INTERNATIONAL JOURNAL OF ARTIFICIAL INTELLIGENCE
ISSN: 2692-5206, Impact Factor: 12,23
American Academic publishers, volume 05, issue 04,2025
Journal:
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page 1575
WORKING ON TASKS THAT DEVELOP VISUAL COMPREHENSION SKILLS IN
PRIMARY EDUCATION
Kunnazov Qahramon Ergashevich
Tashkent University of Applied Sciences,
Teacher of the Department of Theory and Methodology of Primary Education
q.kunnazov@gmail.com
In his speech at the solemn ceremony dedicated to the Day of Teachers and Educators,
the President of the Republic of Uzbekistan Shavkat Mirziyoyev, stopping at the issue of
education and morality of the younger generation, said: “We are setting the issue of the Third
Renaissance as a strategic task and raising it to the level of a national idea. We are developing
pre-school and school education, higher and secondary specialized education, as well as
scientific and cultural institutions. “We know that these are the four integral links of the
future Renaissance,”: he emphasized.
We all know that the most important link in the education of our children is the school.
The role and importance of the school in the life of our society, in the upbringing and life of
children, cannot be measured by anything. It is precisely the attention paid to primary
education that creates a solid foundation for the future development of the country. Our
Honorable President has repeatedly emphasized that school is the fourth link of the new
Renaissance, the most solid pillar in our spiritual and educational life.
During this period, the opportunities for shaping the creative activity of primary
school students in the educational process are considered to be wider. Because in primary
education, students' intellectual abilities, attention, and thinking skills are actively developed.
Scientists emphasize that during this period, children's mental activity, attention, memory,
level of perception, thinking, and emotions develop through work on tasks that develop visual
comprehension skills under the influence of educational activities. Since the cognitive
activities of children at this age differ from each other, their abilities also manifest themselves
differently. Therefore, it is important to know the inclinations and aspirations of primary
school students, as well as to shape their creative activities and abilities. Therefore, in view of
the requirements of social development, it is important and necessary to educate each student
in the spirit of creativity, therefore, it is of great importance to know the specific
characteristics of a young schoolchild.
Visual comprehension is the process of receiving pictorial, graphic or other visual
information, analyzing it, understanding its content and drawing appropriate conclusions.
This skill includes:
- perception of visual material;
- attention and attention to detail;
- understanding the connections between objects seen;
- aesthetic appreciation and interpretation;
INTERNATIONAL JOURNAL OF ARTIFICIAL INTELLIGENCE
ISSN: 2692-5206, Impact Factor: 12,23
American Academic publishers, volume 05, issue 04,2025
Journal:
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page 1576
- critical thinking.
The formation of visual understanding is carried out on the basis of psychological and
pedagogical theories, through integrated learning activities (for example, combining drawing,
reading and natural science subjects). The following methodological approaches are used to
develop visual comprehension skills for primary school students:
- creating a story through pictures;
- spot the difference (finding differences between two pictures);
- “What did you see?” - observation questions and answers.
- pictograms, diagrams, maps;
- cartoons, video lessons;
- using picture books and illustrations.
- creating text based on pictures (also develops speech);
Sample learning tasks
Assignment type The purpose
An example
Observation task Identify details
“How many birds are there in the picture? What
are they doing?”
Comparison
Analyze
“Find the differences between two pictures”
Creating a story Critical and creative
thinking
“Make up a short story based on this picture”
Analytical
questions
Critical thinking
“Why is this boy happy? What do you think
happened?”
The formation of visual comprehension skills in primary education develops
children's visual thinking, increases their interest in lessons, forms the ability to think
independently, and enriches the content of both integrated and independent lessons.
Younger schoolchildren are children from 7 to 12 years old, who are considered
primary school students. During these periods, important changes occur in the life and
activities of the child. Significant changes occur in their psyche and physical development. A
young student has a number of physical characteristics compared to preschool children and
older children.
INTERNATIONAL JOURNAL OF ARTIFICIAL INTELLIGENCE
ISSN: 2692-5206, Impact Factor: 12,23
American Academic publishers, volume 05, issue 04,2025
Journal:
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page 1577
With the beginning of education, sharp changes occur in the psyche of the child. He is
faced with a psychological restructuring. Psychological restructuring creates difficulties for
primary school students, especially for first-graders.
- first graders cannot perform many movements with the level of agility and quality
required by the rules of discipline. However, learning activities require constant adherence to
the rules of discipline, patience and self-control during 35-45 minute lessons.
- the entire content of education requires the child to develop voluntary processes:
voluntary attention, voluntary perception, memory. However, such processes are not yet
sufficiently developed in the child.
- the student must think independently, independently perform tasks. This feature is not
developed equally in all children.
- the child should understand his duty, study well and have good discipline, and feel that
it is his duty to follow the rules of discipline and fulfill the tasks assigned to him at home.
- Paying attention to what the teacher says requires the ability to understand, remember,
and recall them when necessary. It is certainly difficult for a student to respond to such
demands. Such difficulties can be overcome by learning to read independently - by
explaining the material from easy to difficult, from simple to complex, by engaging children
in reading activities, by presenting lessons in an interesting, emotional and figurative way,
and by teaching them to think creatively.
In primary education, the systematic organization of the educational process, work on
tasks that develop visual comprehension skills, indicates that the child is leaving the period of
carelessness and is gradually changing his attitude towards learning. During this period, the
child's interests gradually shift from play to learning. Interests specific to reading often
influence children's play activities, and interests specific to reading often influence the nature
and content of games. The success of any work largely depends on motives, and it is with the
help of these motives that a person engages in work. Motives for learning are diverse.
Primary school students, preparing themselves for future labor activity, are less likely to use
motives. A child is still far from thinking about motives. A child of primary school age does
not think much about expanding his knowledge, acquiring useful knowledge, and fulfilling
his duty to society. All these motives become secondary for him. However, as mentioned
above, his direct interest in what he is doing and what he is learning at school, as well as his
desire to fulfill the requirements of teachers and parents, hearing praise, finding his work
acceptable, receiving good grades, and so on, become the most important means of arousing
interest in studying.
List of used literature:
1. Abdullayevna, N. Y., & Qizi, S. Q. B. (2024). CREATIVE KOMPETENTSIYALARINI
THE ROLE OF INNOVATIVE TECHNOLOGIES IN FORMATION OF PRIMARY
SCHOOL TEACHERS. Eurasian Journal of Academic Research, 4(7S), 706-709.
2. Qudratova, S. (2024). Problematic education, which is one of the foundations of the
STEAM approach in education. Modern Science and Research, 3(1), 1-6.
3. Qudratova, S. (2023). SYSTEM OF USING INTERNATIONAL EXPERIENCES IN
ORGANIZING LESSONS FOR STUDENTS OF PEDAGOGICAL EDUCATIONAL
INSTITUTIONS. Modern Science and Research, 2(6), 706-710.
INTERNATIONAL JOURNAL OF ARTIFICIAL INTELLIGENCE
ISSN: 2692-5206, Impact Factor: 12,23
American Academic publishers, volume 05, issue 04,2025
Journal:
https://www.academicpublishers.org/journals/index.php/ijai
page 1578
4. Qudratov, T. B. (2021). Ta’limda xalqaro tajribalar. Вестник магистратуры, (1-3 (112)),
66-67.
5. Qudratova, S., & Hakimova, D. (2025). TEACHING METHODOLOGY OF NATURAL
SCIENCES IN PRIMARY GRADES. International Journal of Artificial Intelligence,
1(1), 1420-1423.
