Educating the Builders of the Future – The Most Important Issue
Today, cases of juvenile delinquency are increasingly common in our country. Some people believe that the government is responsible for preventing such situations, while others emphasize that parents should bear the main responsibility. So, whose opinion is actually more justified?
According to supporters of the first viewpoint, the state’s responsibility in preventing crime has several advantages. First, organizing activities that encourage young people’s interest in education plays a significant role in reducing delinquency. In particular, assigning psychologists and National Guard officers to state institutions is one of the most important measures. Second, if employment services provide young people with appropriate jobs, the number of crimes will decrease. As Confucius stated: “Hands that are busy with work stay away from evil deeds.”
The representatives of the second viewpoint approach this issue differently. First of all, a child’s character and worldview are largely shaped by the family environment and the love and care shown by parents. Moreover, parental supervision is crucial in choosing friends and using social networks appropriately. Furthermore, our Constitution — the charter of our happiness — clearly defines parents’ duties toward their children.
In my opinion, parents should bear greater responsibility for raising future builders into morally mature and well-rounded individuals. As Abu Ali Ibn Sina said: “Failing to guide children onto the right path is an act of injustice.” My neighbor, who was indifferent to her child’s upbringing and ignored his harmful habits, eventually saw her 20-year-old son fall into the path of crime.
In conclusion, parents should be attentive to their children and help organize their free time productively. Encouraging adolescents to engage in professions and education is the foundation of our future. Indeed, it is not criminals but educated youth who will build the New Uzbekistan.
Compiler: Axtamova Orastaxon Salimjon qizi – Student of Speech Therapy (Logopedics)
Annotation: This article discusses the practical aspects of psycho-corrective work in the successful socialization of children with autism spectrum disorder (ASD). It analyzes the psychological characteristics of social adaptation problems in children with autism and outlines effective approaches for intervention. The paper also explains what autism is, when it first becomes noticeable, its classifications, and how to build appropriate relationships with children on the autism spectrum.
Key words: Autism, psychocorrection, early childhood autism, adolescent autism, adult autism, external speech, monologic speech, stereotypical movements, social interaction.
Introduction
In modern psychology, increasing attention is being paid to emotional development and its role in personality formation. Emotions serve as an internal signaling system that helps individuals evaluate events, regulate behavior, and respond appropriately to different situations. When the emotional-volitional sphere develops typically, a child can interpret social cues, adapt to environmental changes, and establish relationships. However, disturbances in this sphere may significantly affect communication, behavior, and social adaptation.
One of the developmental disorders associated with emotional and communicative impairments is autism. Autism (from the Greek word “autos,” meaning “self”) refers to a specific psychological condition in which a person withdraws from social interaction and prefers isolation. The term “autism” was introduced into scientific literature in 1912 by Eugen Bleuler. Later, in 1943, Leo Kanner provided one of the first detailed descriptions of early childhood autism in his work Autistic Disturbances of Affective Contact.
Autism spectrum disorder is more commonly diagnosed in boys than in girls. The first signs usually appear before the age of three, although in some cases they may be noticeable during infancy. Early detection plays a crucial role in ensuring effective intervention and better developmental outcomes.
Clinical Characteristics and Symptoms
Children with autism spectrum disorder often demonstrate difficulties in social interaction, communication, and behavior regulation. Common symptoms include:
Limited or absent eye contact;
Delayed speech development or lack of functional speech;
Indifference to separation from or reunion with parents;
Preference for solitary play;
Repetitive behaviors and stereotypical movements;
Strong attachment to routines and resistance to change;
Hypersensitivity to sounds, light, or touch.
Speech development in autistic children may vary. Some children do not speak at all, while others may use echolalia (repeating words or phrases without understanding their communicative meaning). Monologic speech may be present, but interactive dialogue is often limited.
According to the International Classification of Diseases (ICD-10), autism-related disorders are categorized under F84, including childhood autism, atypical autism, Rett syndrome, and Asperger syndrome. These classifications reflect differences in symptom severity, onset, and associated developmental conditions.
Classification of Early Childhood Autism
Early childhood autism can be divided into four conditional groups based on behavioral patterns:
Group 1: Children who show almost complete indifference to the external world. They avoid eye contact and physical touch and demonstrate minimal emotional response even toward parents.
Group 2: Children who are isolated but maintain limited contact with close family members. They are highly dependent on routines, specific foods, clothing, or environments. Any change may lead to emotional outbursts.
Group 3: Children immersed in narrow and often unusual interests. These interests may not be educational and can include repetitive or fantasy-based themes.
Group 4: Children who are extremely sensitive and emotionally vulnerable. They desire interaction but struggle to cope with criticism or unexpected changes.
Understanding these groups helps specialists develop individualized psycho-corrective programs.
Causes and Risk Factors
The exact causes of autism spectrum disorder remain unclear. Research suggests a combination of genetic and environmental factors. Possible contributing factors include genetic predisposition, prenatal stress, exposure to environmental toxins, heavy metals such as lead and mercury, complications during pregnancy, anemia, hypertension, and ecological pollution.
Previously, autism was considered purely genetic, but recent studies emphasize the multifactorial nature of the disorder. Importantly, autism is not caused by parenting style or emotional coldness of caregivers, as was mistakenly believed in the past.
Psychocorrection and Social Adaptation
Psychocorrectional work plays a vital role in supporting children with autism. Early intervention programs may include speech therapy, behavioral therapy, sensory integration therapy, and social skills training. The goal of psycho-corrective work is to develop communication skills, reduce stereotypical behaviors, enhance emotional regulation, and improve adaptive functioning.
Speech therapists help children develop functional communication, whether verbal or alternative (such as gestures or visual systems). Structured routines and visual supports are often beneficial. Gradual exposure to social environments also improves adaptive skills.
Family involvement is essential. Parents should treat autistic children as capable individuals, providing responsibilities appropriate to their developmental level. Considering them “defective” or equating autism with intellectual disability may hinder progress. Many children with autism have average or above-average intelligence.
Conclusion
Autism is not a dangerous or hopeless condition. It is not a verdict. Individuals with autism live among us and can achieve remarkable success when provided with understanding, acceptance, and professional support. Early identification, environmental modification, and consistent psycho-corrective intervention significantly improve long-term outcomes.
Society must replace fear and misunderstanding with knowledge and empathy. Accepting autistic children as equal members of the community and offering them appropriate educational and social opportunities will facilitate their successful integration. With timely support, many individuals on the autism spectrum grow into independent, talented, and socially active adults.
In our long forgotten of summer days I pine for forbidden forests And a winter love that will wreak havoc Inside my amorphous vein Lately I scream at the stars in the night long haul The sky seems forgotten and unlikely An innocence that hangs in the tropical rain The ecological summer that God created I still seek for an unassuming answer My past years gone and dusted under a oak tree Oaths of haunting fairies in the far land The sea change of the seasons as tomorrow comes I will hold roses under my bosom At nighttime the sky again becomes my neighbor I scream and wait as the year pass by.
my head is an ocean in which I more frequently drown than swim. my mouth is a loaded gun and I am the finger that holds the trigger. sometimes I cannot stop myself from getting tangled in the algae of my depression, from drowning in a sea of anxiety. sometimes I cannot stop myself from firing on the first one to cross my path.
my head is a void, an endless continuum in which I often find myself lost. as I walk through the gates at the precipice of nothingness I am greeted with only a baleful silence. with every step I take in my own mind I fear that I will slip into the deep and never be able to return again. my head is an ocean in which I more frequently drown than swim.
Riley “Ri” Winters (she/they) is a young transgender poet, author, and musician from San Francisco, California. Her work focuses on social justice, identity reclamation, and self-expression, and advocates for mental health awareness and LGBTQ+ rights.
USE OF DIDACTIC GAMES AND MODERN TEACHING METHODS TO INCREASE STUDENTS’ INTEREST IN SCIENCE IN SPECIALIZED CLASSES OF FUTURE TEACHERS
Kadirova Feruzakhan Abdiyaminovna Andijan State Pedagogical Institute Master’s student of pedagogy Scientific supervisor Abdullayeva Nasibakhan Jorayevna
Today, the reforms carried out in the education system require future teachers to deeply master modern pedagogical approaches. The use of didactic games and modern interactive methods is important in teaching.
Didactic games increase students’ interest in the lesson and make them active participants. For example, in the role-playing game method, students take the role of a certain profession or pedagogue and solve a problem situation. In this process, they apply their theoretical knowledge in practice. Or through a game organized in the form of a question-and-answer competition, students strengthen the topic and test their knowledge based on healthy competition.
The brainstorming method, which is one of the modern teaching methods, also develops students’ independent thinking. For example, students are asked to express different ideas by setting a problem on a new topic, in which each idea is appreciated and a general conclusion is drawn. This method is used by students forms the ability to think freely and defend one’s point of view.
The cluster method is also one of the effective methods, for example, a certain concept is written on the board, and students branch out their thoughts related to this concept. As a result, a comprehensive idea of the topic is formed This method is especially useful in the systematization of theoretical topics.
Through the insert method, students analyze their knowledge in the process of working with the text. They confirm the information they know during the study, determine new information and identify incomprehensible aspects, which develops students’ independent learning skills.
Case study, that is, the method of analyzing problematic situations, can also be widely used in specialized subjects. For example, students are given a pedagogical situation and asked to find a solution to the problem. This increases the ability to work in a team.
The use of information and communication technologies has also become an integral part of the modern lesson. Presentations, videos, online tests and lessons organized using interactive platforms attract the attention of students. For example, quick assessment through electronic test or explanation of the topic through interactive presentations.
—Losing the green wild, one can never flee the white snow
No path to tread
It seizes the grief
I carry, still warm
Chills surge unceasing
I start
To mend my robe round the frame
Gather firewood along the way
To patch the gaps
Where the green wild fled
From the wall
2.年碑
——为你做碑
只攒了些许
清楚
流尽落款
的灰
敞开东行
的雪
站成南向
的碑
来年
椿的，杨的，榆的
陷了一堆
涨了一辈
Epitaph of the Year
—Carving a stele for you
I only gather a little
Clarity
Till the ash of the signature
Runs dry
Unfurl the snow
Wending east
Stand as a stele
Facing south
In the coming year
Of the Chinese toon, the poplar, the elm
A pile sinks
A generation rise
3.阴天
我习惯
冬的母亲
持续凌冽
里断里
有一天扭捏
难肯
凭惯性
结果她
含了许久
才送出
带着温润
的种
跑去埋下
发不了
芽
Overcast Day
I’m used to it
Winter’s mother
Keeps the bitter chill
Lingering, fraying
Once in a while, coy
Reluctant
By force of habit
Turns out she
Holds it long
Before she sends forth
The seed
Warmed and mild
I run to bury it
It won’t
Sprout
4.送叶
春天的
许应
旋我在
雪上
等到脱落
的叶
飞上高枝
却是灰黑
的雀
Sending the Leaf
The promise
of spring
Whirls me upon
the snow
Till the fallen
leaf
Rises to the high branch
Yet it’s a dull black
sparrow
5.望波
我追不上
认定的
波
母亲静立
看阔阔的
河
至夜半
外公的眼角
搁浅了
泥螺
我一并
掂起
但我行动
太缓
完成不了
对一个
人的
提纯
Gazing at the Waves
I cannot catch up
with the wave
I set my heart on
Mother stands still
watching the broad
river
Till midnight
in Grandpa’s eyes
mud snails run aground
I pick them up
all together
Yet my steps are
too slow
to finish
the purification
of a
person
Su Yun, 17 years old, is a member of the Chinese Poetry Society and a young poet. His works have been published in more than ten countries. He has published two poetry collections in China, namely Inspiration from All Things and Wisdom and Philosophy, and one in India titled WITH ECSTASY OF MUSINGS IN TRANQUILITY. He has won the Guido Gozzano Orchard Award in Italy, the Special Award for Foreign Writers in the City of Pomezia, and was praised by the organizing committee as the “Craftsman of Chinese Lyric Poetry”. He has also received the “Cuttlefish Bone” Best International Writer Award for those under 25.
Abstract : This article explores the role of motivation and discipline in achieving personal goals. While motivation provides the initial drive, discipline ensures consistency and long-term commitment. The paper analyzes how internal motivation and self-discipline interact, highlights common challenges in maintaining goal-oriented behavior, and presents practical strategies supported by statistical data. The study emphasizes that sustainable success is built not on temporary inspiration, but on structured habits and personal responsibility.
Key words : motivation, discipline, personal goals, self-development, consistency
Shaxsiy maqsadlarga erishishda motivatsiya va intizomning o‘rni
Dilrabo Boymirzayeva
Jahon iqtisodiyoti va diplomatiya universiteti 1-kurs talabasi
Annotatsiya : Ushbu maqolada shaxsiy maqsadlarga erishishda motivatsiya va intizomning ahamiyati tahlil qilinadi. Motivatsiya insonni harakatga undovchi kuch bo‘lsa, intizom ushbu harakatni davomli va barqaror qiladi. Maqolada ichki motivatsiya, o‘zini boshqarish, odatlarni shakllantirish va natijaga erishish jarayonlari misollar asosida yoritiladi. Tadqiqot shuni ko‘rsatadiki, muvaffaqiyat tasodif emas, balki ongli tanlov va qat’iyat mahsulidir.
Kalit so‘zlar: Motivatsiya, intizom, shaxsiy maqsadlar, o‘zini rivojlantirish, barqarorlik
Роль мотивации и дисциплины в достижении личных целей
Дилрабо Боймирзаева
Студентка 1 курса Университета мировой экономики и дипломатии
Аннотация :В данной статье рассматривается значение мотивации и дисциплины в процессе достижения личных целей. Мотивация выступает источником первоначального импульса, тогда как дисциплина обеспечивает устойчивость и регулярность действий. В статье анализируются внутренние факторы самоконтроля, формирование привычек и личная ответственность как основа долгосрочного успеха.
In modern society, achieving personal goals has become increasingly challenging due to constant distractions and high expectations. Many individuals start their journey with strong motivation yet fail to maintain progress over time. This raises an important question: what truly determines success? This article argues that while motivation initiates action, discipline sustains it. Understanding the balance between these two elements is essential for long-term personal development
Motivation as a Starting Force:
Motivation is the psychological energy that pushes an individual toward a desired outcome. It can be intrinsic, driven by personal values and satisfaction, or extrinsic, influenced by rewards or social recognition. Intrinsic motivation is generally more sustainable, as it aligns with a person’s identity and long-term aspirations. However, motivation is often unstable and influenced by emotions, environment, and temporary circumstances
Discipline as a Stability Mechanism:
Discipline is the ability to act consistently regardless of emotional state. Unlike motivation, discipline does not rely on mood or inspiration. It is built through routines, self-control, and conscious decision-making. Individuals who develop disciplined habits are more likely to continue working toward their goals even during periods of low motivation.
Statistical Example and Explanation:
According to a study conducted by the American Psychological Association, individuals who rely primarily on habits rather than motivation are 40% more likely to achieve long-term goals. This statistic demonstrates that discipline-based systems, such as daily routines and measurable plans, significantly increase the probability of success by reducing dependence on emotional motivation
Continuation of the Article:
Combining motivation and discipline creates a powerful framework for personal growth. Motivation provides direction, while discipline ensures execution. When individuals learn to act first and wait for motivation later, productivity and confidence increase. Over time, disciplined actions reinforce motivation, creating a positive feedback loop.
Conclusion:
In conclusion, motivation and discipline are not opposing forces but complementary elements of success. Motivation ignites the desire to change, while discipline transforms that desire into results. True achievement comes from understanding that progress depends not on how one feels, but on how consistently one acts. Developing discipline allows individuals to move forward even when motivation fades.
References:
Duckworth, A. (2016). Grit: The Power of Passion and Perseverance.
Clear, J. (2018). Atomic Habits.
American Psychological Association. (2021). Motivation and Habit Formation Studies.
Ryan, R. M., & Deci, E. L. (2000). Intrinsic and Extrinsic Motivation.
