Methods to Improve the Efficiency of Solar Power Plants

Tashkent State Transport University
Faculty of Electrical and Computer Engineering
Student: Og‘abek Mardiyev
Group: EE-12
mardiyevogabek304@gmail.com

Annotasiya: Ushbu maqolada quyosh elektr stansiyalarining samaradorligini oshirish usullari tahlil qilinadi. Tadqiqotning asosiy maqsadi — qayta tiklanuvchi energiya manbalaridan foydalanish samaradorligini oshirish hamda elektr energiyasi ishlab chiqarish unumdorligini yaxshilashdir. Maqolada quyosh panellarini muntazam tozalash, ularni optimal burchak ostida o‘rnatish, quyoshni kuzatuvchi tizimlardan foydalanish, sovutish tizimlarini joriy etish va yuqori samarali panellardan foydalanish kabi omillar ko‘rib chiqiladi. Shuningdek, zamonaviy invertorlar hamda energiya saqlash tizimlaridan foydalanish umumiy ishlab chiqarish samaradorligini 20–30 foizgacha oshirishi mumkinligi asoslab beriladi.

Kalit so‘zlar: Quyosh energetikasi, quyosh elektr stansiyasi (QES), fotoelektrik modullar, samaradorlik, invertorlar, energiya saqlash tizimlari, treker tizimi, optimal burchak, quyosh nurlanishi, raqamli monitoring, qayta tiklanuvchi energiya manbalari.

Annotation: This article analyzes methods to increase the efficiency of solar power plants. The main goal of the study is to improve the effectiveness of using renewable energy sources and enhance the productivity of electricity generation. The article discusses factors such as regular cleaning of solar panels, installing them at optimal angles, using solar tracking systems, implementing cooling systems, and utilizing high-efficiency panels. Additionally, it is substantiated that the use of modern inverters and energy storage systems can increase overall production efficiency by 20–30%.

Keywords: Solar energy, solar power plant (SPP), photovoltaic modules, efficiency, inverters, energy storage systems, solar tracking system, optimal tilt angle, solar radiation, digital monitoring, renewable energy sources.

Аннотация: В данной статье анализируются методы повышения эффективности солнечных электростанций. Основная цель исследования — улучшение эффективности использования возобновляемых источников энергии и повышение производительности выработки электроэнергии. В статье рассматриваются такие факторы, как регулярная очистка солнечных панелей, их установка под оптимальным углом, использование систем слежения за солнцем, внедрение систем охлаждения и применение высокоэффективных панелей. Кроме того, обосновывается, что использование современных инверторов и систем хранения энергии может увеличить общую производственную эффективность на 20–30%

Introduction:
This article examines methods to improve the efficiency of solar power plants. This is important because many areas face electricity shortages, and power supply is insufficient. It is evident that electricity consumption is high, yet in some regions, it is still inadequate. Therefore, increasing the number and efficiency of solar power plants (SPPs) is essential.

Currently, the main methods to enhance the efficiency of solar power plants include keeping the panels clean, using solar tracking systems that follow the sun’s trajectory, implementing cooling systems, selecting high-efficiency photovoltaic modules and inverters, and installing panels at optimal angles. Additionally, hybrid thermo-photovoltaic devices can further increase efficiency.

Key Methods to Improve Solar Panel Efficiency: Cleaning and Maintenance: Regular cleaning of panels from dust, sand, and bird droppings ensures maximum sunlight absorption and increases efficiency.  Tracking Systems (Trackers): Using trackers that keep panels  perpendicular to the sun throughout the day can increase energy production by 25–40%.  Cooling Systems: High temperatures reduce panel efficiency. Cooling the back of panels with water or air (passive or active cooling) is an effective method to enhance performance. High-Efficiency Modules: Using monocrystalline, bifacial (double-sided), or multi-junction solar panels allows more energy production within the same area.Inverter Optimization: Using modern, efficient inverters and applying MPPT (Maximum Power Point Tracking) at the string level reduces energy losses. Optimal Tilt Angle and Placement: Installing panels at angles suitable for the geographic latitude and season while minimizing shading is crucial for maximizing energy generation.

Research Methodology:
This study is a scientific investigation aimed at identifying and analyzing methods to improve the efficiency of solar power plants. The purpose of the research was to use analysis, comparative evaluation, synthesis, and modeling methods. Initially, the scientific and modern aspects of solar energy systems were studied. In particular, this research was conducted using contemporary analytical methods.

The object of the study was solar power plants, while the subject focused on technical, climatic, and operational factors affecting their electricity generation efficiency.

The main research methods included:

1. Scientific Articles: Data and results reported and tested by researchers were reviewed and analyzed to provide a theoretical foundation.
2. Statistical Data: Accurate numerical data and information from reliable sources were analyzed and used in the study.
3. Practical Observation Results: Although direct observations were not conducted personally, verified data from previous studies and researchers’ observations were utilized.
4. Technical Parameters: The study analyzed the efficiency improvement of solar power plants based on technical indicators, including solar irradiance (G, W/m²), panel efficiency (η, %), and panel surface area (A, m²), among other parameters.

Based on the collected data, the following factors for improving efficiency were analyzed:

1. Optimal Placement of Solar Panels: Determining the most suitable locations for panel installation to maximize energy capture.
2. Reducing the Effect of Dust and Pollution: Dust and dirt reduce the amount of sunlight reaching the panels, significantly decreasing energy production if not properly cleaned.
3. Application of Energy Storage Systems: Energy storage is essential for collecting generated electricity and using batteries that are efficient and long-lasting.

Literature Review:
In this study, the efficiency improvement of solar energy systems and solar panels was examined based on both local and scientific sources. The report analyzes renewable energy sources, particularly the global development and performance indicators of solar power plants. Technological advancements in these sources are highlighted.

Additionally, data published by the International Renewable Energy Agency (IRENA) provide analytical information on photovoltaic module efficiency, energy storage systems, and the reduction of production costs. These sources play a crucial role in the technical and economic justification of the study.

From a scientific and theoretical perspective, the fundamentals of solar energy and photovoltaic processes have been extensively studied by Martin Green. His research explains ways to improve the efficiency of high-performance next-generation solar panels.

Local studies in Uzbekistan were also reviewed, focusing on solar radiation levels, plant placement, and operational issues. These sources provided a foundation for accurately determining efficiency and performing calculations under regional conditions.

The research results indicate that improving the efficiency of solar power plants can be achieved through the following key directions: Implementation of energy storage technologies, Application of digital monitoring and control systems, Reduction of energy losses.

Thus, the reviewed literature forms the theoretical and practical basis of the study, ensuring that the proposed solutions are scientifically grounded.

Analysis and Results:
During this study, methods of electricity generation were analyzed based on theoretical and scientific sources. The results indicate that several key factors affect the efficiency of solar panels, including maintenance, optimal placement, energy storage systems, high-efficiency modules, and digital control systems. The analysis showed that selecting the correct tilt angle according to geographic latitude significantly increases energy production. For example, in mid-latitude regions, panels should be installed at 30–35° for autumn and spring, 25–30° for summer, and 40–45° for winter. This approach allows for maximum utilization of sunlight throughout the year.

Solar tracking (tracker) systems can increase energy production by an average of 25–40%. This is especially effective for large-scale plants, where trackers significantly improve efficiency compared to simple static installations. Through energy storage systems, generated electricity can be distributed according to demand. Digital monitoring and control systems minimize energy losses and further enhance plant performance.

The results of this study indicate that improving the efficiency of solar power plants requires a comprehensive approach. Regular panel cleaning, optimal tilt and placement, high-efficiency modules, tracking systems, cooling systems, modern inverters, and energy storage systems together can increase overall production efficiency by 20–30%. Additionally, the study shows that technical and operational parameters must be continuously monitored to maintain high efficiency.

Conclusion:
This study analyzed both theoretically and practically the scientific approaches to improving the efficiency of solar power plants. The results indicate that renewable energy sources, particularly solar energy, play a vital role in reducing electricity shortages. Solar power plants are an effective and environmentally friendly solution, especially for remote areas and villages with limited electricity access. The analysis confirmed that installing solar panels at optimal angles, regularly cleaning them, using solar tracking systems, implementing cooling technologies, and applying high-efficiency photovoltaic modules significantly increase electricity production.

References:

1. International Renewable Energy Agency (IRENA). (2022–2024). Renewable Power Generation Costs Reports. Abu Dhabi, UAE.
2. International Energy Agency (IEA). (2023). World Energy Outlook. Paris, France.
3. Green, M. (1982). Solar Cells: Operating Principles, Technology and System Applications. Sydney, Australia.
4.  National Renewable Energy Laboratory (NREL). (2023). Best Practices in Photovoltaic System Performance. Golden, CO, USA.
5.  Ministry of Energy of the Republic of Uzbekistan. (2023). Renewable Energy Development Program of Uzbekistan. Tashkent, Uzbekistan.
6.  Tashkent State Transport University. (2022). Collection of Educational Materials and Scientific Articles on Energy and Electrical Engineering. Tashkent, Uzbekistan.

World Bank. (2022). Scaling Solar and Energy Storage Projects in Developing Countries. Washington, DC, USA.

Methods of forming knowledge about the concept of “Text” in primary school students

Abdulla Qodiriy Jizzakh State Pedagogical University

Faculty of Preschool and Primary Education

Primary Education

Student of the 1st year, group 811-25

Rajabova Nozima

rajabovanozima635@gmail.com

0009 0000 6161 2148

Annotatsiya:Mazkur maqolada boshlangʻich sinf oʻquvchilarida “Matn” tushunchasi haqida bilimlarni shakllantirish hamda darsni tashkil etish usullari yoritiladi. Maqolaning asosiy maqsadi boʻlajak pedagoglar va oʻqituvchilar uchun boshlangʻich sinflarda “Ona tili” fanini qanday oʻtish toʻgʻrisidagi qarashlarni bayon etishdan iborat. Shu bilan bir qatorda, 1-sinf oʻquvchilarining “Matn” mavzusini tushunishi va chuqur oʻzlashtirishi uchun maxsus metodik tavsiyalar beriladi. Bolalarning dars mashgʻulotlarida zerikib qolmasliklari uchun turli metodlardan foydalanish usullari haqida fikr-mulohazalar keltiriladi.

Kalit soʻzlar: Matn, pedagog, tadqiqot, fikr-mulohaza, metodik tavsiyalar,  dars mashgʻulotlari, oʻqituvchi,  boshlangʻich sinf oʻquvchilari.

Аннотация:В данной статье рассматриваются методы формирования знаний о понятии «Текст» у учащихся начальной школы, а также способы организации урока. Основная цель статьи — раскрыть взгляды будущих педагогов и учителей на преподавание предмета «Родной язык» в начальной школе, а также дать специальные методические рекомендации для учащихся 1-го класса по пониманию и глубокому усвоению темы «Текст». Приводятся мнения о применении различных методик, чтобы дети не скучали на уроках.

Ключевые слова: текст, педагог, исследование, обратная связь, методические рекомендации, уроки, учитель, преподаватель, класс, ученики.

Abstract:This article discusses methods of forming knowledge about the concept of “Text” in primary school students and ways to organize the lesson. The main purpose of the article is to clarify the views of future educators and teachers on how to teach the subject “Mother Tongue” in primary school, as well as to provide special methodological recommendations for 1st grade students to understand and deeply master the topic “Text.” Opinions are given on the use of various methods so that children do not get bored during lessons.

Keywords: Text, pedagogue, research, feedback, methodological recommendations, lessons, teacher, teacher, class students.

Introduction

It is no secret that we have been surprising other countries with our science for centuries. Each era has had its own scientists and philosophers, who left behind disciples and passed on their knowledge to us. It is no exaggeration to say that one of the most pressing issues today is obtaining knowledge, learning professions and teaching them to young people, continuing the tradition of teacher-student relationships.

Our esteemed head of state also noted, not without reason, that “we have set ourselves the great goal of laying the foundation of the Third Renaissance in our country, and for this we must create an environment and conditions that will nurture new Khorezmians, Berunis, Ibn Sina, Ulugbeks, Navoiys, and Baburs.”

Of course, a number of reforms are being implemented in our country in this regard. The main goal of us, educators, is to prepare the necessary personnel for the future generation. In this article, we will outline our recommendations for forming the concept of “Text” in primary school students and gaining in-depth knowledge of this topic.

Review of used literature

It is important for each growing young generation to be able to speak their own language fluently. Therefore, for the good development of speech in children, “Text” and working with it are taught from the 1st grade. In this regard, D. Sh. Yuldasheva’s 1st grade “Mother Language” (Part 1) textbook is an important source for providing students with in-depth knowledge. This textbook provides a number of exercises, and each task encourages the student to think independently. The short and clear rules in the textbook create a basis for children to master the topic without difficulty.

For example, the definition, “A text is made up of sentences. Two or more sentences connected by content are called a text,” forms an initial idea of the text. The brevity and consistency of the rule serve as a foundation for the topics that will be covered later.

In order to educate students, the 2nd grade textbook “Mother Language” by K. Qosimova, S. Fuzailov, and A. Ne’matova, published in 2018, is also being used. This textbook defines a text as follows: “A text is two or more sentences that are interconnected in content. A title can be given to the text.”

The above textbooks are used to teach children today. We will also share our thoughts on how to organize a lesson using these textbooks.

Research methodology

In the 2023 edition of the “Mother Language” textbook, there are several tasks given in accordance with the topic “Text”, and we prepare the way for students to explain the topic by completing these tasks. For example, in exercise 1 of this textbook, a text is given and it is stated that it should be given a suitable title. We, as educators, should not just complete this exercise, but approach this situation creatively. While reading the text, we are also required to directly enter the role and use various pictures to develop imagination in the minds of children. After all, children’s attention is considered to be fast-moving, and they do not pay attention to simple things. Pictures and videos, exhibition materials help increase the creative potential of students. We conducted such a study among students. The main purpose of this study was to determine which way is more effective for students to explain the text. Two parallel classes, 1st “A” and 1st “B”, were given a text on the topic “Wild Forest”. 1st “A” class was shown pictures of various wild animals and had them act out the characters. 1st “B” class was given a simple text.

Results

After a day, each child was asked about their thoughts in order to determine how the text was formed in the students’ memory and imagination. The results of the study showed that students of grade 1 “B” did not fully understand the text, and their understanding of wild animals was not sufficiently formed in their minds. 60-70 percent of students could not remember the text. Students of grade 1 “A” showed excellent results. All children had formed understandings of the text and were able to describe each animal.

Analysis

Our conclusions from the study are as follows:

—It is necessary to organize the lesson without monotony in providing knowledge to students. After all, today’s youth are curious and get bored very quickly.

—During the lesson, it is necessary to effectively use various methods, including video and picture materials. Children’s attention is quickly shifting and often shifts from one thing to another.

—When working with a story or text, if the text is read while entering the images, the expected results will be achieved faster.

Whether we have acquired new knowledge or learned something new, we are not considered to have fully mastered this knowledge until we try it in practice. When we put it into practice, we become one of those who have benefited from this knowledge. Therefore, we should not demand this knowledge from our students without ensuring that they do so in practice. From this perspective, it is appropriate for the teacher to give the children the task of writing a short text about family members.

The text plays an important role in shaping the worldview of students. Each text provides information about an instructive event or about something and an event. It is considered very useful for children who do not have an understanding of this at first. At the same time, the student’s speech becomes fluent. The vocabulary of the Uzbek language increases. Therefore, organizing a lesson using instructive stories and interesting facts in the lesson is an important factor in improving the teacher’s pedagogical skills. During work with students, the teacher should not only impart knowledge, but also develop the skills to apply them in practice. One such exercise is to clarify the extent to which children have mastered the text, requiring each student to sequentially recite information about this text.

During the organization of the lesson, we may encounter a number of problems. In particular, children may not fully understand the given text. The reason for this is the abundance of scientific terms in the text, the essence of the topic is not fully disclosed. When we encounter similar problematic situations, we should try to explain to children in a simpler way. Only then will we be able to achieve the expected result.

Conclusion

The world is developing rapidly. In order to take our place on the world stage, we must constantly seek and learn. Realizing that our future is in the hands of young people, we cannot be indifferent to their education and upbringing. The role of teachers in this path is extremely important. In our article, we have given useful recommendations for teachers. In this article, we have given our opinions on the formation of the concept of “Text” among primary school teachers. Through research, we have analyzed which path is correct. We have studied in detail what the main goal of teaching text is.

List of used literature

1. D.SH.Yuldasheva “Ona tili” ( 1-sinf, 1-qism darslik -Toshkent: “Novda Edutainment” nashriyoti, 2023. – 96 b.)

2. K. Qosimov, S. Fuzailov, A. Ne’matova “Ona tili” ( 2-sinf darslik -Toshkent: “Cho’lpon nomidagi nashriyot-manbaa ijodiy uyi” , 2018.)

3. “ O’zbekiston Respublikasi Prezidenti Shavkat Mirziyoyevning Oliy Majlisga murojaatnomasi” ( Toshkent: “O’zbekiston nashriyoti” , 2021.- 72 b.”)

4. Muzaffarova Sitora Hamid qizi, “BOSHLANG’ICH SINF O’QISH DARSLARIDA O’QUVCHILARINI BADIIY MATN USTIDA ISHLASHGA O’RGATISHNING ASOSIY MASALALARI” maqola (https://econferencezone.org/index.php/ecz/article/download/1586/1461/1629).

5. Begimqulova Manzura Kadirovna, “BOSHLANG’ICH SINF O‘QUVCHILARIDA MUSTAQIL MATN YARATISH KO‘NIKMALARINI SHAKLLANTIRISH – TIL TA’LIMINING BOSH VAZIFASI”maqola https://zenodo.org/records/7954845/files/Begimqulova%20M%2025-28.pdf?download=1)

6. Nosirova Mashxura Husniddin qiz, “BOSHLANG’ICH SINF O’QUVCHILARIDA MATN BILAN ISHLASH KO’NIKMALARINI SHAKLLANTIRISH” maqola (https://econferences.ru/index.php/tafps/article/download/34932/18118/18456).

PHILOSOPHY OF VALUES (AXIOLOGY), THEIR ROLE IN SOCIAL LIFE AND DEVELOPMENT

Navoi State University

Faculty of Natural Sciences and 

Medicine First-Year Student

Rahmatullayeva Elmira

Rahimjon qizi

Research Supervisor:     

 Ashurov Shodmon Sharofovich 

ABSTRACT:

This article analyzes the philosophy of values — axiology — its subject matter, stages of formation, main categories, and its significance in human life. The social, spiritual, moral, and aesthetic manifestations of values, their role in the development of society, and the transformation of value systems in the context of modern globalization are scientifically examined. Furthermore, the philosophical essence of the harmony between national and universal values is revealed.

Keywords: value, axiology, spirituality, morality, aesthetic values, national values, universal values, evaluation, value system, concept of heritage. It occupies an important place in human life. It is one of the main branch of philosophy that studies moral, aesthetic, and social criteria. Throughout the development of humanity, values have been an integral part of social life. Every era lives based on its own spiritual and cultural values. Values are considered an important factor that determines a person’s worldview and behavior, and they have been formed during the development of society and transmitted from generation to generation. During each stage of social development, a specific system of values is formed, and social relations emerge on this basis.

MAIN PART

In all philosophical teachings of the past, special attention was paid to the essence of values and their role in society, emphasizing their importance in spiritual development. The active relationship of human beings to objective reality, as well as the development of the material and spiritual environment, leads to the formation of new values based on continuity or renewal. As a result, opportunities for social, spiritual, and political development expand.

Any phenomenon that occurs in the process of social development rises to the level of a value not only because it had positive significance in the past, but also because it creates new opportunities for the future.

Values are considered an important factor in understanding and transforming the world. The essence of each value is determined by its ability to help comprehend society and the human spiritual world, as well as its influence on spiritual development. The diversity and enrichment of values reflect the expansion of human cognitive abilities.

When evaluating values, it is important to take into account the historical conditions in which they emerged. Each value is a product of its time, and in assessing it, the social, political, and cultural opportunities of that period should be considered.

In general, values are material and spiritual assets that are formed and developed in the course of historical progress and exert a positive influence on social life. They become embedded in people’s consciousness and acquire social significance.

Values have both objective and subjective aspects. Objective values are formed on the basis of the material living standards and opportunities of society, while their subjective aspect is determined by people’s attitudes and evaluations of them. In the process of adhering to and evaluating values, both personal and universal interests play an important role.

Types of Values

According to their essence, values are divided into material and spiritual values.

Material values include architectural monuments created by humans, works of art, and the beauties of nature.

Spiritual values include concepts such as morality, etiquette, knowledge, science, faith, skills, and belief. These two types are closely interconnected and complement one another.

1. Values Related to the Material Environment

These include the beauty of nature, nature reserves, and the necessary conditions for human life.

2. Values Manifested in Traditions, Customs, and Rituals

These values are reflected in a person’s behavior, morality, and etiquette. Various customs and rituals find expression in everyday life.

3. Values Related to Knowledge and Practical Activity

Human skills, abilities, experience, and talent are also considered values. For example, the creation of a great artwork by an artist depends on their experience and capability.

4. Values Related to Age, Profession, and Gender

At different stages of human life, values also change. For instance, national clothing or profession-specific traditions express certain social values.

Conclusion

In conclusion, the philosophy of values occupies an important place in human and social life. Values shape human spirituality and elevate a person’s attitude toward the surrounding environment. Through values, mutual respect, justice, and solidarity are established in society.

Therefore, preserving values, instilling them in the consciousness of the younger generation, and applying them in practical life are important tasks. Indeed, the formation of values plays a fundamental role in human development.

References

1 Aksiologiya (Qadriyatlar falsafasi) asoslari. (2016). Fan va texnologiya. (50–65-betlar).

2 Aristotel. (2016). Nikomax etikasi. G‘afur G‘ulom nomidagi nashriyot.

3 Falsafa qomusiy lug‘ati. (2004). Sharq.

4 Forobiy, A. N. (2016). Fozil odamlar shahri. Yangi asr avlodi.

5 Karimov, I. A. (2008). Yuksak ma’naviyat – yengilmas kuch. Ma’naviyat.

6 Qodirov, A. (Ed.). (2018). Falsafa: Oliy o‘quv yurtlari uchun darslik (1-bob: Aksiologiya predmeti). O‘zbekiston.

7 To‘rayev, B., & Haydarov, B. (2020). Falsafa fanidan ma’ruzalar matni. Toshkent.

Dildoraxon Turgʻunboyeva

Student of the Faculty of Pedagogy and Psychology, School of Preschool Education, Kokand State University

The Effectiveness of Play-Based Learning

Faculty of Pedagogy and Psychology, Preschool Education Program, Kokand State University

Turgunboyeva Dildorakhon Bahromjon qizi

Abstract:

Play-based learning plays a highly significant role in preschool education. Play is a natural need and the primary form of activity for children, serving as an essential means of their comprehensive development. For preschool-aged children, play primarily provides a natural and comfortable environment for interacting with the surrounding world, communicating with peers, freely expressing their thoughts, and acting independently. Play activities effectively influence children’s social, intellectual, physical, moral, and emotional development. Through play, children’s observation, thinking, curiosity, and worldview are formed.

Keywords: play activity, preschool education, child development, didactic games, educational value, creative thinking, socialization, psychological development, learning process, personal development.

Play activity is considered one of the fundamental needs of preschool children. During play, children move actively, discover new images, perform interesting roles, and enhance their communication skills with peers and adults. At this stage, children comprehend the surrounding life, social roles, family and society, as well as daily situations through play and learn in their own way. Therefore, play activity not only develops children’s existing knowledge and skills but also forms an essential part of their perception of the environment, adaptation to changes, and socialization processes. Through play in preschool education, children’s thinking, speech, social behavior, emotional world, and personality develop extensively. During play, children can express their emotions and acquire advanced imaginative and creative skills. In the course of play, each child independently develops roles and rules, which enhances their ability to think independently, find original solutions, communicate effectively, and manage situations. Moreover, play helps children develop self-control, adhere to moral norms and values, and maintain polite interactions with others.

Play activity increases children’s physical activity and creates effective opportunities for developing their reasoning, concentration, and imagination. Play enriches children’s emotional world, encourages happiness, joy, and active living, which form a vital foundation for their healthy development. By organizing play activities, educators implement pedagogical objectives, teach children social norms and rules, and support their adaptation to society. Additionally, play plays an invaluable role in fostering children’s independent activity, cooperative communication, mutual assistance, respect, friendship, and solidarity. The significance of play as the primary activity of preschool children occupies a special place in achieving high results in health, intellectual, and moral education. Through play, children gain real-life experience, understand the essence of surrounding phenomena, and develop their imagination. Play expands children’s imaginative world and provides opportunities to independently solve complex life situations and think critically. Through play, children test their skills, acquire new knowledge, enrich their imagination, and demonstrate their creative potential.

Play activity also facilitates the transmission of religious, national, and modern values to children. In play, moral qualities such as honesty, integrity, friendship, kindness, and mutual respect, along with environmental awareness and polite behavior, are developed. Children internalize the rules presented in play, comprehend the true essence of social life, and grow up respecting family, national, and universal values. It is essential that play activities are organized in accordance with each child’s individual characteristics and developmental level.

When organizing and managing play, educators should consider children’s age, interests, and aspirations, selecting appropriate games and guiding them properly while accounting for their spiritual and physical well-being. Through play activities, children develop essential life skills such as independence, initiative, strong memory, decision-making, timely task completion, and proposing new ideas. Play plays a crucial role in the comprehensive development of preschool children, enriching their consciousness, accelerating socialization, and expanding creative potential. Educators and parents should actively participate in this process, acting as guides, motivators, and supporters of children’s play. As an integral and fundamental component of preschool education, play establishes a solid foundation for children to grow into independent, mature, and well-rounded individuals.

Through play activity, each preschool child gains the opportunity to demonstrate their individual abilities and potential. Their thinking, speech, emotional world, physical development, moral behavior, and social skills are formed and strengthened specifically through play. In preschool education, play supports the development of children’s personal attitudes toward life, people around them, loved ones, and society, helps them set clear goals, and strive to achieve them. Play fosters intellectual growth, independent thinking, creativity, and self-regulation.

Through play activities, children enrich their life experience and develop initial professional and creative skills. Play is the primary domain in children’s lives and represents the most enjoyable, easy, natural, and beneficial process for every child. Games provide children with joy, positive emotions, freedom of movement, and excitement of achievement. Therefore, in preschool educational institutions, play activity should be widely implemented as a fundamental teaching method, and special attention should be given to its moral, educational, psychological, and pedagogical significance.

Conclusion:

In conclusion, the role and significance of play activity in preschool education are exceptionally great. Play enriches children’s lives, making them meaningful and colorful, and serves as a key factor in ensuring their comprehensive development. Through play, children learn independent thinking, communication, moral values, organizational skills, friendship, and socialization. When educators and parents organize play activities purposefully, children’s social, spiritual, and psychological potential further develops, enabling them to grow into beneficial and well-rounded members of society. Play is the school of life!

References

Ashurova, S. (2022). The Importance of Play Activities in Preschool Educational Institutions. Scientific Approach, 4(10), 127–131.

Babayeva, D., Ochilova, X. (2022). Educational Games and Their Importance in Preschool Institutions. Proceedings of Scientific Conferences, 3(12), 44–52.

Hamroyeva, D. (2018). The Role of Play Activities in the Development of Preschool Children. Primary Education, 1(2), 98–104.

Juraeva, S. (2019). Issues of Socializing Preschool Children Through Play. Preschool Education and Upbringing, 3(5), 55–61.

Sharipova, Sh., Islomova, Z. (2022). Play Activity as the Main Form of Teaching Preschool Children. Journal of Pedagogy and Psychology, 2(7), 63–70.

Toshova, S. O. (2021). The Essence and Peculiarities of Play in Preschool Children’s Activities. Scientific Education and Psychology, 4(2), 15–21.

Khojayeva, K. (2020). Didactic Games and Their Importance in Preschool Child Development. Interpretation and Research, 3(1), 89–95.

1st-year student, Faculty of Humanities and Languages, Kokand State University, Uzbek Language and Literature program, Jahonobod village, Rishton District, Fergana Region

THE COMPOSITION OF THE NOVEL “OLTIN ZANGLAMAS”

Annotation:

This article analyzes the artistic and ideological aspects of Shuhrat’s novel Oltin zanglamas, one of the major representatives of Uzbek literature. The novel explores important issues such as the difficult social environment during and after the war, repressions (qatag‘onlar), human destiny, conscience (vijdon), faith (e’tiqod), and loyalty (sadoqat). Through the novel, the author depicts the trials faced by the people, their perseverance, and the enduring nature of human virtues. Through the central characters of the work, ideas of honesty, patriotism (vatanparvarlik), humanity (insoniylik), and spiritual resilience are highlighted.

Keywords: War (urush), repression (qatag‘on), patriotism (vatanparvarlik), humanity (insoniylik), faith (e’tiqod), perseverance (matonat), family (oila), loyalty (sadoqat), spirit (ruhiyat), justice (adalat).

Shuhrat (real name and surname: G‘ulom Aminjonovich Alimov) was born on April 19, 1918, in Tashkent. He was the son of an artisan. He debuted as a poet in 1936 with the poetry collection Mehrol. He is the author of the novels Rustam, Bir kechaning fojiasi, Shinelli yillar, Oltin zanglamas, and Jannat qidirganlar. Many of Shuhrat’s works have been translated into foreign languages. He also translated the poems of Pushkin, M. Lermontov, T. Shevchenko, as well as Japanese, Vietnamese, and Azerbaijani poets. Shuhrat once wrote about his work: “I have always been inside this life, not around it. If I had not created something on this topic, my heart would not have been at peace.”

The novel was written between 1963 and 1965 and published in 1967. Its main idea emphasizes the strength of human faith, belief, and moral values. The characters do not lose their faith even when faced with severe trials such as war and hardships. This is expressed through the phrase “oltin zanglamas” – like real gold, pure human virtues never rust and survive trials. Its educational significance lies in fostering patriotism, honesty, family affection, and the upbringing of a healthy generation. The novel depicts the tragedies of war and repression, teaches the value of peace, and stresses the importance of maintaining humane relationships. It also provides moral and ethical guidance through values such as family harmony, love, and mutual support during difficulties.

The novel covers themes including war and its victims, effects on families and human psyche, human character revealed under trials, love, friendship and family relations, defense of the homeland (Vatan himoyasi), courage (mardlik), and the opposition between loyalty and betrayal (sotqinlik).

Character system in the novel:

Characters differ in their ideological and aesthetic significance. They are categorized as main (bosh), secondary (ikkinchi darajali), and episodic (epizodik) characters.

Main characters:

Sodiq – The protagonist. An honest, conscientious, straightforward, and intelligent teacher. As a school director and in life, he is active, demanding, and strict, which causes some lazy, immoral, and low-level staff to dislike him. Misunderstanding his impartial advice, they conspire with Mirsalim to accuse and imprison him. Sodiq never bends under life’s trials and values justice and truth above all.

Jannat – Sodiq’s life companion and symbol of loyalty. She does not fear difficulties, trusts her spouse, and supports his honest path. Her patience, humility, and dedication stand out throughout the novel. She is depicted as a moral pillar maintaining family harmony. Her only unfulfilled wish is to have children.

Adolat xola – A wise, experienced woman guiding everyone on the right path. Despite being childless, she lives happily for fifteen years with Sodiq and Jannat, giving advice and nurturing them. She treats Sodiq and Jannat as her own children.

Qodir – Sodiq’s younger brother. Open-hearted and in love with Aziza. Due to false accusations against Sodiq, he is expelled from school and cannot find work. He does not succumb to hardships and believes the truth will eventually prevail.

Aziza – A pure and modest young woman. She values sincere emotions and rejects lies and betrayal. She expresses this in her father’s words: “Are you afraid? Will you lose your position?” She desires to be spiritually close to honest people like Sodiq.

Mirsalim – Aziza’s father. Cunning, ambitious, envious, and self-interested. He seeks personal gain in every interaction. Skilled in manipulation, he betrays his wife and homeland and ultimately meets his end for treachery against the homeland.

Musharraf – Sodiq’s second wife. Opportunistic and deceitful. Initially shy, her true manipulative nature emerges, especially during pregnancy and Sodiq’s imprisonment.

Marat – Son of Sodiq and Musharraf. Though born from Musharraf, he is raised with maternal care by Jannat.

Dilovarxo‘ja – Former bandit using multiple identities to avoid capture. A traitor meeting a tragic end.

Pushkaryov – NKVD officer, Sodiq’s investigator. Younger than others, compassionate, and fair.

Bogun – Sodiq’s friend, killed by Dilovarxo‘ja. Known for his kindness and thoughtfulness.

Secondary characters:

Mirsalim’s wife – Kind and forgiving, sympathizes with Jannat.

Mikola – Sodiq’s friend.

Sodiq’s uncle – The kindest of his five uncles, keeps in touch during Sodiq’s school years, has five children.

Shukurov – Alcoholic, neglectful of family, fears Sodiq.

Episodic characters:

Ikrom ota – Elderly school staff, provides assistance to Sodiq’s family.

Sobiraxon – Middle-aged teacher, busy with household, five-year-old son.

Mavjuda Abdurahmonova – Candidate for female student representative.

Plot components:

Exposition – Introduction. Begins with Qodir meeting Aziza. The village environment, Sodiq’s life, social conditions, and relationships are described. Themes of honest work, loyalty, and humanity are established.

Rising action – Sodiq goes to the city, encounters Mirsalim, and gains a position. Self-interest and injustice in society intensify conflicts.

Climax – Sodiq remains on the path of honesty and justice, faces envy, false accusations, imprisonment, yet fights for the homeland.

Resolution – Truth prevails. Sodiq dies bravely but is vindicated, his son Marat continues the lineage. Mirsalim dies; Qodir and Aziza marry; Adolat xola dies contentedly.

Conflicts:

Interpersonal:

Sodiq vs. Musharraf – honesty vs. self-interest.

Sodiq vs. Mirsalim – justice vs. deceit.

Adolat xola vs. Musharraf – righteousness vs. opportunism.

Jannat vs. Musharraf – love and family vs. manipulation.

Internal (psychological):

Sodiq’s conscience struggles during family and separation crises.

Jannat’s endurance and suffering for her happiness.

Character vs. environment:

Musharraf’s actions affect family dynamics and societal expectations.

Artistic devices:

Antithesis – Honesty vs. corruption, conscience vs. self-interest, truthfulness vs. lies.

Simile (Tashbeh) – Sodiq’s will is as strong as gold; his conscience is pure like a mirror.

Personification (Jonlantirish) – Adolat jim turmadi (Justice does not remain silent).

Metaphor – Soft broom, bitter grief, sweet memory, peak of hope, sharp tongue, river of life, wounded heart, heavy day, black day, voice of conscience, wind bride, etc.

Conclusion:

The novel portrays the fate of many people, particularly emphasizing the honorable and challenging profession of teaching. Sodiq’s devotion, loyalty, and love for students, his steadfast conscience, readiness to sacrifice for honor and homeland, are highlighted. Readers can gain valuable lessons from the life and virtues of Sodiq.

References:

Shuhrat. Oltin zanglamas. “SHARQ” NASHRIYOT-MATBAA AKSIYADORLIK KOMPANIYASI BOSH TAHRIRIYATI. Toshkent, 1995.

Shuhrat (2018). Oltin zanglamas. Yangi asr avlodi.

Shuhrat. Oltin zanglamas. Toshkent: Zukko kitobxon, 2023. 512b.

1st-year student, Faculty of Humanities and Languages, Kokand State University

Zahiriddin Muhammad Babur – The Legacy of a Great Commander and Thinker

Zarifa Odilova Nozimjon qizi

1st-year student, Kokand State University

Scientific Supervisor: D.O. Hasanova, Doctor of Philology (DSc)

Abstract

The article discusses the role of the great poet and statesman Zahiriddin Muhammad Babur in world civilization, his life principles, and his acts of public service. Babur’s humanistic ideas and his contributions to introducing Eastern culture are highlighted.

Keywords: Zahiriddin Muhammad Babur, statesman, great historical figure, India, prominent personality, poet, historian, Baburnama.

Introduction

February 14 holds special significance for the Uzbek people and the entire Turkic world. This day is widely celebrated as the birth anniversary of the great commander, eminent statesman, talented poet, and unique historian Zahiriddin Muhammad Babur. Over the centuries, Babur has left an indelible mark on human history through his courage, intellect, and rich spiritual legacy.

Babur was born on February 14, 1483, in the city of Andijan, into a family belonging to the Timurid dynasty. His father, Umarshaykh Mirza, was the ruler of the Fergana region. At the young age of twelve, Babur ascended the throne and faced the complex currents of political life. Battles for Samarkand, internal conflicts, and political instability strengthened his young heart. Despite these hardships, he acted with courage and determination—qualities that later elevated him to the status of a great historical figure.

During a period of political turmoil in Transoxiana, Babur set a new goal for himself. He captured Kabul, established a secure base, and began his campaign toward India. In 1526, he achieved victory at the Battle of Panipat, founding the powerful Mughal Empire in India. This empire later became a center of political stability and cultural advancement in South Asia for several centuries. Under Babur’s reign, science, art, and architecture flourished.

The most remarkable aspect of Babur’s personality was his mastery of both the sword and the pen. While he demonstrated courage on the battlefield as a commander, he also expressed his delicate sensibilities in the creative realm. His famous work, the Baburnama, is one of the rare treasures of world literature and historical scholarship. In this work, the author provides detailed and sincere accounts of his life, the political events of his era, cities, natural landscapes, and the customs of the people. The clarity of language, vivid descriptions, and authenticity make the work uniquely valuable.

The Baburnama is not only a historical document but also a literary masterpiece. It includes valuable observations on the nature, climate, flora, and fauna of Fergana, Samarkand, Kabul, and India, reflecting Babur’s broad worldview and keen powers of observation.

Babur’s poetry also deserves special attention. His divan contains ghazals and rubais celebrating love, loyalty, longing, patriotism, and human virtues. Poems written during his years away from his homeland express deep feelings of nostalgia and yearning. Babur was also a builder; he established gardens in Kabul and India, paying attention to landscaping and beautification. The gardens he created later became famous as “Babur Gardens,” standing as vivid examples of Eastern architecture and landscape art.

Today, Babur’s legacy serves as a model for younger generations. His life demonstrates that hardships and trials should not deter a person. On the contrary, those who face challenges with courage achieve great heights. The name Babur symbolizes glorious history, strong will, and profound intellect. His birth anniversary reminds us to revisit our history and rich cultural heritage. Studying Babur’s legacy, promoting his works, and instilling them in the consciousness of youth is our sacred duty, as a nation aware of its history has a bright future.

References

Baburnama. Tashkent: “Yulduzcha,” 1989.

Zahiriddin Muhammad Babur. Divan. Tashkent: Literature and Art Publishing House named after Gafur Ghulam, 1965.

V. Zohidov. Babur and His Literary Heritage. Tashkent, 1960.

R. Nabiyev. Babur’s State and Diplomacy. Tashkent, 1994.

History of Uzbek Literature. Vol. 5. Tashkent, 1978.

National Encyclopedia of Uzbekistan. Vol. 2. Tashkent, 2002. Article: “Babur.”

“Humanistic Ideas in the Personality of Zahiriddin Muhammad Babur,” 2022.

Sevara To’lanboy qizi Mahmudova, first-year student of the Preschool Education program, Namangan State Pedagogical Institute.

Yangi To’da MFY, Pop District, Namangan Region.

THE EDUCATIONAL AND UPBRINGING SIGNIFICANCE OF DIDACTIC GAMES IN PRESCHOOL EDUCATION

Zohidaxon To’lanboyevna Qoraboyeva

Associate Professor, Department of Preschool Education, Namangan State University

Sevara To’lanboy qizi Mahmudova

1st-year student, Preschool Education, Namangan State University

ABSTRACT:

This scientific article provides a comprehensive analysis of the educational and upbringing significance of using didactic games in preschool education. The role of didactic games in developing children’s cognitive activity, independent thinking, logical reasoning, speech, and creative abilities is examined. Additionally, the development of social skills, teamwork, mutual cooperation, discipline, and moral qualities in children during play is scientifically explained. The article discusses the types of didactic games, methods for their effective implementation in the educational process, and pedagogical outcomes through examples.

Keywords: Preschool education, didactic games, educational significance, upbringing significance, cognitive activity, creative abilities, social skills, pedagogical process, education through play.

Over recent years, significant efforts have been made in our country to raise children into healthy and well-rounded individuals, as well as to establish an effective preschool education system that implements efficient teaching and upbringing methods. In particular, educational-methodical, didactic materials, and literary works for preschool organizations have been selected and incorporated into classroom activities.

Play is the leading activity for preschool-aged children. Learning through play is one of the approaches for children’s education and development. Play is a natural way for children to explore themselves and the surrounding world. It develops the child’s personality, cognitive abilities, social-emotional skills, creativity, and physical development. Interaction with peers and educators during play enhances speech, social skills, and motor development. Play provides opportunities for cooperative learning, taking risks, making mistakes, and overcoming challenges. Most importantly, play makes learning enjoyable and fosters imagination and creativity.

Play can take various forms: completely free initiated by the child or group, minimally guided, or fully organized by the educator. While recognizing the importance of free play, the decisive role of the educator in guided play should also be acknowledged. The educational process should provide opportunities for play, and a supportive environment contributes to it.

Didactic games, in particular, enhance critical thinking, attention, memory retention, and quick reasoning. Creating the conditions for play—providing children with sufficient time, space, supportive resources, and toys—is crucial. Educators working with preschool children should actively facilitate children’s play.

A key element of didactic games is rules. Adhering to rules ensures the content and objectives of the game are achieved. Didactic games are directly related to education and serve as a teaching method suitable for preschool-aged children. Experienced educators use these games to engage passive children in group activities and encourage them to perform tasks without fear. Didactic games should always be planned based on clear objectives.

Didactic games help children play together, align personal and group interests, assist each other, and experience joy from peers’ success. They also foster positive personal qualities such as honesty and sincerity. As practical activities, didactic games allow children to apply knowledge gained during lessons in various ways, helping them connect learning with real-life situations.

Examples include games like “Find by Color” or “Find by Shape” for younger children, and “What do workers do?” or “What do farmers grow?” for older children. Didactic games reinforce knowledge about the surrounding world, develop thinking, creativity, sensory skills, and help organize acquired knowledge.

Didactic games make learning easier and more enjoyable. Age-appropriate and engaging activities allow children to complete intellectual tasks naturally and effectively. The more playful elements included, the greater the enjoyment for children. The central aspect of a didactic game is its guiding idea, which generates interest and motivates participation, such as games like “What’s in the Bag?” or “Who makes which sound?”

Each didactic game has content, rules, and activities closely linked; removing any component prevents the game from proceeding. Rules in didactic games govern children’s actions, interactions, and help cultivate self-regulation and mutual control. Evaluating the outcomes from both children’s and educators’ perspectives is important. From the children’s perspective, one should consider moral and educational gains, intellectual effort, reasoning, attention, and memory. Positive experiences increase self-confidence and bring joy. From the educator’s perspective, it is necessary to assess whether the objectives and intended outcomes were achieved. A game is considered successful if it both engages children and meets planned pedagogical goals.

Rewards and recognition can motivate children, but they should not be the sole incentive. Game actions include moving objects, organizing, classifying by color, size, or shape, and performing critical thinking tasks. Older children engage in more complex group interactions and coordinated activities.

The game’s outcome is the specific achievement of the didactic game, such as solving riddles, completing tasks, or demonstrating reasoning. The game’s content, concept, actions, and rules are interconnected, and the educator guides the process, incorporating children’s questions, suggestions, and initiatives to enrich and expand the game. Timing the start and end of the game effectively is crucial.

Didactic games can be conducted in classrooms, halls, playgrounds, forests, fields, and other spaces, enhancing impact, variety, and children’s engagement. Considering children’s age and individual characteristics, adjusting pace and rhythm, and proper evaluation by adults are essential.

TYPES OF DIDACTIC GAMES

Tabletop games: Help children organize knowledge about the environment, develop thinking (analysis, generalization, description). Examples include lotto, matching pairs, dominoes, and mazes.

Verbal games: Develop listening, quick thinking, and the ability to express ideas clearly. Typically conducted with older preschool children.

Object and toy games: Played from early childhood to school age, focusing on attention and imagination. Children learn about objects’ properties, functions, and characteristics.

In conclusion, play is a fundamental activity for preschool children, shaping personality, social behavior, and future learning, labor, and interpersonal skills. Didactic games are crucial tools for intellectual, moral, labor, and aesthetic development, and their careful planning and implementation support effective preschool education.

References:

Resolution of the Cabinet of Ministers of the Republic of Uzbekistan, December 31, 2019, No. 1059, “On approval and implementation of the Continuous Spiritual Education Concept.”

Resolution of the Cabinet of Ministers of the Republic of Uzbekistan, December 22, 2020, No. 802, “On approval of the State Standard for Preschool Education and Upbringing.”

F. Qodirova, Sh. Toshpo’latova, N. Qayumova, M. A’zamova. Preschool Pedagogy. Tafakkur Publishing, Tashkent, 2019.

I.V. Grosheva, G.E. Djanpeisova, U.T. Mikailova, M.A. Ismailova et al. Learning through Play / Methodical Guide. 1st Edition, Tashkent, 2020.

D.Sh. Mirzayeva. Preschool Pedagogy, Tashkent, 2022.

Sh. Sodiqova. Preschool Pedagogy, Tafakkur Publishing, Tashkent, 2013.