BOLALAR ADABIYOTINING PEDAGOGIK VA MA’NAVIY AHAMIYATI

KIRISH: ushbu maqolada bolalar adabiyotida berilgan asarlarning boshlang‘ich sinf o’quvchilari uchun pedagogik va ma’naviy ahamiyati hamda badiiy asarlar orqali o‘quvchilarda rivojlanadigan ijobiy fazilatlar haqida aytib o‘tilgan. MAQSAD: maqolaning asosiy maqsadi — bolalar adabiyotining boshlang‘ich sinf o‘quvchilari uchun pedagogik va ma’naviy ahamiyatini ko‘rsatish, shuningdek, badiiy asarlar orqali shakllanadigan tolerantlik, bag‘rikenglik, muloqot madaniyati kabi fazilatlarni tahlil qilish. MATERIALLAR VA METODLAR: tadqiqotda bolalar adabiyotiga oid asarlar, monografiyalar va ilmiy maqolalar asos sifatida tanlandi. Metod sifatida tahlil va taqqoslash, pedagogik kuzatuv, shuningdek, adabiy asarlarni o‘quvchilar bilan o‘rganish jarayonida ularning ruhiy va ma’naviy rivojlanishini baholash usullari qo‘llanildi. NATIJALAR VA MUHOKAMA: o‘quvchilar bilan olib borilgan kuzatuvlar shuni ko‘rsatdiki, badiiy asarlar orqali tolerantlik va bag‘rikenglik kabi fazilatlar sezilarli darajada shakllanadi. Muloqot madaniyati rivojlanib, xilma-xillikka hurmat bilan qarash ko‘nikmalari mustahkamlandi. Bu jarayon o‘quvchilarning ijtimoiy moslashuvchanligini oshirdi va ularning ma’naviy-ruhiy tarbiyasiga ijobiy ta’sir ko‘rsatdi. XULOSA: bolalar adabiyoti boshlang‘ich sinf o‘quvchilari uchun nafaqat bilim manbai, balki ma’naviy-ruhiy tarbiya vositasi sifatida ham muhim ahamiyat kasb etadi. Badiiy asarlar orqali shakllanadigan ijobiy fazilatlar ta’lim jarayonida yuqori samaradorlikka erishish imkonini beradi.

INTRODUCTION: children's literature holds a vital place in the educational process. It not only expands students' knowledge but also plays a significant role in shaping their spiritual and psychological world. Through literary works, children gain life experience, adopt positive qualities, and prepare to find their place in society. AIM: the main objective of the article is to demonstrate the pedagogical and spiritual significance of children's literature for primary school students, as well as to analyze qualities such as tolerance, generosity, and communication culture formed through artistic works. MATERIALS AND METHODS: works of children's literature, monographs, and scientific articles were selected as the basis for the study. The methods employed include analysis and comparison, pedagogical observation, as well as techniques for assessing the psychological and spiritual development of students during the study of literary works. RESULTS AND DISCUSSION: observations conducted with students showed that qualities such as tolerance and generosity are significantly formed through literary works. Communication culture improved, and skills for respecting diversity were strengthened. This process increased students' social adaptability and had a positive impact on their spiritual and psychological upbringing. CONCLUSION: children's literature is of great importance for primary school students not only as a source of knowledge but also as a tool for spiritual and psychological education. The positive qualities formed through literary works enable the achievement of high efficiency in the educational process.