Fourteen Lines

Thousands

with too many wounds,

bodies of stitches

hard to breathe,

earth quick rolling

sky sparks of war,

never ending

babies ready to march,

madmen mumbling

counting their gold,

drinking their mix

of death and blood,

they do not care of the innocent

only their lust for themselves.

Seven Lines

She’s over there with knees bent

her right jaw against the dirty floor

her arms behind her back

against her will

she died yesterday

the rich laughing

between the explosions of their wars.

Three Lines

Drone swarms

becoming alive

without hearts.

Too Late to Count

Someone lighting the last fuse….

Discipline as a social event and pedagogical process: The statute of pre-school education in Uzbekistan and the role of it in bring up kids.

Student of Andijan State Institute of Foreign Languages

Faculty of English Philology, Teaching Methodology,

 and Translation Studies, Nazarova Moxiniso

Muhammadaliyevamohiniso2003@gmail.com

Abstract: This article examines discipline as a pedagogical and social phenomenon in Uzbekistan’s pre-school education system. It explores the impact of legal statutes, teaching practices, and cultural values on children’s behavior and moral development. Emphasis is placed on the interaction between educators, families, and institutional frameworks. The study highlights how consistent routines, positive reinforcement, and respectful communication shape early childhood discipline. It argues that discipline is not punishment, but a means to guide children toward empathy, self-control, and responsible citizenship. The article provides practical insights for educators and policymakers aiming to improve disciplinary approaches in early education settings in Uzbekistan.

Keywords: Discipline, early childhood, preschool education, Uzbekistan, pedagogy, legal statutes, moral development, behavior, upbringing, socialization, child psychology, communication, teachers, families, routine, self-regulation.

Аннотация: В статье дисциплина рассматривается как педагогическое и социальное явление в системе дошкольного образования Узбекистана. Анализируются влияние нормативных актов, педагогической практики и культурных ценностей на поведение и нравственное развитие детей. Подчеркивается взаимодействие между педагогами, семьями и институтами. Исследование показывает, как постоянный режим, позитивное подкрепление и уважительное общение формируют дисциплину в раннем возрасте. Доказывается, что дисциплина — это не наказание, а средство воспитания эмпатии, самоконтроля и ответственности. Статья содержит практические рекомендации для педагогов и разработчиков политики в области раннего детского воспитания.

Ключевые слова: Дисциплина, ранний возраст, дошкольное образование, Узбекистан, педагогика, законодательство, нравственное развитие, поведение, воспитание, социализация, детская психология, общение, учителя, семьи, режим, саморегуляция.

Annotatsiya: Ushbu maqolada intizom O‘zbekiston maktabgacha ta’lim tizimida pedagogik va ijtimoiy hodisa sifatida tahlil qilinadi. Bolalarning xulqi va axloqiy rivojiga qonunlar, tarbiyaviy amaliyotlar hamda madaniy qadriyatlarning ta’siri o‘rganiladi. O‘qituvchi, oila va muassasalar o‘rtasidagi o‘zaro hamkorlik alohida e’tiborga olinadi. Intizomni shakllantirishda muntazamlik, ijobiy rag‘batlantirish va hurmat asosidagi muloqot muhim rol o‘ynashi ko‘rsatiladi. Maqolada intizom jazolash emas, balki bolalarni empatiya, o‘zini boshqarish va ijtimoiy mas’uliyat sari yo‘naltiruvchi vosita sifatida baholanadi. Amaliy tavsiyalar pedagoglar va siyosat ishlab chiquvchilar uchun keltirilgan.

Kalit so‘zlar: Intizom, erta yosh, maktabgacha ta’lim, O‘zbekiston, pedagogika, qonunchilik, axloqiy rivojlanish, xulq-atvor, tarbiya, ijtimoiylashuv, bolalar psixologiyasi, muloqot, o‘qituvchilar, oilalar, tartib, o‘zini boshqarish.

Introduction

Discipline is a fundamental component of any educational system and a key mechanism in shaping children’s behavior, values, and attitudes from early childhood. In Uzbekistan, pre-school education serves as a foundational stage in which discipline is introduced not only as a social necessity but also as a pedagogical aim. Pre-schools are often children’s first formal social environment beyond the family, making them vital platforms for social and moral education. Here, discipline evolves beyond mere obedience to become a holistic process that fosters emotional, moral, and cognitive development. This article examines how discipline operates within the legal and educational framework of Uzbekistan’s pre-school system and evaluates how educators and parents collaboratively instill socially responsible behavior in children.

Discipline in educational theory is generally regarded as the structured means by which children learn self-regulation, acceptable behavior, and respect for social norms. Prominent educational thinkers such as Rousseau, Dewey, and Vygotsky offered unique interpretations of discipline. Vygotsky emphasized the social roots of development, arguing that discipline is acquired through interactions with adults and peers. Dewey viewed the school as a miniature society where children learn cooperation and responsibility through experience. These theories support the idea that discipline should not be punitive but should guide children toward internalizing values and developing autonomy.

From a sociological perspective, discipline is a process of integrating the individual into society. Children grow up surrounded by cultural expectations, and discipline helps them navigate these norms. In Uzbekistan, social traditions emphasize respect for elders, humility, and cooperation. These values are reinforced in pre-school environments, where educators model appropriate behavior and social expectations. Through structured routines, peer interactions, and guided play, children learn to internalize the behavioral standards of their community. Teachers thus act not only as educators but also as cultural transmitters.

Pedagogically, discipline aims to create an environment conducive to learning, cooperation, and personal growth. In Uzbek pre-schools, discipline is embedded in the structure of the day—through scheduled activities, routines, and consistent expectations. Teachers employ strategies such as positive reinforcement, storytelling with moral messages, and structured group activities to help children practice patience, empathy, and self-control. Discipline is seen as a proactive process where children are encouraged to understand the consequences of their actions and learn problem-solving skills through guided reflection.

Teachers in Uzbekistan’s pre-school institutions are central to implementing effective disciplinary strategies. Their training includes modules on developmental psychology, behavioral management, and conflict resolution. Teachers are encouraged to use age-appropriate, respectful methods to guide behavior, such as storytelling, songs, role-play, and visual cues. A key component of their role is emotional modeling—children observe how teachers react to stress, resolve disputes, and interact with others, and they often mirror these behaviors. Thus, teachers must demonstrate calm, fairness, and empathy to foster the same in their students.

Discipline is most effective when schools and families work in harmony. In Uzbekistan, there is strong cultural emphasis on family involvement in child upbringing. Parents are regularly engaged through meetings, home-school communication diaries, and parenting workshops. Many families uphold values that align with school expectations, such as obedience and community orientation. However, discrepancies between traditional parenting methods and progressive educational approaches can create tensions. For instance, some parents may expect stricter discipline, while schools promote positive, non-punitive strategies. Effective collaboration and family education programs help bridge these differences.

Modern educational philosophy increasingly supports child-centered approaches that emphasize positive discipline. This method focuses on understanding children’s perspectives and guiding their behavior through dialogue and empathy. In Uzbek pre-schools, positive discipline might involve allowing children to make simple choices, engaging them in rule-making, and encouraging peer-to-peer problem-solving. For example, instead of scolding a child for interrupting, a teacher might explain the importance of taking turns and praise the child for showing patience. This encourages internal motivation and fosters emotional intelligence.

Field observations in various Uzbek pre-schools illustrate the practical application of discipline in everyday learning. In one example, teachers used a “feelings corner” equipped with toys and emotion cards to help children express their moods and resolve conflicts. Another school implemented a peer helper system where older children modeled appropriate behavior for younger ones. Daily routines included storytelling sessions focused on moral lessons, cooperative games, and structured transitions between activities. These practices show that discipline is not treated as a separate activity but is integrated into the overall learning process.

Despite progressive policies and practices, several challenges remain in implementing effective discipline. Large class sizes can make individualized attention difficult. Some teachers, particularly in rural areas, lack access to continuous professional development in child-centered techniques. Furthermore, traditional disciplinary methods such as verbal correction or shaming still persist in some settings. Without strong monitoring and support, it can be difficult to shift from authoritative models to more empathetic, educational approaches. Addressing these issues requires policy enforcement, teacher training, and cultural awareness.

Discipline within Uzbekistan’s pre-school education system serves as both a socializing agent and a pedagogical foundation. It reflects cultural values, legal standards, and educational goals aimed at raising morally responsible, emotionally balanced, and socially aware children. With ongoing reforms and greater collaboration among educators, families, and policymakers, discipline can continue to evolve toward more compassionate, child-centered practices that support holistic development.

References

1. Abdullaeva, G. (n.d.). Child psychology and education: The Uzbek perspective. Tashkent State Pedagogical Press.
2. Ahmedov, D. (n.d.). Educational reforms in Uzbekistan: Foundations and progress. Samarkand Academic Press.
3. Akhmedova, S. (n.d.). Developing emotional intelligence in early childhood. Bukhara University Press.
4. Alimov, R. (n.d.). The cultural dimensions of discipline in Uzbek society. Andijan Cultural Studies Press.
5. Baxromova, N. (n.d.). Family involvement in early childhood education. Ferghana Education Press.
6. Dustova, M. (n.d.). Integrating positive discipline into the Uzbek curriculum. National Pedagogical Review.
7. Islomova, Z. (n.d.). Teachers as role models in pre-school education. Tashkent Early Childhood Journal.
8. Juraev, K. (n.d.). Social norms and moral development in Uzbek pre-schools. Regional Educational Research.
9. Karimov, B. (n.d.). Legal frameworks for pre-school education in Uzbekistan. Tashkent Legal Studies Press.
10. Mamatova, F. (n.d.). Classroom management strategies for early years teachers. Namangan Teacher Training Series.
11. Nazarova, D. (n.d.). The role of routine in child development. Central Asian Pedagogy Review.
12. Rashidov, S. (n.d.). Parenting styles and discipline in Uzbek families. Journal of Social and Family Research.
13. Tojiboyeva, O. (n.d.). Pedagogical innovations in Uzbekistan’s pre-schools. Modern Education Series.

As an educator, Nazarova Moxiniso is deeply interested in preschool pedagogy, child development, and innovative teaching practices that support holistic education.

Jaden piblik/Public Garden

My Poetry Translation and Recording Featured in a “Sound Walk” at the Boston Public Garden

ECHOES APP

Location: Boston, Massachusetts, United States

A collaboration with between Cantabridgian poet Jacques Fleury and Bostonian musician Rachel Devorah Wood Rome, Ph.D.by Jacques Fleury

Boston Public Garden Image C/O Jacques Fleury

I am featured in a “Sound Walk” recording on the Boston Public Garden!

I was commissioned by Berklee College of Music Professor, Dr. Rachel Rome, who discovered me on the Haitian American Artists of Massachusetts Facebook page, to translate and record a poem to her naturalistic electronic musical composition at Berklee recording studios.  The recording is divided into three sections, each having its own sound and intent achieved by dividing the poem into three parts. You can listen to it as part of your meditation practice, whether manually or at the Boston Public Garden itself should you be visiting or live in the Boston area.

The poem was originally written in English  by Dr. Jason Allen Paissant, a professor of Jamaican descent who speaks seven languages. 

It is about the manmade  erosion of our natural wonders and entitled TREENESS. Below is the poem, the translation and link to the public garden recording which you can listen to manually or visit the garden to listen automatically on the app. 

Check it out!

Link to my Haitian Creole translation of the poem Treeness at the Boston public garden, which will be there indefinitely…

You can visit and listen for years to come on your phone by downloading the ECHOES app!

Link to listen to the recording on the Internet Archive:
https://archive.org/details/jadenpiblik

Link to download on Echoes App to listen manually if NOT in Boston or at the Public Garden if you are:

https://explore.echoes.xyz/collections/d859Ek1TXRNh64gz

“All Soundwalks are located at Boston Common and Boston Public Garden. Boston Common and Public Garden are open 

from 6:30 a.m. until 11:00 p.m. each day.

Installation Title: Jaden Piblik/public garden

A diverse collection of plants from around the world live together in the Boston Public Garden, embodying the ideals and contradictions of the United States. Heralded as the “first public botanical garden in the United States,” this historic site reflects a uniquely American paradox: the aspiration for multicultural democratic inclusivity juxtaposed with the tenants of colonialism. Nature is not left to thrive on its own terms but meticulously curated, shaped to conform to Victorian notions of beauty and order. jaden piblik is an electroacoustic soundwalk setting of the Haitian-Cantabrigian poet Jacques Fleury’s Haitian-Creole translation of the English-language poem “Treeness” by Jason Allen-Paisant. The work bridges languages and traditions, resonating with the complex, layered histories embodied in the Public Garden itself.”-qtd. from the Echoes website.

Treeness

By Jason Allen-Paisant

A tapestry of earth suspended

In a forested temple

Beneath the roots

The sheer face of a cliff

Music from a rock gong

Among the snakes

Of the rhododendrons

Trembling at the blackness

Of their skin a human walking

Among the birds

Past the barrier of time

A climb away from land

Where we punish ourselves

Because there are no trees

Because the woodlands

Have been cut down and

Land has no time for itself

If my thoughts can become

Ageless let them travel to a place

Called Infinite from

The words that kill time that kill

Things that kill vines let me lie

In the infinity of a beetle in

Its meshwork in the muscles

That grow from its burrowing a way

From the noises

Of the crowd whose sounds silence

The music of rhododendrons

Who shun the temple of the rock gong

And the sacred hanging tapestry where

The birds’ thoughts echo

Dear tree let me lose

my head and find it in the

Hairs of the birches

In the air where my feet meet

the river that blossoms

From their exposed veins

Treeness

By Jason Allen-Paisant

(Translated to Haitian Creole by Jacques Fleury)

Yon tapi sou latè sispan

Nan yon tanp forè

Anba rasin yo

Fè fas a absoli nan yon falèz

Mizik ki soti nan yon gong wòch

Pami koulèv yo

Nan rododendron yo

Tranble nan nwa a

Nan po yo, yon moun ap mache

Pami zwazo yo

Pase baryè tan an

Yon grenpe lwen tè a

Kote nou pini tèt nou

Paske pa gen pye bwa

Paske rakbwa yo te koupe

Epi tè a pa gen tan pou tèt li

Si panse m ka vin san laj

Kite yo vwayaje nan yon kote

Yo rele Enfini

Soti nan pawòl ki touye tan ki touye

Bagay ki touye pye rezen

kite m kouche nan infini yon skarabe

Nan net li nan misk yo

Ki grandi nan twou li ale

Pou li soti nan bwi yo

Nan foul moun ki fè silans

Mizik la nan rododendron yo

Ki moun ki evite tanp gong wòch la

Ak sakre tapi pandye a

Kote panse zwazo yo fè eko

Chè pye bwa, kite m pèdi tèt mwen

Epi jwenn li nan cheve nan Birches yo

Nan lè a, kote pye m ‘kontre

Larivyè Lefrat la ki fleri

Soti nan venn ekspoze yo

______________________________________________________________

Jacques Fleury is a Boston Globe featured Haitian American Poet, Educator, Author of four books and literary arts student at Harvard University online. His latest publication “You Are Enough: The Journey to Accepting Your Authentic Self” & other titles are available at all Boston Public Libraries, the University of Massachusetts Healey Library, University of Wyoming, Askews and Holts Library Services in the United Kingdom, The Harvard Book Store, The Grolier Poetry Bookshop, amazon etc… He has been published in prestigious publications such as Spirit of Change Magazine, Wilderness House Literary Review, Muddy River Poetry Review, Litterateur Redefining World anthologies out of India, Poets Reading the News, the Cornell University Press anthology Class Lives: Stories from Our Economic Divide, Boston Area Small Press and Poetry Scene among others…Visit him at:  http://www.authorsden.com/jacquesfleury.–

Rachel Devorah Wood Rome
Rachel Devorah Wood Rome is a Boston-based electronic musician, educator, and labor organizer. She values machines for their patience and capacity to remember. She is interested in superhuman prolongation, opaque complexity, the re-signification of archaic tools and materials, and parallels between the physical properties and social meanings of spaces. Her work has received support from the Adrian Piper Foundation (Berlin), EMS (Stockholm), INA/GRM (Paris), the Goethe Institut [DE], MassMoCA [US], the New Museum [US], New Music USA, STEIM (Amsterdam), Swissnex [CH], and Villa Albertine [FR]. It has been released on pan y rosas discos (Chicago); Infrequent Seams (NYC); and Full Spectrum Records (Oakland), published by parallax; Feminist Media Histories; and Ugly Duckling Presse, and has been heard in fourteen countries on four continents performed by/with artists such as Nava Dunkelman, Fred Frith, Forbes Graham, Brad Henkel, Seiyoung Jang, Ava Mendoza, Roscoe Mitchell, Robbie Lee, Lydia Moyer, Ryan Muncy, Liew Niyomkarn, Erin Rogers, and the William Winant Ensemble. She is employed as an Assistant Professor of Electronic Production and Design | Creative Coding at the Berklee College of Music, and Vice President of Full-Time Faculty with MS1140 AFT Massachusetts.

Moon

Looking your light

Feeling the energy of brightness

Moon

My full moon

My wishes are in your hands

Moon

My moon

Crasy maybe they call me

But deep down 

I see my self in

You

Like a magik mirror

As Hercules

As Zeus

Strong enough

To fight with witches

With giants

And dragons

Moon

Beautiful moon

That you are inspiring 

Poets

That you make lovers

Promise  faith to eachother..

Moon

Full moon

Mother of sky

Sister of stars

In my heart

Whispering the 

Little nymphes

Of night

Moon

Full moon

Unchain my past

Free my future

Today

I become

The Master of my path…

Eva Petropoulou Lianou, international poet and official candidate for the 2024 Nobel Peace Prize 

Somewhere Between. 

*For John Dorsey. 

The dusk and the blanket of night, 

the temptation and trepidation, 

the aromatic handful of fries  

and the grease stained takeaway carton,

the ageing and the attrition, 

the nostalgia and the cautious optimism – 

we write, 

because it’s either that, or go crazy.

The BB Gun War of 2004. 

The greatest shot 

of the BB gun war 

of 2004 – 

was a complete fluke. 

One that at I’d FIRED 

from the top of the stairs,

at my brother who 

was hiding

under my dad’s chair 

reloading,

in the kitchen 

as our old man 

ate leftover lasagne. 

It sailed through 

the air and tiny square on 

the back of the chair 

to pierce flesh. 

Nobody appreciating 

the chances. 

of the shot connecting 

even if I’d tried, 

especially not my dad,

who’d just been shot 

straight in the arse.

A Memory of Basque Summer Rain. 

Sat at the desk, listening to thunder, 

drinking cheap wine – 

once again, I was the boy that nobody 

owned and I was alone in every sense 

that evening.

Through the window – 

a lightning bolt hit the ground and 

illuminated the tops of the palm trees – 

another storm having rolled in off 

The Bay of Biscay. 

The swing windows tapped against the wall, 

the stiff latch mysteriously undoing itself 

once again that evening – 

which only added to the strange series 

of events that had unfolded in that flat. 

I continued to sit there, waiting on both 

something and nothing, 

swearing that the lightning bolts outside 

were inching ever closer – 

certain that change was coming with them.

Why I Took Down The Dreamcatcher.   

I no longer dream about 

the one who got away, 

or the sinking mud that I’d fall into alone 

in that beautiful forest – 

where I’d eventually go down in awe, 

staring up at a cloudless sky. 

Yet, I see now that those dreams 

were the ones that I truly felt alive – 

with everything else 

feeling like a night shift where life 

passes idly by. 

Gwil James Thomas is a poet, novelist and inept musician. He lives in his home town of Bristol, England, but has also lived in London, Brighton and Spain. His second poetry collection The P45 Power Ballad is available from Yellow King Press and his nineteenth chapbook of poetry Until The Autumnal Sundown is forthcoming from Two Key Customs. Some of his poetry has been archived by The National Poetry Library in the UK. He is part English, part Welsh and part wolf. IG: @gwiljamesthomas.

THEN WHEN

Ahmed Miqdad 

Gaza

They are all my brothers and sisters— and yet I am desperate and exhausted, facing my fate, left alone. 

They are billions — a few raise their voices in protest, while the majority stands by, passive, silent, and complicit as I am ethnically cleansed, deliberately slaughtered, and systematically starved to death. 

All the while, the powerful remain almost completely silent, suppressing justice and truth beneath the weight of weaponized lies and propaganda. 

My brothers and sisters are everywhere —like distant stars with fading light, as if long extinguished in the course of history.  

My brothers and sisters in humanity: Be like a tremendous tornado — shake the hearts of those in power and eradicate injustice and inhumanity. 

Do not be like a gentle river, that never floods the occupied land with justice, so that equality and peace may finally grow on that long, violently parched soil. 

Be like an erupting volcano — make the powerful hear your thunderous voice, and make your impact on this earth be felt. 

My dear fellow humans, if you don’t act now — then when?