DEVELOPING CREATIVE IDEAS IN CHILDREN

Karimova Navbaxar Mahmudjanovna
Educator at the Specialized Preschool Educational Organization
named Shirintoy, Preschool No. 9, Gurlan District, Khorezm Region

Email: Mahmudjanovna’s@gmail.com
Tel: +998 94 110 77 75

Abstract

This article discusses the thinking capacity of young children and methods for expanding it. The concept of creativity, its meaning, and its application are explained. The article also covers the stages of creative thinking from early childhood to the school period, as well as the methods used to develop creative thinking skills in children.

Keywords: concept of creativity, creative characteristics, cooperation between teacher and students, elements of thinking, social criteria, encouraging thinking, engagement, emergence of creative ideas, primary education.

Introduction

When discussing the development of the education system in Uzbekistan and the training of specialists who meet international standards, it is important to educate students not only as well-rounded individuals who have mastered scientific knowledge, but also as creative thinkers who are ideologically strong and capable of becoming qualified professionals in their future careers.

The term creativity was first used in 1922 by the American scientist D. Simpson. Through this term, he described an individual’s ability to abandon conventional, stereotypical, and routine thinking. The word creativity comes from the Latin word create meaning “to create,” and creative meaning “a creator” or “innovator.”

Main Part

Creativity expresses a positive ability that characterizes an individual’s readiness to generate new ideas and serves as an independent component of talent. A person’s creativity is manifested in their thinking, communication, emotions, and specific types of activities. Creativity describes an individual as a whole or certain personal characteristics such as mental sharpness.

Below, we examine discussions and results. Cooperation between the teacher and students begins with the assistance provided by the teacher to learners. Gradually, this assistance becomes more active and transforms into learning actions. As a result, the teacher-student relationship evolves into a partnership. However, during this process, the teacher must be extremely careful, as they may unknowingly hinder the development of children’s creative thinking.

Analysis of materials shows that cooperation plays a crucial role in developing creativity in children. It is well known that the educational process is bilateral and consists of equal interaction between teachers and students. The teacher, as the leader of this process, is responsible for educational outcomes. However, this should not lead to the assumption that the educational process is entirely dominated by the teacher.

According to research results, the following aspects should be emphasized to develop creativity in children:

1. Encouraging children to ask many questions and supporting this habit;
2. Promoting children’s independence and strengthening their sense of responsibility;
3. Creating opportunities for independent activities;
4. Paying attention to children’s interests.

Primary education is one of the most influential stages in a child’s life, leaving a deep impact. At this stage, great responsibility is placed on teachers. The methodology for developing creative abilities in primary school students still requires special research.

As the First President I.A. Karimov emphasized:
“Preschool education ensures the healthy and comprehensive development of a child, awakens an interest in learning, and prepares them for systematic education. Preschool education is carried out in state and non-state preschool institutions and families until the child reaches the age of six or seven. Mahallas, public and charitable organizations, and international foundations actively participate in achieving the goals and objectives of preschool education.”

Today, forming an independent and free-thinking individual is a requirement of the time. Educators have the opportunity to nurture individuals who understand their own dignity, are strong-willed, and have firm beliefs. The standard of society lies in shaping people with high moral values.

When a child begins to think, thinking elements emerge as soon as they learn to recognize someone or something. The child compares new information with what they already know and determines similarities and differences. At around eight months old, a child begins to understand speech, initially paying attention to intonation and facial expressions. Soon, they start understanding the general meaning of speech through changes in tone.

Special exercises play an important role. An object (for example, a clock) is shown repeatedly while naming it. From this stage, adults begin teaching creativity to children and understand the importance of playing together. This is one of the most important criteria.

It is necessary to develop children’s intellectual abilities and potential for their future. There is also the concept of creative thinking. By developing creative thinking, children learn to analyze information from different perspectives and discover new ideas. They also develop the ability to generate various ideas to solve ambiguous problems and predict the outcomes of situations and events.

Creative thinking is manifested in the following characteristics:

1. Thinking speed – the ability to generate many ideas in a short period of time;
2. Flexibility of thinking – the ability to generalize creatively;
3. Originality of ideas – the ability to apply unique ideas in real-life situations;
4. Elaborative thinking – the ability to refine and expand ideas.

In today’s era of globalization and rapid information flow, teaching children to obtain correct information and protecting them from information threats has become an urgent issue. The Ministry of Preschool Education has adopted the “First Step” State Program, which provides a framework for teaching children and enhancing their creativity. Development centers have been established where children can receive education in centers of their own choice.

Conclusion

Reforms in the education process create opportunities to develop and improve children’s creativity. Such opportunities help increase children’s creative abilities, encourage correct perception of information, and motivate appropriate responses. Based on observation and analysis, it can be concluded that developing students’ creative thinking is a requirement of the time, and primary school teachers play a significant role in this process.

References

1. Nuralieva, D. M. (2022). Features of Communication Between Children and Parents in Family Relationships. Uzbek Scholar Journal, 6, 39–43.
2. Nuralieva, D. M. (2022). Features of Communication Between Children and Parents in Family Relationships. International Conference on Advance Research in Humanities, Sciences and Education.
3. Nuralieva, D. M. (2022). Features of Communication Between Children and Parents in Family Relationships. Uzbek Scholar Journal, 6, 39–43.
4. Mamurjonovna, N. D. (2022). Psychological Service and Its Role in Family Relationships.
5. Mamurjonovna, N. D. (2022). Psychological Service and Its Role in Family Relationships, 115–121.
6. Mamurjonovna, N. D. (2022). Psychological Service and Its Role in Family Relationships.
7. Nuralieva, D. M. (2020). The Concept of Psychological Assistance to the Family. Psychological Health of the Population as an Important Factor of Social Prosperity, 405–410.
8. Nuralieva, D. M. (2020). The Concept of Psychological Assistance to the Family.
9. Nuralieva, D. M. (2020). The Concept of Psychological Assistance to the Family.
10. Nuralieva, D. M. (2020). The Concept of Family Psychological Service.

NEUROLOGICAL DISORDERS: CAUSES, TYPES, AND MODERN APPROACHES TO TREATMENT

Abstract

This article analyzes the causes, main types, clinical manifestations, and modern diagnostic and therapeutic approaches to neurological disorders. Diseases of the nervous system significantly affect human health and reduce quality of life. Therefore, early diagnosis and a comprehensive treatment approach are essential for preventing complications and improving patient outcomes.

Keywords: nervous system, neurology, stress, neuron, psychosomatic disorders.

Introduction

The nervous system is one of the most complex and vital systems of the human body, responsible for regulating and coordinating the functions of all organs. Disorders of the central and peripheral nervous systems lead to various neurological diseases. In recent years, increased stress levels, environmental factors, unhealthy lifestyles, and excessive information load have contributed to the growing prevalence of neurological disorders worldwide.

Causes of Neurological Disorders

The development of neurological disorders may be associated with the following factors:

chronic psychological stress and emotional tension;

genetic predisposition;

traumatic injuries to the brain and spinal cord;

infectious diseases such as meningitis and encephalitis;

impaired blood circulation;

toxic exposure and harmful habits;

hormonal and metabolic imbalances.

These factors negatively affect neuronal function and disrupt the transmission of nerve impulses.

Main Types of Neurological Disorders

Neurological disorders present in various clinical forms. The most common include:

Neuroses – functional disorders of the nervous system, often related to stress;

Neuritis and neuralgia – inflammatory conditions of nerve fibers;

Epilepsy – a chronic disorder characterized by abnormal electrical activity in the brain;

Parkinson’s disease – a neurodegenerative condition associated with tremors and slowed movements;

Stroke – an acute disruption of cerebral blood circulation.

Clinical Manifestations

Neurological disorders may present with the following symptoms:

headaches and dizziness;

sleep disturbances and chronic fatigue;

decreased memory and concentration;

numbness or tremors in the limbs;

rapid mood changes;

speech and motor impairments.

The severity and combination of symptoms depend on the type and stage of the disease.

Diagnosis and Treatment Methods

Diagnosis of neurological disorders involves clinical examination supported by laboratory and instrumental methods such as electroencephalography (EEG), magnetic resonance imaging (MRI), and computed tomography (CT). Treatment is based on a comprehensive approach, including:

pharmacological therapy (sedatives, neuroprotective agents);

physiotherapy;

psychotherapy;

adoption of a healthy lifestyle.

Early diagnosis and appropriate treatment significantly reduce the risk of complications.

Conclusion

Neurological disorders remain a significant medical challenge in modern society. Preventive measures such as stress management, balanced nutrition, regular physical activity, and routine medical check-ups play a crucial role in maintaining nervous system health. Timely intervention and proper care contribute to improved physical and mental well-being.

Author: Fahriddin Akramov Uzbekistan

MY VALUES 

Every state has its own traditions and values, which have been preserved from time immemorial and inherited from their ancestors. We, the Uzbek people, also have national holidays and values inherited from our ancestors. Every Uzbek child gets up in the morning, washes his face and hands, greets his family members and wishes them a good mood during the day. It is strange for Uzbek children to look their parents in the eye and disobey them. Even a 50-year-old son obeys and respects the word of his 70-year-old father. We, the Uzbeks, are known all over the world for our high values, such as hosting weddings and serving soup. When an Uzbek wants to build a building, other neighbors gather in a hashar to help him. This is also one of our beautiful values. Compassion is very strong among our people. That is why on our national holiday Navruz, generous people of our people visit the elderly, congratulate the disabled and give gifts to orphans. On the Day of Remembrance and Honor, the martyred boys and grandfathers recite prayers to the soul, pray, and lay flowers at their graves.

Uzbek people pay a lot of attention to the upbringing of children. Parents try to raise their children from an early age to be well-mannered. Their daughters to be chaste, and their sons to be brave, courageous, and fiery. From an early age, they are taught to speak the truth, to respect the elderly, to respect the little ones, to help them when they need help, and to donate to the needy and the poor. This is also our values. When Uzbek parents give birth to a baby in their family, they plant seedlings with their children, because they want their babies to grow like these seedlings and benefit people. It is one of our true human values that Uzbek children do not leave their parents alone when they grow up and take care of them. We are taught by our teachers to take care of every inch of the land inherited from our ancestors, to be a worthy generation. Another high value we have is family stability. Every family to be built must bring up perfect people and family-oriented children for the state and the people.

Kodirova Shaxzoda 

A student of Navoi State University

PSYCHOLOGICAL CHARACTERISTICS OF STRESS AND EMOTIONAL STABILITY IN STUDENTS

Mamatqulova Mukarram Nuriddin qizi
Termez State University
1st-year Student, Department of Psychology

mamatqulovamukarram588@gamil.com

SCIENTIFIC SUPERVISOR: 

Senior Lecturer, Department of Psychology  

Almardanova Salomat Bobonazarovna

ANNOTATSIYA;Mazkur maqolada oliy ta’lim muassasalarida tahsil olayotgan talabalarda stress holatlarining vujudga kelish omillari hamda emotsional barqarorlikning psixologik xususiyatlari ilmiy-nazariy jihatdan tahlil qilinadi. Tadqiqot jarayonida stress va emotsional barqarorlik o‘rtasidagi funksional bog‘liqlik ochib berilgan. Shuningdek, talabalarda stressga chidamlilikni shakllantirish va emotsional barqarorlikni rivojlantirishga qaratilgan amaliy-psixologik tavsiyalar ishlab chiqilgan.

Kalit so‘zlar: stress, emotsional barqarorlik, talaba, psixologik moslashuv, ruhiy holat, motivatsiya. 

АННОТАЦИЯ:В статье проводится научно-теоретический анализ причин возникновения стрессовых состояний у студентов высших учебных заведений, а также психологических особенностей эмоциональной устойчивости личности. В ходе исследования раскрыта взаимосвязь между уровнем стресса и эмоциональной стабильностью студентов. Разработаны практические психологические рекомендации, направленные на повышение стрессоустойчивости и укрепление эмоционального равновесия студентов.

Ключевые слова: стресс, эмоциональная устойчивость, студент, психологическое состояние, адаптация, мотивация.

ANNOTATION: This article presents a scientific and theoretical analysis of the causes of stress among university students and the psychological characteristics of emotional stability. The study reveals the relationship between stress levels and emotional resilience. In addition, practical psychological recommendations aimed at reducing stress and enhancing emotional stability among students are proposed.

Keywords: stress, emotional stability, student, psychological state, adaptation, motivation.

INTRODUCTION. In modern society, the reforms being implemented in the higher education system place a significant responsibility on students. The increasing complexity of the educational process, the rising demand for knowledge, and the necessity for independent decision-making have a substantial impact on students’ psychological well-being.

Particularly, the widespread prevalence of stress among youth is negatively affecting their mental health and academic efficiency. In psychological science, the issue of stress and emotional stability is considered a crucial factor in personality development. The student years represent a transitional stage in an individual’s life, during which stress resistance and emotional stability are formed. Therefore, studying this problem on a scientific basis holds great relevance. It is well known that the adolescent-student period encompasses various ages, during which numerous psychological characteristics can be observed. Students who study far from their parents, face financial difficulties, or experience heavy intellectual workloads may encounter negative issues in peer relationships.

Furthermore, during this period, family relationships also show a high susceptibility to stress. The concept of stress was introduced into scientific discourse by H. Selye, who interpreted it as the body’s general adaptation response to various unfavorable influences. In the psychological approach, stress is interpreted as a state of mental tension that occurs in situations where an individual’s internal resources are insufficient. Stress in students manifests in the following forms: slowing of cognitive processes; emotional instability; increased feelings of anxiety and fear; and negative changes in behavior. Prolonged stress can also lead to psychosomatic disorders in the individual.

RESEARCH METHODOLOGY. The study was conducted based on random sampling; for example, 200 students (100 males and 100 females) studying in the 1st-4th years of Tashkent State Universities participated. The participants’ age range was between 18 and 23 years. A systematic approach, comparative analysis, and psychodiagnostic survey methods were utilized during the research process. The sample group consisted of 150 students studying in various fields of higher education institutions. The study employed Ch. Spielberger’s “State-Trait Anxiety Inventory,” R. Lazarus’s “Coping Test,” and V. Boyko’s “Emotional Stability” methodologies regarding exams, heavy course loads, and time shortages. The obtained data were correlated using statistical analysis (SPSS software).

LITERATURE REVIEW. The problem of stress and emotional stability among students is one of the fundamental directions of psychology and has been studied by international and local scholars based on various approaches. The scientific foundations of the stress concept were developed by H. Selye, who defined stress as the body’s non-specific response to any external demand (General Adaptation Syndrome). The cognitive-phenomenological theory of R. Lazarus and S. Folkman holds significant importance in studying stress during the student years.

According to their view, stress is not merely the result of external environmental influences but rather depends on how an individual evaluates these influences and to what extent they perceive their own resources as sufficient. The issue of emotional stability has been extensively covered in the research of L. Kulikov, B. Vardanyan, and K. Izard. K. Izard evaluates emotional stability as an individual’s ability to maintain a positive emotional state in complex situations without decreasing performance efficiency. Regarding stress-coping mechanisms in students, E. Frydenberg and N. Endler conducted research proving a direct correlation between adaptive coping strategies and academic success.

ANALYSIS AND RESULTS
To determine the stress levels of students, Ch. Spielberger’s “Anxiety Scale” was used; to evaluate emotional stability, H. Eysenck’s “EPI” questionnaire and Goleman’s emotional intelligence test were employed. The study involved 120 undergraduate students.

Analysis of the dependence of stress levels on educational stages
The results show that stress levels manifest differently depending on the students’ year of study.

Table 1. Student stress levels by year of study (in percent)

Year of Study	Low (Reactive)	Medium (Optimal)	High (Destructive)
1st Year	15%	45%	40%
2nd-3rd Year	25%	55%	20%
4th Year	10%	50%	40%

The high stress indicator in 1st-year students (40%) is explained by the process of adaptation to a new socio-psychological environment. In 4th-year students, the increase in stress is a result of “existential anxiety” related to the final qualification work and future employment issues.

Correlation between emotional stability and academic achievement. During the research, the relationship between emotional stability indicators and students’ Grade Point Average (GPA) was calculated using the Pearson correlation coefficient. A positive correlation was identified between emotional stability and educational efficiency. Students with high emotional stability can effectively manage cognitive functions (memory, attention, logical thinking) during exam sessions. Conversely, it was found that students with a high level of emotional lability (instability) experience an “intellectual blockade” in stressful situations, leading to lower results despite having a high level of knowledge.

Psychological determinants of stress resistance
An analysis of the coping strategies (overcoming mechanisms) used by respondents revealed the following:

Constructive strategy (62%): Planned problem solving, seeking social support.

Non-constructive strategy (38%): Avoiding responsibility, suppressing emotions, or aggression. The research results indicate that simply providing knowledge is not enough to develop emotional stability in students; it is also necessary to form the quality of psychological resilience (flexibility). Following training sessions conducted on developing emotional intelligence, a decrease in the anxiety level of subjects by an average of 18% was observed.

CONCLUSION
The theoretical analysis and empirical research results allow for the following scientific conclusions regarding the psychological characteristics of stress and emotional stability in students: It was determined that the level of stress in students has a variable character according to the stages of the educational process. Adaptive stress dominates in the 1st year, while professional anxiety prevails in the 4th year. This indicates the necessity of introducing a differentiated psychological support system for each stage in higher education institutions. Research results proved a direct positive correlation between emotional stability and academic achievement. Emotional stability serves as a “filter” for students to fully manifest their intellectual potential during stressful situations (exams, colloquiums).

Constructive coping strategies (problem analysis, time management) used by students emerged as the main determinants strengthening emotional stability. Non-constructive strategies (avoiding the situation) were confirmed to lead to chronic stress and psychosomatic disorders.

Recommendations 

Incorporating special training modules aimed at developing students’ emotional intelligence into the curriculum.

Establishing systematic activities of psychological counseling centers at universities to form self-regulation skills in students. Considering the psychophysiological capabilities of students when optimizing academic workloads. The scientific novelty of the research lies in revealing the mechanisms of emotional stability’s influence on cognitive functions in overcoming crisis situations during the student years. These results serve to enrich the theoretical foundation in the fields of pedagogical and developmental psychology. 

REFERENCES 

1. Mirziyoyeva.S.SH (2024). Talabalar shaxsida emotsional intellektni rivojlantirishning psixologik mexanizmlari. Toshkent: “Fan va texnologiyalar” nashriyoti. 
2. G’oziyev.E.E. (2010). Umumiy psixologiya. Toshkent: Universitet nashriyoti. 
3. Lazarus.R S.  Folkman, S.  (2021).  Stress, Appraisal, and Coping: Modern Perspectives. New York: Springer Publishing Company. 
4. Boymurodov. N. (2023).  Amaliy psixologiya: Talabalar va yoshlar bilan ishlash metodikasi. Toshkent: Yangi asr avlodi. 
5. Smith. J. Johnson. K.  (2025).  Emotional Stability and Academic Success in Higher Education: A Longitudinal Study. Journal of Educational Psychology, 117(2), 45-62. Google Scholar orqali ko’rish. 
6. Karimova, V. M. (2022).  Ijtimoiy psixologiya va muloqot tizimidagi stress omillari. O’zbekiston Milliy universiteti ilmiy axborotnomasi.  
7. Bar-On, R. (2023). The Impact of Emotional Intelligence on Stress Management. Educational Research Review, 18(4). 

Our Future is Now  

Here I am at home eating chocolate to deal with the anxiety of a nation in distress 

outside my home. 

In the neighborhood 

Where I live

Garbage 

I mean heaps of garbage 

I mean an abandoned shopping cart 

filled with detritus 

I mean a suitcase 

contents spilled out on the sidewalk 

Agin eating chocolate because I don’t know what I can do

I am disabled

In a wheelchair I don’t know what to do

Call someone?

Who?

Will they care?

The homeless we always be there outside my building 

I think I’m safe

The day Alex was killed across the country 

I cried in the dark waiting for my transport which was over an hour late because the driver got caught behind protesters.

I felt vulnerable. 

I felt unsafe 

I felt abandoned 

I just wanted to get home. 

Who knew a National Tragedy would affect me in California?

I am a disabled woman in a wheelchair 

I wanted to be home and safe

WAS I?

(Damn! Where’s my chocolates?)

Young Latina woman with light brown curly hair, earrings, and a blue and yellow and white patterned top. Digital image overlaid with stars.

Beyond the Stars 

The stars are but holes in the sky’s cloak, 

where whispers of nameless worlds seep through. 

I search for your shadow in every crevice, 

like a river seeking the sea in the desert. 

Your voice is an echo trapped in the crystal of years, 

shattering into a thousand flashes with every breath. 

I gather it with hands of dampness and salt, 

like one who collects fragments of the moon on the edge of night. 

Time is a tapestry of invisible threads, 

stitching our lives to bodies of stone. 

But we are the thread that escapes the loom,

twisting around the heart of the universe. 

Beyond the stars, there is no darkness: 

there is a sea of ​​light where 

weightless memories swim. 

There, your smile is an island of cold fire, 

and I am the wind that caresses it 

without touching it. 

Our love is a silence that takes shape, 

like the space between the notes of a song never sung. 

It lives in the place where dreams end 

and things that don’t need to be said begin… 

GRACIELA NOEMI VILLAVERDE is a writer and poet from Concepción del Uruguay (Entre Rios) Argentina, based in Buenos Aires She graduated in letters and is the author of seven books of poetry, awarded several times worldwide. She works as the World Manager of Educational and Social Projects of the Hispanic World Union of Writers and is the UHE World Honorary President of the same institution’s Activa de la Sade, Argentine Society of Writers. She is the Commissioner of Honor in the executive cabinet in the Educational and Social Relations Division of the UNACCC South America – Argentina Chapter.

Book 

The book was braver than I was ,

It spoke when I chose to stay silent .

I held my quiet deep inside ,

While my heart spilled across its pages.

They asked me, Why were you crying ?

I smiled and hid the truth away .

I was just reading a book I said ,

And let my secret gently stay .

Some pain can’t fıt into words ,

It lives where voices disappear.

But books are never truly silent ,

They know the tears we never share.

Munavvar Tlewbaeva was born on June 6, 2005, in Chimboy District of the Republic of Karakalpakstan. She graduated from the academic lyceum of NMPI with a specialization in social and humanitarian sciences. Currently, she is a third-year student at the Chimboy Faculty of Berdakh Karakalpak State University, majoring in Philology and Language Teaching (Karakalpak language).

She is fluent in Karakalpak, Uzbek, and Turkish. She has a strong interest in creative writing, enjoys writing poems and short stories, and is actively engaged in translation.