Sentiments in the Reader's Emotional Landscape: The Emerging

Role of Young School Literature

Rahmatova Nasiba Sobirovna

Navoi Innovations University, Karmana, Navoiy, Uzbekistan

Keywords: Primary School Age, Pedagogical Psychological, Emotional Volitional, Controlling One's Behaviour.

Abstract: This paper presents a brief exploration of youth literature. It discusses how students, deeply immersed in their

emotions, aspire to realize ambitious dreams within their nation. Examining the students' rapid adaptability

and nuanced level of sensitivity delves into their tendency towards emulation and the significant influence of

revered teachers.

1 INTRODUCTION

It is becoming urgent to fundamentally revise the

content of personnel training by the priority tasks for

the socio-economic development of our country, to

create the necessary conditions for the training of

highly educated specialists at the level of

international standards.

2 LITERARY REVIEW

President Sh. M. Mirziyoev also said, "We have

complex tasks ahead of us in terms of education of

young people, training and retraining of personnel in

psychology and other various fields", share the

pedagogical and psychological nature of all the

changes taking place in the life of our society. once

again emphasized the importance of scientific sources

that help to be mastered by specialists. If psychology

mainly studies a person and his individual

characteristics, his emotional volitional states are also

the main subject of psychology. Organizing and

teaching the subject of emotional volitional states of

a person on the basis of innovative educational

technologies is gaining special relevance. Based on

this relevance, when choosing the topic of the

educational manual, we chose "the use of innovative

educational technologies in teaching the module of

emotional and volitional states of the person".

Emotions are pleasant or unpleasant experiences that

arise from a person's perception of his attitude to

reality, related to his needs and interests. It can be

seen from the given definitions that the concept of

feeling is a broader concept compared to emotion and

covers all aspects of a person's daily life and lifestyle.

Emotions are related to the needs, interests, and

aspirations of a person in terms of their occurrence.

For example, the feelings associated with the

satisfaction of a person's organic needs create a

feeling of pleasure and satisfaction in a person.

Inability to satisfy organic emotions lowers the spirit

of 7 people, spoils their mood, and causes a feeling of

suffering and intolerance. Emotional experiences are

very vividly reflected in students at junior school age.

This emotionality is expressed as follows: the

perception, observation, imagination and imagination

of children of junior school age are rich in emotional

colours; children of junior school age (students of I

and II grades) cannot control their emotions, they

cannot control the external manifestation of their

emotional experiences. They openly express their

happiness, exuberance, or anxiety, worry and fear.

Students at junior school age with their strong

emotional instability, frequent mood swings,

tendency to affective states, short-term and intense

manifestations of joy-sadness, anger and fear stand

out. Shаxs sifаtidа ulg’аygаn sаri ulаrdа o’z

hissiyotlаrini boshqаrish vа yoqimsiz kechinmаlаrni

nаmoyon bo’lishigа yo’l qo’ymаslik qobiliyаti

rivojlаnаdi.

The period of junior school age has great

opportunities for educating positive character traits. It

is important that the students are quick to adapt and

to a certain extent impressionable, their

trustworthiness, the tendency to imitate, and the fact

that the teacher has a great reputation.

Sobirovna, R.

Sentiments in the Reader’s Emotional Landscape: The Emerging Role of Young School Literature.

DOI: 10.5220/0012904300003882

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

In Proceedings of the 2nd Pamir Transboundary Conference for Sustainable Societies (PAMIR-2 2023), pages 567-570

ISBN: 978-989-758-723-8

567

Due to the influence of increasing social

requirements and properly organized educational

work, students of junior school age develop hard

work, diligence, discipline, and discipline.

Gradually, the ability to control one's actions will

develop. Self-restraint and control of one's own

behaviour and not giving in to external stimuli are

formed, perseverance and ability to overcome

difficulties is formed. If the sense of duty in relation

to the timely completion of assigned tasks is

appropriately formed by teachers and parents, then

from the 3rd-4th grades, the sense of duty begins to

manifest itself significantly, but at this age, duty and

mas The sense of responsibility will not be

sufficiently stable and completely independent.

3 RESULTS

According to researcher N.B. Andrianova, students

can be divided into four types in terms of the

manifestation of the perceived sense of duty:

 In the first type, the sense of duty is relatively

stable and extends to a wide range of life

relationships.

 The second type is characterized by the

instability of the sense of duty, in this type the

sense of duty is manifested only in certain

moral behaviors.

 In the third type, the sense of duty is

manifested only in a relatively narrow circle

(in relation to close relatives and friends).

 The fourth type has a poorly developed sense

of duty. Some of the children of this type

obey the rules, but their obedience is related

to a certain necessity.

In the first years of school education, interests, in

particular, interest in learning about the surrounding

world, develop significantly. According to

psychologists, firstly, interests are formed in relation

to some specific situations. After that, the interest to

find out the causes of the occurrence of the situation,

laws, connections, and interdependencies between

the events develops.

In the words of I.M. Sechenov, the primary cause

of any behaviour is external emotional arousal. Later,

based on life experience, many actions are performed

in the opposite way without direct emotional

stimulation. An extrinsic motivator, such as

television, prompts a person to watch interesting

programs, and he sits down to work, following the

thought of a duty or the unpleasant consequences of

failure.

The physiological basis of voluntary action is the

second signal system of nerve connections previously

formed as a result of previous experience in the

cerebral cortex. These systems are activated at the

moment of voluntary action. This allows you to

perform certain actions, as a result of which a person

finds himself, even if the program on television is

interesting, not to watch it, but forces to work.

Determining the level of development of wilful

qualities of young people for schoolchildren T.I.

Shulgi questionnaire was used.

Excellent leaders and parents were invited to fill

out questionnaires for each student, indicating the

level of development of quality, putting a sign " + "

in the corresponding column. A summary of the

results of the study is presented in Appendix 2.

The results of the study of the level of development

of voluntary qualities in young schoolchildren are

shown in Figure 1.

Figure 1: The level of development of voluntary qualities in young schoolchildren.

PAMIR-2 2023 - The Second Pamir Transboundary Conference for Sustainable Societies- | PAMIR

568

Analysis of the results presented in Figure 1 allows

you to make the following conclusion about the level

of development of voluntary qualities of primary

school students.

Discipline as subordination of behaviour to

requirements, the rules put forward by adults is less

developed in 1st grade students (1.3), for 4th grade

students - average score. Persistence, the ability to

bring the work started to the end, to insist on his

correct decision, the 1st grade students with

developed long-term performance of the work have a

low level (1.2), 4th grade students have an average

level (1.9). Endurance as the ability to slow down

movement, emotions, work that hinders the

implementation of the decision is developed at a low

level (1.1), 4th grade students are also low (1.2).

Persistence as the ability to move quickly from the set

goal is average (2.1) in 1st graders, high in advanced

grades in 4th graders (2.5). Courage, as the ability to

act at the risk of life and health, is low (1.1) in 1st

graders, and average (1.8) in 4th graders.

Independence, the ability to perform an action

without external help, the ability to control oneself

and the ability to be responsible for one's behaviour

and actions are developed in 1st grade students low

(1,4), 4th grade students o 'average (1.7).

Organization, diligence, ability to work according to

plan.

Planning and clearly fulfilling the set goals,

bringing them to the end, Strictly and precisely follow

all the instructions of adults developed in 1st grade

level (1.3), 4th graders are also at a low level (1.4).

Diligence, as the ability to organize one's work in

such a way that it is done in a specific time, developed

in 1st grade students is low (1.2), 4th grade students

are also low (1.4).

Initiative, as the ability to set new tasks in front of

oneself and to carry them out, is poorly developed in

1st grade students (1.2), 4th grade students - at an

average level (1.9). Goal-seeking, as the ability to

follow a goal for a long time, overcoming difficulties,

was developed at a low level in 1st grade students

(1.4), 4th grade students at an average level (1.8).

Diligence, as concentration in the performance of

academic work, accuracy, diligence, is highly

developed in 1st grade students (2.2), for 4th grade

students - average (1.6).

Thus, as a result of the study of the development

of voluntary qualities, it was found that the students

of junior high school are students of the 1st grade,

they are distinguished by a low level of discipline, a

low level of development of determination, low

endurance, development of an average level of

determination , low level of development of courage,

low level of independence, low organization, low

level of diligence, low level of development of

initiative, low level of development of self-sacrifice,

high level of diligence.

4th grade students have an average level of

discipline, average level of development of

perseverance, low endurance, high level of

perseverance, medium level of development of

courage, average level of development of

independence, low organization, low efficiency. The

average level of development shows initiative, the

average level of development of purposefulness, the

average level of development of diligence.

4 CONCLUSIONS

In short, the will is a mental process that represents

the action of a person. Independent - having one's

own reasonable opinion. Endurance is a high level of

willpower of a person. Persistence is to be one step

ahead in one's decisions. Abulia is the highest

manifestation of unwillingness. A goal is a situation

that drives a person to a certain area. A result is an

achievement achieved through action. The formation

of the will depends primarily on the parents.

Formation of conscious discipline in a child is one of

the important conditions of education. The

development of volitional qualities is a necessary

condition of discipline, it helps to understand the need

to follow the rules of behaviour, as well as to regulate

one's desires. School plays an important role in

education of voluntary qualities. It imposes a number

of requirements on the child, without which it is

impossible to study at school, it forms the child's

discipline. The teacher has a direct influence on the

formation of the child's wilful qualities, as well as

various other characteristics. Children often try to

imitate the behaviour of the teacher.

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