ART TERAPIYA YOSH O'QUVCHILAR O'RTASIDAGI KOGNITIV VA EMOSITSIONAL QIYINCHILIKLARNI YENGILASH VOSITASI SIFATIDA.

KIRISH: tadqiqotda bolalarning psixologik muvozanatini tiklashda rasm chizish, loydan modellashtirish va ertak terapiyasi kabi texnikalarning roli ta'kidlangan. Natijalar shuni ko'rsatadiki, art-terapevtik yondashuv o'quvchilarning maktabga moslashishini yaxshilaydi va ularning ijodiy salohiyatini oshiradi. MAQSAD: boshlang'ich sinf o'quvchilari duch keladigan kognitiv to'siqlar va hissiy qiyinchiliklarni aniqlash va ushbu qiyinchiliklarni yengishda art-terapiya usullarining (masalan, izoterapiya, qum terapiyasi va loy terapiyasi) pedagogik va psixologik salohiyatini ilmiy asoslash, shu bilan birga o'qituvchilar uchun amaliy tavsiyalar ishlab chiqish. MUHOKAMA VA NATIJALAR: mashhur pedagog F. Hernandezning so'zlariga ko'ra, "Maktablar fuqarolar orasida tanqidiy fikrlashni rivojlantirishning asosiy kalitidir". Darhaqiqat, tanqidiy fikrlash bugungi kunda o'rganish va o'qish kabi muhim ahamiyat kasb etmoqda. Bizning topilmalarimiz shuni ko'rsatadiki, art-terapiya bu maqsadni samarali qo'llab-quvvatlaydi. Xavotir kabi hissiy to'siqlarni yengib o'tish va kognitiv diqqatni yaxshilash orqali art-terapiya yosh o'quvchilarning tanqidiy fikrlashni rivojlantirishi va ta'lim muhitiga muvaffaqiyatli moslashishi uchun zarur bo'lgan muhim psixologik muvozanatni ta'minlaydi. MATERIALLAR VA USULLAR: tadqiqot jarayonida intervyular, anketalar, xulqatvor kuzatuvlari, ijodiy materiallarni tahlil qilish va statistik tahlil kombinatsiyasi qo'llanildi. XULOSA: xulosa qilib aytganda, art-terapiya boshlang‘ich sinf o‘quvchilarining kognitiv va hissiy qiyinchiliklarini yengishda samarali vosita hisoblanadi. Uning qo‘llanilishi ta’lim sifatini oshirish va o‘quvchilarning shaxsiy rivojlanishiga xizmat qiladi.

INTRODUCTION: the study highlights the role of techniques such as drawing, clay modeling, and fairy-tale therapy in restoring children's psychological balance. The results indicate that the art-therapeutic approach improves students' adaptation to school and enhances their creative potential. AIM: to identify the cognitive barriers and emotional challenges encountered by primary school students and to scientifically substantiate the pedagogical and psychological potential of art therapy methods (such as isotherapy, sand therapy, and clay therapy) in overcoming these difficulties, while developing practical recommendations for educators. DISCUSSION AND RESULTS: according to famous pedagogue F. Hernandez, "Schools are the main key in developing critical thinking among citizens." In fact, critical thinking has become as important as learning and reading today. Our findings demonstrate that art therapy effectively supports this goal. By overcoming emotional barriers like anxiety and improving cognitive focus, art therapy provides the essential psychological balance young learners need to develop critical thinking and successfully adapt to the educational environment. MATERIALS AND METHODS: the research process utilized a combination of interviews, questionnaires, behavioral observations, analysis of creative materials, and statistical analysis. CONCLUSION: in conclusion, art therapy is an effective method for overcoming cognitive and emotional difficulties among primary school students. Its application improves the quality of education and supports the holistic development of the child’s personality.