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CONTENT AND ESSENCE OF THE EDUCATIONAL PROCESS IN PRIMARY
EDUCATION
Maratova Sevinch Anvarovna
Student.
Samarkand State Pedagogical Institute
PrimaryEducation Deppartment, 304-group.
https://doi.org/10.5281/zenodo.17314902
Annotation
. This article explores the essence and content of the educational process in
primary education, emphasizing its role in shaping a child’s personality. It analyzes the goals,
principles, and main directions of moral and spiritual upbringing, as well as the importance of
cooperation between teachers, parents, and society. The article also discusses modern
pedagogical approaches and the integration of national values in the upbringing process.
Keywords:
education, primary education, personality development, spirituality, moral
values, pedagogical approach, parental cooperation, national traditions.
СОДЕРЖАНИЕ И СУЩНОСТЬ ОБРАЗОВАТЕЛЬНОГО ПРОЦЕССА В
НАЧАЛЬНОМ ОБРАЗОВАНИИ
Аннотация.
В
статье
рассматриваются
сущность
и
содержание
образовательного процесса в начальном образовании, подчёркивая его роль в
формировании личности ребёнка. Анализируются цели, принципы и основные направления
нравственно-духовного воспитания, а также важность взаимодействия педагогов,
родителей и общества. В статье также рассматриваются современные педагогические
подходы и интеграция национальных ценностей в воспитательный процесс.
Ключевые слова:
образование, начальное образование, развитие личности,
духовность,
нравственные
ценности,
педагогический
подход,
родительское
сотрудничество, национальные традиции.
Upbringing is a process based on specific and well-defined goals as well as social and
historical experience, aimed at the comprehensive development of an individual—the formation
of their consciousness, behavior, and worldview. In other words, upbringing is an activity
directed toward the all-round maturity of the younger generation, focusing on shaping their
social consciousness and behavior in accordance with a particular purpose. The well-known
Uzbek educator Abdulla Avloni said: “In short, upbringing for us is a matter of life or death,
salvation or destruction, happiness or misery.” The main goal of upbringing is to form a well-
rounded and perfect individual. The content of upbringing includes the knowledge, skills,
beliefs, personal qualities, character, and behavioral systems that learners must acquire in
connection with set objectives and tasks. The general tasks of upbringing are: to ensure the
purposeful development of members of society and to create conditions for meeting their various
needs; to prepare sufficient “human capital” necessary for social progress; to maintain the
stability of social life by transmitting culture between generations; and to regulate social
relations by taking into account the interests of gender, age, and social-professional groups. The
process of upbringing is a practical pedagogical activity aimed at forming specific spiritual,
intellectual, physical, moral, and ethical qualities in a person. It determines what place an
individual will occupy in society and who they will become. Upbringing is one of the oldest and
most humanistic values that sustains human existence itself. Without upbringing, neither
individuals nor society can exist, for it is through upbringing that the values sustaining humanity
are passed from one generation to another.
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The great thinker Alisher Navoi wrote: “Educating a capable person is a virtue; educating
an incapable one is in vain. Do not destroy one who deserves education, nor waste your efforts
on one who does not.” By this, Navoi emphasized the importance of providing upbringing where
and to whom it is truly needed.
The main goal of upbringing is to nurture an intellectually and morally developed, well-
rounded personality. Today, many efforts are being made in our country to develop the processes
of upbringing and to increase their effectiveness. The first step in this direction lies in
educational institutions and higher education establishments. Therefore, considering the age and
psychological characteristics of general secondary school students, and with the aim of deeply
instilling universal human values and high morality—as well as fostering patriotism and
humanity—the Cabinet of Ministers of the Republic adopted a decision. According to this
decision, the subjects “Etiquette,” “The Feeling of Homeland,” “The Idea of National
Independence and the Foundations of Spirituality,” and “History of World Religions” were
combined into a single subject—“Upbringing.” Beginning with the 2020/2021 academic year in
grades 1–9 and the 2021/2022 academic year in grades 10–11, this subject has been gradually
introduced within the framework of the total number of hours allocated to school subjects.
Upbringing is not a process that can be taught or learned in a short period of time. It
begins the moment a child starts school and continues throughout their education—even beyond
it. Moreover, it is a collaborative process between teacher and students, organized and directed
toward specific goals. The process of upbringing in primary education is a complex yet essential
process aimed at the spiritual, moral, aesthetic, physical, and intellectual development of
students. Upbringing is not merely a set of rules—it is a school of life that influences a child’s
heart, mind, thoughts, and emotions.
The content of upbringing encompasses the following main directions: moral and ethical
education—forming qualities such as honesty, truthfulness, respect, politeness, compassion, and
patience; patriotic education—developing love for one’s homeland, respect for national values,
and appreciation of historical heritage; intellectual development—fostering curiosity, critical
thinking, the ability to express ideas clearly, and creativity; healthy lifestyle—promoting
hygiene, physical activity, and a love for sports; work ethic—instilling respect for labor, a sense
of responsibility, and honesty in fulfilling assigned duties. Every subject and every lesson
possesses educational potential. In mother tongue classes, moral ideas are conveyed through
literary texts; in natural science, ecological awareness is developed; in mathematics, discipline
and logical thinking are cultivated. Upbringing is also implemented through extracurricular
activities such as class hours, events, games, and competitions. The essence of upbringing lies in
sowing the seeds of goodness in the human heart and guiding the person toward moral and
spiritual perfection. For a child, upbringing is a path from heart to heart—it influences not only
through words but through the teacher’s personal actions and example. True upbringing does not
coerce; it guides with understanding, trust, and love. When a child feels trusted and respected,
they strive to justify that trust. Therefore, the essence of upbringing lies, first and foremost, in
planting the seeds of trust and affection in the child’s heart.
The most important principles of upbringing are: consistency and continuity—upbringing
must be an ongoing and continuous process; connection with real life—every educational
activity should be based on real-life examples and situations. In primary education, the teacher is
not merely an instructor but also a spiritual mentor and moral guide for children. The teacher’s
words, actions, and behavior serve as a model for students.
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Therefore, every educator should impart upbringing through their own culture, speech,
manner of dress, and attitude toward children. The role of parents is equally invaluable. A child
reinforces at home the upbringing they receive at school. When school and family act in
harmony, the development of the child’s personality becomes more balanced and holistic. For
this reason, the collaboration of the “School–Family–Society” triad is the foundation of effective
upbringing.
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