Every nation has great figures who become its pride and honor. We, the Uzbek people, are justly proud of our poetess Zulfiya, whose beautiful poems, penetrating our literature, spirituality, and delicate hearts, have captured the hearts of millions. In nurturing love for the Motherland, respect for the native language, and feelings of kindness and compassion in the hearts of the young generation, the works of this great figure play a significant role.
One of the talented students studying at our school, Zahro Qahramonova, is among those gifted girls who embody such human emotions in her heart and who has developed a love for the art of words. In every line of poetry, Zahro feels beauty, sincerity, dreams, and aspiration. When she reads a poem, she becomes inspired just like little Zulfiya. She gives every word a place in her heart and brings each image to life in her imagination.
For us teachers, this is a great happiness — to work with students whose hearts are filled with love for poetry and whose souls shine with dreams. Zahro’s noble intentions, her dedication to creativity, and her ability to reflect on great themes such as the Motherland, mother, nature, and peace, give us reason to call her a true “little Zulfiya.”
Zulfiya’s proud lines, “I am the daughter of Uzbekistan”, today have become a life motto for thousands of girls like Zahro. We believe that today’s little Zulfiyas will grow into tomorrow’s enlightened, devoted, and creative women. Zahro is one of those girls who is confidently stepping toward such dreams.
Teresa Nocetti was born in Montevideo, capital of the Oriental Republic of Uruguay. She has been a retired teacher for seven years and is a mother and grandmother. She loves to travel, get to know different cultures, read and talk.
Since 2017, she has been a member of the group of international writers “Junto por las Letras,” counting hundreds of participants from different languages to date. In 2018, she published “La visita de Perseo”. She’s published in the anthologies: “Women on the brink of the abyss” (collection), “Vida de Piedra”, “When letters mature”, “A story for a smile” Volume Three, “Uniendo Fronteras” (Bolivia). In 2019 she was awarded a Special Mention from the Outstanding Women in Culture for her cultural trajectory and human values.
As of 2020, her works have been virtual. She continues to participate actively in the Virtual Book Fairs, in the virtual book Immortales, and in all the proposals of the “Juntos por las Letras” Group as Cultural Manager. They will publish her next book: “Sinuous Soul.”
This article discusses the issue of developing emotional intelligence and social skills in preschool education. The concept of emotional intelligence, its theoretical foundations, and its importance in the personal and social development of children are analyzed. Also, methods that serve to develop empathy, self-control, communication culture, and cooperation in preschool children are analyzed – approaches such as role-playing games, fairy tales and stories, collaborative tasks, and art activities. The article also shows the role of cooperation with parents and the advantages of upbringing methods based on national values. The conclusion justifies the necessity of developing emotional intelligence from an early age for the child’s future.
Keywords: emotional intelligence, social skills, empathy, communication culture, preschool education, cooperation.
Enter
In today’s globalization process, one of the main tasks of the educational process is to form not only knowledge and skills, but also personal and social qualities in children. A person’s full self-expression and effective functioning in society are directly related to the level of emotional intelligence (EI).
Psychologists believe that the earlier a child learns to understand his own emotions, manage them, and respond appropriately to the emotions of others, the higher his future educational success and level of adaptation in social life. Therefore, the development of emotional intelligence in the preschool education system is one of the most pressing issues today.
The main part
The concept of emotional intelligence
The concept of “emotional intelligence” was first introduced into scientific circulation by American scientists P. Salovey and J. Mayer. Later, D. Gouleman developed this idea and identified five main components of emotional intelligence:
1. Understanding one’s own emotions;
2. Self-control;
3. Intrinsic motivation;
4. Empathy,
5. Social skills.
These components play an important role in a child’s personal development, educational success, and future professional career.
The importance of emotional intelligence in preschool education
Preschool is a crucial period in the psychological, social, and emotional development of a young child. During this period, the development of emotional intelligence provides the following opportunities:
creates the child’s ability to understand and correctly express their feelings;
managing negative emotions and channeling them constructively;
-develop a culture of communication with peers;
-developing group and team work skills;
enhancing empathy and compassion.
Methods for building social skills
The following methods are effective for developing social skills in children:
is:
1. Role-playing – children learn to understand the feelings of others by acting out different situations.
2. Collaborative tasks develop communication and collaboration by completing tasks together in a small group.
3. Through fairy tales and stories, artistic works instill qualities such as distinguishing between good and evil, kindness, and helpfulness.
4. Artistic activities enhance the ability to express emotions through music, painting, and drama.
5. Cooperation with parents and emotional support in the family ensure psychological stability in children.
Scientific and practical foundations
According to psychological research, the age range of 3-6 years is the most active period in a child’s emotional and social development. Therefore, educators and psychologists should pay special attention to the development of emotional intelligence in children.
The “Concept of Preschool Education” adopted in the Republic of Uzbekistan also identifies social and emotional development in children as one of the priority areas.
Summary
In conclusion, the development of emotional intelligence and social skills is an integral part of the preschool educational process. A child with high emotional intelligence:
-can understand himself and others; -keeps balance in stressful situations;
– establishes positive social relationships;
– achieves high results in education.
Therefore, special programs aimed at developing emotional intelligence in children should be developed in collaboration with educators, parents, and psychologists. This will not only ensure the harmonious formation of the child’s personality, but also create a healthy, tolerant, and cooperative society in the future.
Therefore, developing emotional intelligence is the most important foundation for successfully building a child’s future.
Used literature
1. Salovey P., Mayer J. D. Emotional Intelligence. Imagination, Cognition and Personality, 1990.
2. Goleman D. Emotional Intelligence: Why It Can Matter More Than IQ. Bantam Books, 1995.
3. “Concept of Preschool Education” of the Republic of Uzbekistan. Tashkent, 2019.
4. Karimova V.M. Fundamentals of Psychology. Tashkent, 2018,
5. Methodological manuals of the Ministry of Preschool Education, Tashkent, 2022.
6. Vygotsky L.S. Development of psychology for a child. Moscow, 1984.
7. Shoumarov G. Pedagogical Psychology. Tashkent, 2020.
8. OpenAl. Scientific and analytical materials created using ChatGPT (GPT-5). 2025.
Abdirashidova Ozoda, Born in Chiraqchi district of Kashkadarya region, studied at the Pedagogical Faculty of Karshi State University, majoring in preschool education. Ambassador and member of international organizations. Holder of international certificates.
Said the storied teacher, ‘In this parable see your loathes’
Spelling the situation of a householder’s tower
And the husbandmen planning their plot for power
The vineyard owner inquired twice to know
What the husbandmen mocked with a fatal blow
Sending his son, trusting they’d have new eyes
The husbandmen again killed with more despise
The teacher then turned, asking what of the husbandmen’s fate
Realizing themselves the husbandmen, the teacher’s enemies took hate
And the chief priests admitted their plot against the teacher
Who knew and taught against their murderous feature
Brent Yergensen, Ph.D., is a Professor of Communication at The University of Texas at Tyler. His poetry has appeared in Academy of Heart and Mind and Bewildering Stories. As a scholar his research on aesthetics has appeared in numerous academic journals and anthologies.
Her face appeared, Moons in her veil, In rosy, red like coral…When she removed a veil from her full moon, and shyness adorned her gaze…
Ah, my beloved…!! After you, Will I see…? A full moon I converse with in the sky of my horizon, And love asks: Where is the reader of the verse of passion…?! In embrace and union…
For your eyes, A poem tempts me…From the clarity of your intoxicating glance. My soul is reborn, and for your union, I wrote poetry as ink. The hunter of your heart. I strive towards that heart, And the eyes’ confession Of longing openly To a beloved… who stood at my door…And what she hid from my eyes openly, I see in her beauty the chapter of embrace…
Fadi Sido is the editor in chief of Raseef 81 magazine in Germany.
