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THE ROLE OF INTERACTIVE APPROACHES IN EFFECTIVE TEACHING OF
PRIMARY SCHOOL LESSONS
Maftuna Sagdatdinova
2nd year student, Faculty of Primary Education,
Nukus State Pedagogical Institute
Abstract:
Development of abilities of primary school students is always one of the most relevant
topics. This article talks about modern methods and methods of developing positive abilities of
students using interactive methods in elementary school classes.
Key words:
creativity, creative thinking, activity, education, creativity.
INTRODUCTION
We, pedagogues, play an incomparable role in the development of students into mature people in
all aspects. Today's teacher should not only use the textbook, but also create small discoveries for
each lesson. Because in today's age, when time is advancing, it is a difficult process to educate a
child by activating his attention during a forty-five-minute lesson. Therefore, teaching children
through various exhibitions and games allows them to develop their speech and expand their
range of thinking. The main thing is to achieve efficiency in the lesson. Understanding the subject
becomes easier and no one gets bored. The ability to think develops in children's games, studies,
work, and even when they travel to the heart of nature. But the use of interactive methods and
visual aids is more effective in student activation. In general, it is necessary to emphasize the
importance of interactive methods and various visual aids in increasing students' interest in
lessons, forming independent thinking patterns, friendly relations with classmates, and developing
spiritual awareness. While working with various exhibitions, the student expresses his
independent opinion, creates, expands his worldview, and most importantly, his interest in life and
events around him increases. It is necessary to organize each interactive method taking into
account the cognitive activity of children, to ensure that students participate with a full
understanding of the rules of the game, to create the content of interactive methods taking into
account the ability of children, to organize the playing time efficiently. Interactive methods allow
you to get along with even the most "serious" child in the class. The use of interactive methods
before the start of the lesson ensures an interesting and enjoyable organization of the learning
process. It refreshes children mentally and cheers them up, and also helps them overcome
difficulties in mastering the topics in the textbook. For example, if we take the process of the
influence of the game on mental education, according to the essence of the game, it is important to
correctly react to the events of social life, to nature, to the surrounding environment, to the
formation of feelings of love for the Motherland, and to direct the child to the profession.
Interactive materials increase children's attention, increase their vocabulary, teach them to
pronounce words correctly, connect sentences with each other, and express their thoughts in full.
Therefore, the teacher should pay special attention to these aspects during the game.
MAIN PART
In the landscape of 21st-century education, the emphasis on learner participation and engagement
has significantly reshaped pedagogical priorities. Particularly in primary education, where
foundational cognitive, emotional, and social development occurs, the use of interactive
approaches has emerged as a central pillar of effective teaching. Unlike conventional methods that
rely heavily on passive reception of information, interactive pedagogy fosters dialogue,
INTERNATIONAL MULTIDISCIPLINARY JOURNAL FOR
RESEARCH & DEVELOPMENT
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eISSN :2394-6334 https://www.ijmrd.in/index.php/imjrd Volume 12, issue 04 (2025)
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collaboration, and hands-on experience — all of which are vital for the young learner’s
development.
Interactive teaching is grounded in constructivist theories of learning, particularly those proposed
by Jean Piaget and Lev Vygotsky. Piaget emphasized the developmental stages of a child’s
learning process, advocating for activities that match their cognitive level, while Vygotsky
introduced the concept of the Zone of Proximal Development (ZPD), wherein learning occurs
most effectively with scaffolding — a core feature of interactive instruction. These theories
support the idea that knowledge is best constructed through social interaction and experiential
engagement.
Interactive methods such as Think-Pair-Share, role-playing, educational games, and cooperative
learning align with these theories by promoting active participation, immediate feedback, and
social collaboration.
The following table illustrates several interactive strategies and their applications in a primary
school context:
Method
Description
Example Activity
Think-Pair-Share
Students think individually, discuss in
pairs, share with class
Solve a math puzzle, explain logic
to partner
Role-Playing
Students act out real-life or imagined
scenarios
Reenact a story from literature
Interactive
Storytelling
Teacher pauses story for prediction
and discussion
Predict ending or change character
decisions
Learning Stations
Multiple tasks placed around
classroom
Rotate through activities on shapes,
numbers, and words
Digital Games &
Tools
Use of apps or smartboards for
interactive exercises
Quiz apps for vocabulary building
One of the main requirements of modern pedagogical technology is to use interactive methods
that are meaningful and reveal the essence of the lesson in each lesson, and can turn students from
boring listeners to active participants, forming their ability to think independently, and their
interest in science. Nowadays, every subject is taught using such modern pedagogical
technologies
Below are some examples of interactive methods
"Picture rebus" game
Students are divided into three groups. Pictures are distributed to each group. The name of the
animal or bird should come from the initial letters of the name of the given pictures. For example,
swallow + owl + tiger + apple + pear = RABBIT.
"Energizer" game
Q
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Y
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N
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This game can be used when passing themes such as "Weather", "Winter" seasons. Pupils stand in
a circle, pupils in the middle show natural phenomena through hand movements, first slowly and
then quickly, pupils continue these movements in a clockwise direction without words.
1. Wind - the hands slowly rub together, then this movement accelerates.
2. Rain - the hands will be clammy
3. Jala - hits the shoulders
4. Hail - knocks on the knees.
The movement is slowly reversed.
“Who is he? What is this?" the game
The purpose of the game
is to develop students' logical thinking and imagination skills, and to
develop oral and written speech.
The process of playing the game: A number of items are placed on the table. The teacher
describes one of these subjects. Based on the definition, the students find out what it is about. For
example: It is in the shape of a ball. Famous athletes, children and adults love to play it. It is also
a favorite toy of young children. (answer: ball). The advantage of the game is that it can be used
during the lesson to focus students' attention, to relax their hands, or to introduce sounds and
explain a new topic. The game allows students to develop the qualities of intelligence,
thoroughness and independent thinking skills.
For mathematics: in the 1st grade "Mathematics" textbook on the topic "Dimensions of things:
long-short, wide-narrow, high-low" as follows: His height is shorter than a door, taller than a desk,
and his width is narrower than a blackboard. (answer: wardrobe)
References:
1. "Integrated State Education Standard and Curriculum" Tashkent 2010
2. "Primary Education" magazine, No. 10, 2012, No. 5, 2014
3. Textbooks and training manuals
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