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PEDAGOGICAL POSSIBILITIES OF USING FOLK FRIENDS IN ENVIRONMENTAL
EDUCATION OF PRESCHOOL CHILDREN (5-6 YEARS OLD)
Abdumukhtarova Dildora
Master of Ferghana State University
Annotation:
This article explores the pedagogical possibilities of using folk riddles to teach
ecological education to preschool children (ages 5-6). It examines effective methods for fostering
ecological knowledge, enhancing interest in nature, and developing ecological culture through
folk riddles. This research is significant for the practice of preschool education.
Keywords:
ecological education, preschool age, folk riddles, pedagogical possibilities, children.
Enter
Environmental education for preschool children is not only theirs it is necessary to increase their
ecological knowledge, but also to form in them such qualities as love for nature, diligence and
responsibility.
The use of folk riddles in the process of environmental education is important in expanding
children's worldview, developing their thinking skills, and strengthening their knowledge of
nature. Through folk riddles, children get to know natural phenomena, flora and fauna, and form
the foundations of ecological culture.
This article highlights the pedagogical possibilities of environmental education based on folk
riddles and its importance in children's development. The main goal of the research is to
determine the methods of developing environmental education skills in preschool children
through folk riddles.
The main part
The educational value of folk riddles
Folk riddles are one of the oldest and richest genres of folk art, and they are of great importance in
forming children's knowledge about the environment. 1 Through riddles, children learn about
various phenomena of nature, plants, animals and environmental problems. For example, consider
the following riddle:
"A clear lake, no fish in it."
Through this riddle, children will gain knowledge about the sky and clouds. In the process of
discussing such riddles, children learn to think, observe and draw conclusions.
Another educational aspect of folk riddles is that they encourage children to focus on
environmental problems. For example:
"He has a mouth, no words, he has a crown on his head, but he is not a king."
This riddle is about a tree and provides an opportunity to explain to children the role of trees in
protecting the environment.
Use of folk riddles in the process of environmental education
INTERNATIONAL MULTIDISCIPLINARY JOURNAL FOR
RESEARCH & DEVELOPMENT
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eISSN :2394-6334 https://www.ijmrd.in/index.php/imjrd Volume 12, issue 02 (2025)
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Using folk riddles in the process of environmental education is an interesting and effective
method for children. The following practical methods can be distinguished:
1. Organization of educational activities through riddles: Riddles by solving together with
children, it is possible to arouse interest in the environment in them. For example, training in
parks or nature.
2. Discussing riddles about nature: Developing environmental awareness in children by discussing
riddles about natural phenomena. In the process, they gain a deeper understanding of the
importance of environmental protection.
3. Stimulation of creative activity through games and performances:Fo
rmation of environmental responsibility in children by organizing theater scenes based on riddles.
For example, by staging the life of trees and birds, children develop a sense of love for nature.
4. Application of practical activities: environmental games based on puzzles and the practical
importance of nature can be explained to children by organizing manual labor activities. For
example, children make a tree with their own hands they participate in planting seedlings or
building nests for birds.
5. Creation of environmental stories: Children based on riddles
they can create their own stories. It develops their creative thinking and increases responsibility
towards nature. 3
Pedagogical results
As a result of using folk riddles, the following pedagogical achievements can be achieved:
• Children develop a sense of love and care for nature.
And this is one of the important components of ecological consciousness. • Their common culture
by strengthening environmental knowledge
increases. Children begin to understand the importance of nature and its balance
Develops observational and analytical skills. Observability, analytical thinking and summarization
of received information in children through riddles ability is formed.
• Skills of participation in team activities are developed. This, in turn,
improves social communication and cooperation.
Development of ecological culture
Development of children's ecological culture through folk riddles is a unique process, in which
concepts of nature conservation and proper use are formed. For example, children can be given
the opportunity to understand the importance of the earth in human life through riddles such as
"Mother earth, take care of it".
In conclusion, folk riddles can be considered as an integral part of the process of environmental
education for preschool children. When their educational opportunities are properly used by
pedagogues, effective results are achieved in the formation of children's ecological culture.
INTERNATIONAL MULTIDISCIPLINARY JOURNAL FOR
RESEARCH & DEVELOPMENT
SJIF 2019: 5.222 2020: 5.552 2021: 5.637 2022:5.479 2023:6.563 2024: 7,805
eISSN :2394-6334 https://www.ijmrd.in/index.php/imjrd Volume 12, issue 02 (2025)
5
At the same time, through riddles, children not only acquire ecological knowledge, but also
develop feelings of love and preservation of nature. This will serve to raise a generation that is not
indifferent to environmental problems in the future. Educators can effectively use these methods
to develop children's thinking skills and increase environmental responsibility.
Used literature
1. Abdukarimov, A. (2018). Basics of ecological education. Tashkent: National Encyclopedia of
Uzbekistan.
2. Karimova, M. (2020). Formation of environmental consciousness in preschool children.
Tashkent: Sharq Publishing House.
3. Haydarova, L. (2019). "Educational value in folk art". Pedagogy and Journal of Psychology,
4(3), 45-50.
4. Ministry of Education of the Republic of Uzbekistan. (2019). Environmental education
program in pre-school educational institutions. Tashkent: Education.
5. Saidov, N. (2021). "Nature and the Child: Educational Approaches." Young Teachers Journal,
3(2), 12-18.
6. Sharipova, D. (2020). Creative thinking in child psychology. Tashkent: Academic Publishing
House.
7. UNESCO. (2017). Early Childhood Care and Education: Global Guidelines. Paris: UNESCO
Publishing
