Methodological Aspects of Organizing the Study of Children's

Literature Using Interactive Methods

M. P. Elboyeva

1,*

and Sh. B. To‘rayeva

Tashkent State University of Uzbek Language and Literature named after Alisher Navoi, Tashkent, Uzbekistan

Keywords: Technology, Interactive Method, Innovation, Imagination, Symbol, Pedagogical Technology.

Abstract: The advantages of utilising modern methods in teaching children's literature are outlined in this article. The

use of interactive methods during the lesson, fostering pupils' interest and enhancing their comprehension in

the educational processes coordinated by these methods, are discussed. The role and significance of innovative

technologies in the study of children's literature is crucial. Employing interactive methods in elucidating

works of children's literature ensures the efficacy of this lesson. The lesson is organised as an innovation in

their activities, fostering freedom and independence of thought between the teacher and the pupil. By using

these methods, the teacher aids the students in thinking clearly and comprehending the works freely during

the lesson.

1 INTRODUCTION

In the contemporary educational process, there is

growing interest in employing interactive methods,

innovative technologies, and pedagogical

information systems. One of the reasons for this trend

is the historic emphasis on equipping students with

only theoretical and predetermined knowledge in

practical training. It's important to highlight that

modern pedagogical technologies encourage students

to seek their own knowledge, study autonomously,

analyse, and even form their own conclusions.

Today, in this modern era, to cultivate a thriving,

harmonious generation, we must teach our children to

think independently, step boldly into life, be mature,

and for this, we need to create all the necessary

conditions. Thus, I believe that the role of interactive

methods is far from insignificant. Consequently,

during the lesson, the teacher must establish

conditions for the child's development, formation,

training, and preparation, executing the function of

management and guidance. In the learning process,

the child should be the central figure, as the focus lies

on how much the child has grasped from the lesson.

Corresponding author

2 LITERATURE REVIEW

In this day and age, often referred to as the "age of

technology", the organisation of classes employing

contemporary methodologies for studying literature,

which include the use of interactive methods and

innovative technologies, tends to spark an early

interest in literature among children.

The teacher of today should conduct each lesson

in their own way, rooted in technology. Let's now

delve into the concepts of "technology" and

"innovation". "Technology" refers to "art", and

"innovation" signifies "novelty". These two notions,

however, demand mutual harmony from the teacher.

The teacher, or rather, the instructor, endeavours to

inject a unique innovation into every aspect of the

lesson with their abilities. Only then will the child's

interest in the lesson grow, necessitating the

deployment of interactive methods.

As noted above, the singularity of these methods

is that they are only put into effect through the

collective actions and cooperation of the teacher and

students. The following features characterise this

process:

- Pupils must not overlook the lesson's process,

but instead be encouraged to think, create, and

investigate independently;

Elboyeva, M. and To‘rayeva, S.

Methodological Aspects of Organizing the Study of Children’s Literature Using Interactive Methods.

DOI: 10.5220/0012511800003792

Paper published under CC license (CC BY-NC-ND 4.0)

In Proceedings of the 1st Pamir Transboundar y Conference for Sustainable Societies (PAMIR 2023), pages 815-819

ISBN: 978-989-758-687-3

815

- The students' interest in the lesson, particularly

in literature, must be constantly nurtured;

- The independent development of pupils' interest

in science and the cultivation of creative thinking in

every task;

- The fostering of mutual cooperation between the

teacher and the pupil.

The principal objective of pedagogical

technologies is the collective accomplishment of set

objectives and guaranteed outcomes achieved by the

pupil. I believe this hinges on the selected

technologies. The pupil's interest in each lesson

necessitates the teacher's profound ability to

understand them within the confines of the topic.

When explaining a piece of children's literature to

younger pupils, we utilise the "Symbols on the

Picture" method to determine the extent of the child's

understanding. When reading the poem "Oygul and

Bakhtiyor" by Hamid Olimjon to a Year 5 pupil, we

place each child before the blackboard to assess their

comprehension of the work. Every child depicts a fish

in their own way, some starting with the wings, others

from the head, others still focusing on the large scales,

while some begin by drawing a large mouth. Based

on their illustrations, the teacher sketches the fish on

the board. Upon completing their drawing, the child

looks at the picture and recognises the development

of their imagination. In the event of an error, the

teacher rectifies it in conjunction with the children.

Therefore, with the aid of such techniques, children

can visualise the read work in their imaginations. At

this point, I think it apt to emphasise Albert Einstein's

words: "Imagination is more important than

knowledge". Thus, I deem the role of literature

teachers in enriching children's imaginations to be

invaluable

Broadly speaking, interactive methods of

education are an international concept. Presently, the

interactive method is a strategy for nurturing an ideal

child from an educational standpoint, taking into

account the spiritual and divine qualities of each

individual. This is based on the educational and

developmental innovations at the international level

and the abilities of our intellectual potential mirrored

in our spiritual sources.

In the West, the section of pedagogy that deals

with interactive methods is referred to as interactive

pedagogy (M. Yusupov, A. Abdullayev, U. Sobirov.

(2021)). The exploration of children's literature

through interactive pedagogy promotes new activities

and creativity in children, based on cooperation and

appreciation of the variety in children's activities.

Another significant aspect of children's potential

is that every child possesses a unique talent. The

teacher's role is to guide this talent in a specific

direction. Consequently, every talented child can

utilise 4-5% of their intellectual potential when

harnessing their cognitive and practical capabilities.

Therefore, when the interests and skill directions of

children vary, and when they unite to form a group,

the efficiency coefficient of their cognitive

capabilities increases.

Interactive pedagogy, in practice, demonstrates

the immense benefit of creative cooperation among

learners to every child. Children are not intimidated

by differing opinions; on the contrary, they show

mutual interest in them. Interactive pedagogy differs

from paternalistic (advice and teaching-based)

pedagogy in its organisational form, methodologies,

interactions among children, and teacher-student

relationships.

For instance, interactive pedagogy, such as

discussion training, can be facilitated in two different

ways. If a class comprises 30 students, they are split

into smaller groups of four or five, meaning they sit

in a circle at each table. In this manner, four or five

circles are formed within the class. The problem

highlighted during the lesson is broken down into

four or five issues, and the teacher notes down each

problem for the groups (G. Eshjonova. 2012).

Each group is assigned different questions. If the

problem is more intricate, it will be explained. This

often transpires when we expound upon a work of art

to children. Works of art frequently utilise numerous

words that are characteristic of the dialect. The

teacher should jot down the explanation of these

words to make them comprehensible to the pupil. For

instance, when we use this method to read Gofur

Ghulam's work "Shum bola", found in the Year 6

literature textbook.

Each group is allotted time based on the

complexity of the questions they receive. Following

that, the next stage of the debate commences.

Concurrently, pupils in the classroom are divided into

subgroups. One child from each group must

substantiate their viewpoint by explaining to the other

children the problem they have solved. The remaining

pupils should bring this problem up for discussion,

reaching a collective conclusion with the teacher.

During this process, the teacher can encourage each

child to attentively listen to their opinion, and if

permissible, respond to it. Consequently, the child

will feel more comfortable expressing their thoughts

and opinions without hesitation.

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To ensure timely success in teaching the

interactive method, the pragmatic aspect of learning

here is the conditionality of problem-solving, thanks

to this method; both the student and the child

collaboratively organise the lesson process. The

selection of interactive methods that align with the

main content of training should be noted here. It is

essential to employ more methods that stimulate

children to think independently for children. We will

consider the following methods among them.

The "Think and Continue" method. When using

this method, the educator recites words or sentences

related to the topic, and the children are expected to

continue it. For example, in the Year 2 textbook, Pulat

Mumin’s poem “The Parable of the Treatment of Ibn

Sina’s Shares” is provided. We distribute this poem

to children in parts:

1) Easy morning..........

Always remember....

2) Eat apples.....

Thus, children are given excerpts from the poem

where they have to read them, contemplate, and

choose the appropriate words to fill in the blanks.

The essence of teaching with interactive

techniques can be summarised as follows:

- Active engagement of both the learner and the

educator with the data;

- Encouraging and teaching learners to think

independently;

- It facilitates the teacher's task of teaching

learners to think, while it serves the pupils to "learn

to think".

Forms of using interactive methods include:

1. Individualisation;

2. Division into small groups;

3. Stratification;

4. Creating a democratic, friendly atmosphere in

the process of teaching and learning;

5. Organisation of interaction and cooperation.

The purpose and objectives of interactive methods

are:

1. To teach learners, that is, a child to think

independently, creatively, critically, logically;

2. Encouraging teachers to organise and guide;

3. Activation;

4. Resolution of the situation based on practical

and life tasks;

5. Encouraging independent thinking;

6. Fostering friendly relations.

The essential aspects of utilising modern

interactive techniques are significant, contributing

substantially to the attainment of educational

effectiveness (Yo. Madraimova. 2012).

In particular, if we speak more precisely about

literature, the study of children’s literature could

consider one of the most modern interactive methods.

Because, today, the role of teachers in nurturing

children as mature individuals in all aspects is second

to none. At the same time, it is pertinent to quote the

following words of the first president of our country,

Islam Karimov: “It is important to create a healthy

social environment, radically reform our education,

restore and honour the national and universal values

in the education of young people who are the

foundation of our future”.

It wouldn't be an exaggeration to say that modern

pedagogical technologies, which are gradually being

integrated into our educational process, will inspire

our growing children to become exceptional

individuals in the future. This is more readily

understandable and relatable for our young readers

interested in literature, so the role of utilising

innovative technologies in children's literature is

indeed unparalleled. Several types of interactive

methods are recognised in the educational process.

They are as follows:

1. Mental Attack

2. Brainstorming

3. Network Method

4. "3X4" Method

5. Blitz Game

6. Interview Method

7. Hierarchy Method

8. Boomerang

9. "Reader" Method

10. Communication Method

11. Management Method

It seems suitable to comment on a few of these.

I. Brainstorming Method. With this method,

students strive to be active during the lesson, to think

freely and imaginatively, and to validate their

opinions through discussion. This, in turn, enhances

the interest in the lesson process. Simultaneously, it

is a method that fosters mental activity among

students and ensures the opportunity for all, including

every student in the class, to express their thoughts,

views, and attitudes. According to psychologists,

"brainstorming" can be considered a form of

discussion (T. Omonov, M. Khattaboyev. 2016).

This method could be aptly described as a brain

attack, mental assault, a clash of thoughts, or a

Methodological Aspects of Organizing the Study of Children’s Literature Using Interactive Methods

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battlefield of ideas. Moreover, when employing this

method, each child in the class is granted the

opportunity to voice their opinion on the question or

topic, as well as to resolve, explore, and discuss tasks

or issues. The teacher, acting as the process organiser,

manages the pupils' activities. There won't be any

modifications or corrections made in response to

feedback either. This method's essence lies in the fact

that, unlike other methods such as discussion and

opinion expression, participants in debates - debaters,

focus mainly on a delimited topic or question and aim

to express as many differing views as possible within

its scope (Yo. Madraimova. 2012).

When using the brainstorming method, learners

(children in this case) are given maximum freedom in

thinking, arguing, and being creative. They are

provided with a conducive environment that offers

unlimited opportunities for free thinking. The

participants of the debate are given the chance to

express their thoughts and ideas about a given topic

or question in a free brainstorming session. Opinions

are orderly voiced without any hesitations,

concealment, or doubts, resulting in a bank of

thoughts on the topic or questions. To select

advanced, appropriate, and correct ideas, critics and

leading children in the class will be pre-appointed,

and their tasks will be precisely defined (M. Yusupov,

A. Abdullayev, U. Sobirov. (2021)).

The brainstorming method is particularly useful

when the topics and questions are extensive, rich in

content, unfamiliar, complex, and ambiguous. This is

because it offers abundant opportunities for thinking

based on free emotions. From this perspective, this

method is especially crucial in teaching children's

literature. In addition to independent thinking, a child

can express their thoughts freely without hesitation.

As long as the child can think independently and

freely express their opinions, they will likely become

a good individual in the future. Free thinking is

essential in literature. Moreover, the child should be

capable of expressing their views and opinions on

each piece of work. Considering these aspects, the use

of the brainstorming method simplifies understanding

of all aspects of a subject and motivates the child to

work independently.

3 DISCUSSIONS

When this method is used, the information gathered

from the flurry of thoughts within the answer bank is

assessed by the class, the leading pupils, and the

critics, along with the teacher's assistance. They

select necessary ideas from the myriad responses to

the questions, distinguishing self-reflection, the idea,

and the truth. Another characteristic of the

Brainstorming method is that a person who hasn't

addressed the topic, hasn't expressed their attitude, or

hasn't been able to voice their opinion, can contribute

with a simple word, or even just a phrase, such as

"yes" or "no". Therefore, this method necessitates that

the learner - the child who didn't participate in the

discussion - fully utilise the opportunity to speak and

express their opinion, and that all participants should

be nearly one hundred percent engaged in the

discussion.

However, as mentioned earlier, this method isn't

applicable to all topics or questions. The

Brainstorming method is recommended when

studying and analysing questions, or a topic with a

specific idea or solution. The successful organisation

and application of this method could potentially yield

a singular theoretical and practical advantage. This is

because it enables learners to form sentences that are

short, simple, and concise through their free thinking.

The ideas put forward don't need to be fully validated

or substantiated. The learner should be free from

hesitations such as, "What will happen if I express an

incorrect opinion?", "Won't I be embarrassed?",

"Won't my friends laugh at me if I say something

wrong?".

Fantastical (imaginary) thoughts are encouraged.

Additionally, it might be more effective for each

learner participating in the discussion to consider

imaginative, even random, reasoning as more

important than logical reasoning. This is because any

thoughts that occur to the learner might sometimes be

useful without inducing fear, and every child will

certainly have an answer to the question about the

topic and their own opinion on various questions. At

the same time, it is necessary to stimulate their

thinking and create a conducive environment for

motivation.

Logical, random, and imaginary thoughts and

opinions should be heard, listened to, and recorded.

This is a distinctive feature of this method. Even if the

thought is very brief, it must be considered.

Regardless of the size, level, and idea, the teacher

should acknowledge it with phrases such as "thank

you for your interest", "well done", "good job",

"excellent", "not bad". Consequently, the

brainstorming method fosters unique free-thinking

skills in debaters, listeners, and pupils, making them

feel responsible for their thoughts. Additionally,

employing this method encourages debate

participants to be responsive, think on their feet, be

courageous, and take the initiative, thus not only

improving their thinking abilities but also developing

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their oral communication skills to a certain extent.

Furthermore, this method also assists very shy

students, inviting even those with low assimilation to

engage in conversation, thinking, and debate. One

advantage of this method is that it rouses both

"sleeping" and "dozing" pupils, as well as learners

who are indifferent to the lesson, inviting them to join

the group of thinkers (Z. Nishonova, G. Alimova.

2006).

4 CONCLUSIONS

In conclusion, I would like to emphasise that the

methods mentioned above are extremely beneficial

for studying children's literature, and for

understanding a child's mindset and their

perspectives. This is because these methods enable

the child to act independently and think freely.

The use of interactive methods such as these in the

educational process, particularly in the study of

children's literature, necessitates every teacher to

continuously strive for self-improvement, innovation,

and creativity. Overall, these methods are

instrumental in shaping and organising a teacher's

pedagogical potential on an innovative basis. I

believe that this will aid us in achieving our objective

of teaching the rare works of our literature to our

young learners. I would like to conclude my thoughts

with the following words from our first President,

Islam Karimov: "If children do not learn to think

freely, the effectiveness of the education provided is

inevitably going to be limited".

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I.A. Karimov. 2014 We build our future ourselves -T.:

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G. Eshjonova. 2012 Literature teaching methodology -T.:

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G. Saidova. 2012 Use of interactive methods in primary

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Z. Mirzayeva, K. Jalilov. Textbook for the 6th grade of

general secondary schools. - T.: New edition 2022. B –

220

Yo. Madraimova. 2012 Modern technology of teaching

Uzbek language and literature. - T.: Nukus. – B.230

T. Omonov, M. Khattaboyev. 2016 Educational manual.

Pedagogical technologies and pedagogical skills. -

T.:Sharq. -B.266

Z. Nishonova, G. Alimova. 2006. Child psychology and

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M. Yusupov, A. Abdullayev, U. Sobirov.

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