European International Journal of Pedagogics
52
https://eipublication.com/index.php/eijp
TYPE
Original Research
PAGE NO.
52-54
DOI
3
OPEN ACCESS
SUBMITED
28 April 2025
ACCEPTED
24 May 2025
PUBLISHED
26 June 2025
VOLUME
Vol.05 Issue06 2025
COPYRIGHT
© 2025 Original content from this work may be used under the terms
of the creative commons attributes 4.0 License.
Organizing the Education
of Primary Class Students
as An Educational and
Social Activity
Arslanova Madinakhon Mansurovna
Institute for Retraining and Advanced Training of Directors and Specialists
of Preschool Educational Organizations, Department of “Preschool
Education Methodology”, PhD, Associate Professor
, Uzbekistan
Abstract:
This article discusses the importance of
organizing the education of mentally retarded students
in primary grades on the basis of educational and social
activities in providing a child with quality education and
upbringing and effective socialization.
Keywords:
Mental retardation, education, socialization,
special education, special pedagogy, educational and
social activities.
Introduction:
In the new Uzbekistan, the noble idea of
“For the dignity of man!” forms the foundation of the
state’s social policy. “The principle rule in our u
pdated
Constitution that “Uzbekistan is a social state” also
requires the transformation of social assistance to the
population, leaving no one out of love and attention,
into a constantly functioning system” [1].
The reforms implemented in recent years in the field of
providing quality education to children with disabilities
have created the basis for the development of both
traditional and inclusive education. In such conditions,
the introduction of innovations in form and content into
the activities of specialized state educational
institutions for mentally retarded students has become
a requirement of the times.
As is known, the social model of disability is at the heart
of the modern approach to disability, which considers
all problems to be the result
of society’s attitude to the
specific needs of persons with disabilities. According to
the social model, disability is a social problem. At the
same time, limited opportunities are not “part of a
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European International Journal of Pedagogics
person” or his fault. A person may try to reduce the
consequences of his illness, but the feeling of his
limited capabilities is not associated with the illness
itself, but with the presence of physical, legal and other
barriers in society” [3].
The correct formation of relations between persons
with disabilities and society in various spheres is based,
first of all, on the creation of the necessary conditions
and opportunities for their active integration and
socialization into society from childhood and at all
stages of development. “Socialization is the process o
f
a person’s assimilation of social roles and cultural
norms, as a result of which a person becomes a social
person. It follows that socialization is understood as a
person’s uniform entry into the social environment,
the assimilation of the accepted system of norms and
values of society, which, in turn, helps a person to
successfully realize himself and fully express himself as
a member of society” [6]. Education is an important
condition and the main link of socialization.
The school education period has great opportunities
for mentally retarded children and adults to find their
place in society as individuals and citizens, to actively
participate in various economic and social relations,
and to live a prosperous life while being busy with
work. It is precisely for these children that the
organization
of
individual
diagnostic-oriented
educational and social activities in specialized state
educational institutions helps to form students'
motivation to study, adapt to the environment, and
develop self-expression skills.
I.V. Krupennikova, in her study “Learning motivation of
younger schoolchildren with mental retardation during
the transition to primary school”, studies students'
learning motivation in the context of educational
activities, and emphasizes that the leading activity in
primary education is educational activities. On the one
hand, in the process of educational activities, the
student gets acquainted with the tools that allow him
to study human experience, and on the other hand, he
enters into social relations with teachers and peers [4].
We agree with the scientist's views, supporting the
orientation of the educational process in primary
grades to the goals of socialization and the formation
and improvement of educational and social activity.
In modern pedagogy, two main and fundamentally
different approaches to the problem of socialization of
children have been formed: adaptation and activity.
The polarity of these approaches is associated with the
internal contradiction inherent in the process of
socialization between a person's need to adapt to
society and his need for independence (the need to
have his own views, interests, make independent
decisions, build a social environment around himself)
[5].
Today, in specialized institutions, socialization is carried
out in accordance with the tasks of specialists working
with mentally retarded children:
- the process of a student's integration into society and
the acquisition of knowledge, values, social skills and
social "sensitivity" that will allow him to adapt to it;
- the process of state control over the provision of
education to a mentally retarded person in the interests
of all members of society;
- the process of learning to adapt to social norms and
roles by a new member of society;
- the process of improving any of the above processes
based on the relevant results [2].
Educational and social activities of students with mental
retardation in primary grades are based on the following
pedagogical and psychological aspects:
- to awaken social activity;
- to foster self-respect;
- to maximally individualize classes;
- to form the desire to determine one's own destiny;
- to form the ability to choose a life position;
- to form the desire to actively participate in changes
aimed at improving the life of society;
- to form the skills of correct behavior;
- to prepare for labor and the types of work that can be
performed;
- to develop creative abilities.
In organizing the process of training and educating
mentally retarded students in specialized educational
institutions in a socially oriented manner, the following
important aspects can be identified:
- to organize the educational process of the student as a
person, taking into account factors such as the state of
society at a certain time or its certain traditional values,
but not its variability, constant development and the
independent manifestation of the individual in this;
- in the educational process, based on the individual
psychological and physical capabilities of students, to
apply new mechanisms of "student-teacher" relations,
that is, to give more freedom to the student's
independent cognitive and learning activities;
- based on this, to approach the student, not the
teacher, as a mechanism that determines the quality
and result of the educational process, and to place the
main emphasis on the pedagogical environment
creating broader conditions for student independence;
- education is carried out not only in the interests of the
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European International Journal of Pedagogics
student, based on his personal capabilities,
subsequently formed life principles, ideals, attitudes,
values, etc., but also in the interests of society as a
whole, that is, the student should not be limited only
to certain knowledge and skills, but should enter
society, finding himself, ready to live as equal as
possible with others in the conditions of a changing
society;
- in the educational process, a person should first of all
understand his life needs, development motives,
interests, ideals, values, etc., and he should not take
his future life path in the form of a "ready-made
template", but, on the contrary, taking the example of
the need to choose a profession in the future life of
mentally retarded students, he should be formed in a
state of readiness for it in terms of spiritual and
primary skills and abilities;
- in terms of the spiritual and moral aspects of the
educational process, it is advisable for a mentally
retarded student to become a socially oriented subject
with a general cultural, value-worldview, creative-
cognitive,
professional
and
information-
communication
competence
complex
before
adulthood, and as a subject freely participating in all
relations of society, he should be able to protect
himself from negative characteristics: isolation from
society, a tendency to delinquency, aggression,
egocentrism, exposure to foreign ideas, etc.
Based on the above, the formation and improvement
of the educational and social activities of mentally
retarded children in the primary education process is
carried out on the basis of the following factors:
-
harmonization of educational and socialization
goals in disciplines and interdisciplinary integration;
-
organization of educational activities on the
basis of programs aimed at improving the child's
independent development opportunities based on the
characteristics of the child's psychophysiological
development;
-
active use of modern educational technologies
and methods aimed at active development of the
child's personality;
-
development and stimulation of students'
independent learning abilities, while the teacher
mainly performs the "organizational" task in the
implementation of educational programs;
-
a unique approach and additional programs
have been developed to strengthen the knowledge
acquired in class in extracurricular activities of
students in unusual conditions and artificial
pedagogical environments;
-
effective establishment of social cooperation
in turning the knowledge and skills acquired by students
into practical activities.
As is known, primary education, as well as specialized
education, lays the foundation for the development of
the child's personality, spirituality and physical
capabilities. Therefore, educational and social activities
in it today consist of supporting, encouraging and
improving the child's efforts towards socialization
through independent and internal aspirations, while
integrating educational, social adaptation and
correctional processes.
REFERENCES
Resolution of the President of the Republic of
Uzbekistan, No. PP-68. On preparation and holding of
the national holiday of Navruz in 2025. www.lex.uz
(17.03.2025).
Zhulanova I.V. Fundamentals of special pedagogy and
psychology / I.V. Zhulanova, V.V. Kudryashova.
Volgograd: Peremena, 2003. 170 p.
Korosteleva N.A. Social model of disability as a basis for
the formation of a tolerant attitude towards the
disabled // Bulletin of SUHPU. 2012. No. 8. p-23
Krupennikova I.V. Academic motivation of younger
schoolchildren with mental retardation during the
transition to basic classes. Abstract of Cand. Sci.
(Psychology) dissertation. Yaroslavl., 2008, p-8.
Leutina A.L. Socialization of children in modern
pedagogical research // Education issues. 2014. No. 3. p.
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