancheng in Changzhou, frogs croaking amid our rain filling shoes,
the golden glow of rapeseed blooms hides in remote mountains,
the moon and fireflies of Linggu Temple—
I have never seen them again since that day.
This is not our hometown after all,
but where on earth can we call home?
At a small Hot Pot inn, only the two of us remain,
bright lights hang empty, midnight has long passed,
I feel uneasy, time and again, for the inn owner’s toil.
One more drink, brother,
those scattered lights of our conversation
are a silence growing deeper in the dead of night—
concerning faith, like the faint chill of early spring nipping at my shoulders,
ten years ago I came here, at the very age you are now.
Nothing has changed, the earth turns gently,
I watch the taxi’s red taillights flicker and fade away,
a cool wind brushes my fevered forehead,
I stand long on the empty street,
Staring up at the bare treetops of plane trees
rising higher and higher against the stars.
Evening at Longhill Lake
Wooden villas, sounds crystallized with fragrance,
abstract murals pieced from small blocks of wood.
Lake before, hills behind—
wild expanse, high sky.
Here one may drink and sing aloud,
or keep silence with the wilderness.
The sun sinks west;
a soft breeze drifts like a ship’s wake.
Heaven and earth seem to wait
for a solemn rite to begin.
I need not speak, nor think at all—
abide in a happy, plant-like state:
swaying with the wind, yet still in time.
Twilight falls quietly like a fishing net,
autumn crickets chirp,
dried cow dung glows with its last light,
like pale yellow window paper
soaked soft into pulp,
breathing the scent of paste and raw flour.
The Final Room
You write poems in your final room,
I translate poems in mine,
between us lies the silence of a whole continent,
and a gray, early winter.
You look up now and then toward the far shore,
shadows of trees, an overturned boat,
the deep-yellow roof of a temple,
gradually, you lose track of which afternoon it is—
much as my writing hand moves slower.
Has your Keatsian unease and the fog-shrouded plain,
vanished for a moment? As I set down these lines—
no man is an island, entire of itself or sufficient alone,
as I hesitate between two versions.
By now you must have finished that afternoon poem,
rising, you step onto the balcony to smoke,
glance back at the emptied room,
then gaze long at the wrinkled surface of the lake.
When I pause my work, twilight floods the window
like crowds of murmuring ghosts,
scattering and hiding in rooms that recede one by one,
turn on the light, brother—we are far apart.
Ma Yongbo was born in 1964, Ph.D, representative of Chinese avant-garde poetry, and a leading scholar in Anglo-American poetry. He is the founder of polyphonic writing and objectified poetics. He has published over eighty original works and translations since 1986 included 10 poetry collections. He focused on translating and teaching Anglo-American poetry and prose including the work of Dickinson, Whitman, Stevens, Pound, Amy Lowell Williams, Ashbery and Rosanna Warren. He published a complete translation of Moby Dick, which has sold over 600,000 copies.
Sometimes, an unexpected “single day” can leave an indelible mark on one’s memory for years to come. For me, one such day began as a routine university lecture but transformed into a face-to-face encounter with history.
Our first class of the day was a lecture on “Historical and Cultural Tourism,” taught by our mentor, Akbar Nurmatov. I walked into the auditorium still a bit drowsy from the morning. However, my professor’s unexpected announcement instantly jolted the entire group awake:
“We haven’t been anywhere together this semester,” he remarked.
Shortly after, another piece of news followed: we would be continuing today’s lesson at the Center of Islamic Civilization. It turned out that special permission had been secured directly from the rectorate for our subsequent classes as well.
To be honest, I had been longing to visit this place for a long time. Hearing the news, my heart swelled with joy. One of the most heartwarming moments was when Professor Nurmatov arranged for us to enter the center free of charge. For us students, this was a wonderful opportunity.
As we reached the entrance, a wave of excitement washed over me. We were welcomed by Oktam Usmonov, the head of the center’s press service. Interestingly, he was also one of our professor’s former students. Truly, the saying “it’s a small world” felt more relevant than ever.
The moment I stepped inside, I froze in awe. At that point, Oktam Usmonov turned to our professor and asked:
“Teacher, do you have any students who are good writers or proficient in foreign languages?”
With a smile, the professor called me forward and said:
“For now, this girl is the one who truly holds her own.”
In that moment, a profound sense of pride filled my soul. A thought crossed my mind: “I wish my father could hear these words and feel proud of me…”
Our journey began in the first hall. Here, artworks crafted from colored stones delighted the eyes, seemingly transporting us into the past. As I climbed the stairs, my eyes fell upon the portraits of the Jadids. A shiver ran through my body not of fear, but of a deep sense of belonging to our national history.
The exhibitions start from the First Renaissance. The history of ancient cities like Dalvarzintepa and Sopollitepa, along with archaeological finds, felt like silent pages of a thousand-year-old history speaking to us. Every exhibit manifested the intellect and spiritual wealth of our ancestors.
The next section was dedicated to the Second Renaissance an era where science, culture, and thought flourished. Witnessing that atmosphere, the thought “If only I had lived in that time” even crossed my mind.
The section that moved me most was the one dedicated to Imam Bukhari. Tears welled up in my eyes when I saw an ancient manuscript of “Sahih al-Bukhari.” It wasn’t just a book; it is a priceless heritage for the entire Islamic world. We also learned about the manuscripts and lives of great scholars like Ahmad al-Farghani, Hakim Termizi, Ibn Sino, Abu Mansur Maturidi, and Abu Rayhon Beruni. Seeing their legacy, the wisdom “Those who serve the people remain in the hearts of the people” echoed in my mind.
Next, we entered the Holy Qur’an Hall. It is difficult to describe the atmosphere there. It felt as if time had stood still, and my soul had finally found tranquility.
During our tour, we also visited the state-of-the-art library, which is awaiting its official opening. The head of the library served as our guide. Honestly, I had never seen such a sophisticated and perfect library before. It even features a specialized disinfection system for books; once a book is read, it is sanitized to remove viruses and microbes. Seeing such care only increased my respect for this sanctuary of knowledge.
In conclusion, of all the places I have seen in my 21 years, the Center of Islamic Civilization has become one of the closest to my heart. It is more than just a museum; it is a vast temple of learning that carries the scientific and spiritual legacy of our ancestors to future generations.
At this point, it is worth highlighting the creation of such a magnificent center in our country. This sanctuary brings our people’s history to life, reaffirming the truth that “a nation that knows its past shall have a bright future.”
Our profound gratitude goes to our President, Shavkat Mirziyoyev, for reviving our nation’s heritage and for bringing back ancient historical artifacts from foreign museums so that we may truly know our roots.
And finally, a huge thank you to our mentor, Akbar Nurmatov, who, much like parents who wish only the best for their children, provided us with the very best experiences and etched these unforgettable moments into our memories.