The Importance of Exhibition Based Visual Technologies in
Education of Children
Mavluda Bakhtiyor Qizi Kubaeva
Navoi Innovations University, Navoi, Uzbekistan
Keywords: Visual Technology, Visualization (Imaging), The Principle of Demonstration, Visualization of Educational
Materials, Visual Representational Thought of Pre School-Learners, Visual Learners.
Abstract: The article explores different visual technologies used for demonstration and their effects on the
representational thinking of pre-school learners. It highlights how these technologies can enhance the
cognitive development and educational growth of young children. By examining various tools and methods,
the article shows how visual aids can make learning more engaging and effective for pre-schoolers. It also
underscores the importance of integrating these technologies into early childhood education to foster better
understanding and creativity. Overall, the article emphasises that the thoughtful use of visual technologies
can significantly improve the learning experience and cognitive abilities of pre-school learners, setting a
strong foundation for their future education.
1 INTRODUCTION
Visual technology is the engineering discipline
dealing with visual representation of the audio, video,
textual, graphical and animation effects used for
conveying necessary information and teaching
materials to learners.
The word “visualization” is derived from Latin
word visualise “of sight” and means “perceptible by
sight” or “expository”.
Visuality is the general term used for the methods
of seeing, observing, and analysing digital
information or a physical phenomenon.
2 LITERATURE REVIEW
A. A. Verbitsky, the Russian educational
psychologist, presented the following remarks on
visuality: “Visuality is decreasing of thinking process
in the visual representation, and it is when the
perceived image (representation) serves as a tool for
broad thinking and various practical actions”-
Vеrbitsky (1991). This definition allows us to
distinguish between the concepts of “visual”, “visual
aids” and “demonstrative”, “demonstration aids”.
The concept of “demonstrative” as a pedagogical
concept is based not on the inner plans of a person,
but on the presentation of specific outside objects,
processes, events etc. that are mainly based on
displaying a completed image. It helps to reveal the
image of thoughts, that is it demonstrates the
development of the mental image in the production of
inner image letting to come outwards. This projection
is built on the process of interaction of the subject and
objects of the material world, which is based on the
mechanisms of thinking and is reflected in various
forms of education (Vеrbitsky, 1991).
So, Verbitsky was the creator of the concepts of
“demonstration” and “visualization” in pedagogy.
The main difference between demonstration and
visuality (visualization) is that the demonstration aid
is an object that represents a particular image, and the
visual aid is an outcome (a final product) of a human
mental activity which leads to some result.
T. T. Sidelnikova defines the term visualization as
“a pedagogical method based on the principle of
demonstration, in which schemes and images
represent content, process, function, structure and
stages of any phenomenon on the base of various
symbols”.
According to A. P. Malkina, this process gives an
opportunity to “increase the internal activity of the
receiver, his/her semantic perception of visual aids
such as drawings, diagrams, tables, pictures,
photographs, etc. and data processing”.
Kubaeva, M.
The Importance of Exhibition Based Visual Technologies in Education of Children.
DOI: 10.5220/0012954800003882
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 1135-1139
ISBN: 978-989-758-723-8
Proceedings Copyright © 2024 by SCITEPRESS – Science and Technology Publications, Lda.
1135

In his research, D. R. Boboeva claims that
visualization helps children learn, remember, and
memorize things easily and effectively that directly
affect their senses, especially their vision - Bоbоyеvа
(2001). The proverb “It is better to see once than to
hear a thousand times” is valid evidence for that.
In her research, D. R. Boboeva notes that children
are more likely to remember what they see (pictures,
slides, educator's actions, or stories with a series of
illustrations) than they hear (Bоbоyеvа, 2001).
3 ANALYSIS
It is necessary to point out that the systematic
organization of children's education at pre-schooling
stage is very important. Visual-imaginative thinking
serves as a foundation for the education and
upbringing of pre-school learners.
Visual-imaginative thinking emerges in the child
when solving new demands and practical tasks. In this
process, the child tries to know the truth and searches
different options.
Visual-imaginative thinking is the process of
having various images in the human mind while
dealing with problems.
One of the effective ways of active learning is a
method of visualization of educational materials,
which has an extensive educational value and meets
the modern teaching requirements. Visualization is
relied upon the principle of demonstration.
The principle of demonstration is one of the
leading principles in pedagogy. It is one of the
principles that is known and understood by all and has
been utilized since ancient times. The principle of
demonstration is predicated on the following
regulations:
 First, the information obtained through
seeing and hearing has different effects on the
brain and stores differently. That is, eyes
receive five times more information than we
hear it with our ears, and consequently, the
level of its storage in the brain is also higher.
 Second, the information received by the eyes
does not need to be processed.
Pedagogical practice has developed several
guidelines for the implementation of this principle:
1. What learners see in the process of learning is
assimilated several times faster than what they hear,
and this information is stored in their minds longer.
2. Children always think through shapes, colours,
feelings, and sounds.
3. Children are able to think on the base of
imagination, seeing, remembering, and hearing.
4. Demonstration shouldn’t be a primary goal. It
should serve not as a goal, but as a means to an end.
5. In the process of teaching and turning it into
children’s skill, we should understand that all
concepts and abstract notions can be perceived by
them only through various facts, evidence, examples,
symbols and images.
6. Visual aids shouldn’t be used only for
demonstration the things, but also to form different
case studies.
7. Visual aids serve not only for the provision of
information, but they also help to create a clear
imagination of what is being studied.
8. To demonstrate visual aids according to their
appropriate order will lead to positive results.
9. During the demonstration of visual aids, first,
we should present them as a whole picture, then, we
have to deal with its parts and again we should come
back to the whole representation.
10. It is good to use a variety of visual aids, but
their quantity should not be excessive because they
can easily distract children’s minds.
11. During the demonstration of visual aids, we
should take an effective use of children previously
acquired emotional state.
12. It shouldn’t be forgotten that the best visual
aid is the aid prepared by children themselves,
therefore, if possible, prepare the visual aids together
with children.
13. Never show children something you don’t
know well.
14. Before using new technical facilities such as
television, videos, computers etc., pedagogues must
master them first.
15. When using visual aids educators should
master their learners in developing their
concentration, thinking culture, constructive thinking
and interest in reading.
16. Pedagogues should use visual aids to able their
learners to combine theoretical knowledge with their
life.
17. When using the cabinet system, the possibility
of using the demonstration method expands, for that
reason, the order of demonstrating visual aids should
be thoroughly planned beforehand.
18. Educators should take the age characteristics
of learners when using various visual aids.
19. Visual aids are very powerfully influencing
tools as they strongly attract learners’ minds. They
also might distract them from the main objective of a
lesson.
20. The excessive usage of the visuals can also
hinder the development of learners’ abstract thinking
(Ziyоmukhаmmеdоv, 2006).
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Many ideas have been put forward by pedagogical
scholars on the use of the principles of demonstration
of visuals in the system of education and upbringing
of various learners. According to the philosophy of
the great scholar Abu Nasr al- Farabi,
disciples(learners) are divided into three categories:
the first group of learners can study the materials
independently; the second category of learners should
be forced to learn the things; the third group of
learners can master the learning materials under the
guidance of their instructors (Аl-Fаrаbi, 1993). The
use of the principles of demonstration of visual aids
in the process of pre-school education will help
learners to accelerate their learning practice and
easily master the teaching materials. The effective use
of demonstration methods and tools at the right time
will always lead to positive results.
The outstanding Czech pedagogue Jan Amos
Comenius, the founder of pedagogical science, spoke
about the importance of demonstration of visuals and
its impact on the educational process and learners’
visual-imaginative thinking in his famous work “The
Great Didactics”. He presents the following ideas in
his work: “Human emotions can be affected, and
everything that is visible, audible, fragrant, and
tasteful can be felt through the senses. If an object is
surrounded by several emotions at a time, our
emotions can perceive them all at once” (Cоmеnius
et. al., 2009).
The active use of various tables, diagrams and
charts helps to quickly remember and understand the
material being studied. Taking into consideration the
modern technical opportunities, we can notice that the
demonstration of visual information in the learning
process will obtain new features.
In a broad sense visualization can be defined as
the process of presenting information in the form of
an image to maximize the ease of comprehension for
learners. The technology of visualization of
educational materials is based on the importance of a
person’s visual perception and the leading role of
figurative cognition in the process of awareness; it
also serves to increase the ever-needed readiness of a
person and his/her consciousness to the conditions of
the visualized world.
The technology of visualization of educational
materials functions as a current pedagogical
technology and is widely implemented by a number
of pedagogues in modern educational institutions.
The visualization of educational materials is a system
that includes the following aspects:
 A set of educational knowledge.
 Visual methods of their demonstration.
 Visual and technical means of information
transmission.
 A set of psychological methods of applying
and developing visual thinking in the process
of learning.
The technology of visualization of educational
materials is based on the rules of importance of visual
perception in the process of knowing the world, the
leading role of the image in the process of human
perception and understanding and the need to prepare
a person’s visual perception.
On the basis of educational visual technologies, it
is possible to simplify the content of education,
modernize the learning process, creatively activate
the learners, and in that way update and accelerate the
forms of education for pre-school learners. The
functions of accelerating the education of
preschoolers on the basis of educational visual
technologies are usually reflected in the following:
 The presentation of the content of teaching
materials.
 Ensuring psychophysiological and
psychological convenience of learning.
 The provision of secretive diagnostics of
teaching effectiveness.
 There are a number of advantages of the
implementation of visual technologies in
teaching preschoolers.
 The visual technologies benefit learners to
properly organize and analyse the
information; they help them to acquire
various schemes, diagrams, charts, cognitive
maps etc. that contribute to the assimilation
of large amounts of information. These
technologies also help to facilitate learners’
memory and observe the connections
between blocks of information.
 Visual technologies allow learners to connect
the received information to the complete
image of the certain event or object.
 Visual technologies help learners to quickly
acquire the large amounts of information.
 Visual technologies permit learners to review
and reconstruct various processes and events.
 Visual technologies make the educational
materials more interesting and memorable.
The systemic mental activity of a person is
characterized by various signs such as verbal,
symbolic and graphic. Different types of models used
to express knowledge in a compact form correspond
to a person’s ability to think with the help of images.
Studying the text, assimilating, and thinking are
considered the processes of schematization the
information and the organization of the material in the
The Importance of Exhibition Based Visual Technologies in Education of Children
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mind. If necessary, a person can restore the whole text
and expand it.
The principles of visualization of educational
materials include the following:
 Learning materials compacted in a particular
system are better acquired by learners.
 Separation of stronger semantic points of the
learning materials help learners to memorize
them effectively.
 Short and compact materials benefit learners
to study the oral information more
profoundly and to answer various questions
related to the learning materials.
 They help to develop learners’ imagination
and fantasy.
 They determine the nature of individual
perceptions and processing of educational
information.
 They activate learners’ cognitive interests.
 They help learners to focus on important
things and shift their focus to other objects.
 They stimulate certain associations.
 They help to develop the ability to analyse
and compare.
 They support learners in increasing their
attention and observation.
 They form learners’ ability to draw logical
conclusions.
 They develop critical thinking.
 They help to integrate new knowledge.
 They help to control over the completeness
and assimilation of information provided by
the educators.
 The obtained information is linked to a
complete description of a particular object or
event.
The principle of visualization emerges from certain
psychological laws. According to the principle,
assimilation efficiency increases when visualization
performs not only a visual but also a cognitive
function in the process of learning, i.e. using
cognitive graphic learning elements. At the same
time, the foundations such drawings, diagrams,
models etc. that present a compact content contribute
to the structure of knowledge because it is all the time
difficult to remember a large number of materials for
learners.
In early ages, only visually effective and visually
imaginative forms of thinking are widely applied and
that ensure the understanding and assimilation of
specially selected and аge-аpprоpriate information.
L.S. Vygotsky, a well-known Soviet psychologist,
found that a preschool child can have an imagination
about the creation of things and the universe as well
as the connections and relationships between them
(Vygоtsky, 1982). According to L.S. Vygotskyat this
stage of life a child can draw certain conclusions not
only about individual things, but also about how they
can relate to each other. This principle is widely
applied in the educational process (until the beginning
and end of the academic year) through the use of a
systematic program.
According to N. N. Poddyakov, visual-
imaginative thinking develops rapidly in the process
of solving numerous problems at preschool age.
There are several ways of representing the being
through imagination: the complexity of the depiction
of existing things, the enrichment of properties due to
the practical activities or by other means; the
emergence of the ability to communicate with other
objects through imagination in the process of
knowing objects.
Children who perceive the world through
visualization better understand and remember what
they see. They can look at pictures for hours, and in
their speech, they can quite often use the phrases such
as “I saw, I looked at, I glanced at, I paid attention to”
etc. The child not only remembers the plot of the film,
but also describes in detail the costumes and clothes
of the personages as well as course of events. For that
reason, the colour background is so important for
their perception. Through visualization, the child
learns to distinguish different shapes, sizes, colours of
objects and can easily repeat previously seen actions
or movements.
A traditional education and upbringing system
based on the principles of visualization and
description is very suitable for preschool learners as,
in fact, everyone perceives 85% of the world visually.
It is well-known that in recent years we have
witnessed young children watching various cartoons,
videos etc. on their mobile phones. It is praiseworthy
that some children of Uzbek families are learning
another language, for example Russian, through
videos and audio materials.
In preschools, visual learners are usually very
diligent and attentive, they try to absorb any
information they receive in the classroom very well.
As it was mentioned above, 85% of people have a
high level of visual perception and children with this
psycho type can learn any rules or poems very easily
if they have presented them in the form of diagrams,
pictures and illustrations. The demonstration of
various cartoons and the creation of different posters,
diagrams, collages, and other visual aids for the
lessons will significantly facilitate children's mastery,
comprehension and learning.
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Among preschoolers, the number of visual
learners is more dominant than others. These learners
differ from others in the following ways:
1. Children of this category always use verbs that
mean “see” when they talk about something.
2. Visual learners are very hardworking;
therefore, it is difficult to distract them and force to
switch to something else. They can spend hours on
the activities they like.
3. When communicating with visual learners, one
can notice that they always look directly at the face of
a person or up. Also, even if such children sit in an
unnatural position during the lessons, it does not
mean that they sit without listening to the instructor;
on the contrary, it means that such learners have
intensive mental work at that time.
4. Visual learners often prefer silence because
peaceful atmosphere creates a comfort zone for them
and their work.
5. If visual learners cannot see, they also stop
hearing. They prefer to observe the things from a
distance to get the full information about something,
and the longer the distance, the better for the learners.
Such learners do not try to keep themselves away
from their teachers, but they try to figure everything
out as well as possible.
6. Visual learners find it very difficult to get
information from their mobile phones. Such children
prefer face-to-face communication over technical
devices and gadgets.
7. Often, such children pay great attention to their
appearance and the way of clothing.
4 CONCLUSIONS
Based on research and observations by psychologists,
it is clear that visual aids play a significant role in
demonstrating the mental abilities of preschool
learners. Visual tools can effectively capture the
attention of young children and facilitate a more
organised and systematic transfer of knowledge. By
using a variety of visual technologies, educators can
present information in ways that are engaging and
accessible to preschoolers. This approach not only
makes learning more enjoyable but also helps
children better understand and retain the information
being taught.
Visual aids are particularly useful in shaping the
early perceptions and understanding of existence and
being in young children. These tools help them make
sense of the world around them by providing concrete
examples and illustrations. For instance, picture
books, educational videos, and interactive games can
introduce complex concepts in a simplified manner,
making it easier for preschoolers to grasp. Visual
representations can also aid in the development of
critical thinking and problem-solving skills, as
children learn to interpret and analyse what they see.
Moreover, the use of visual technologies in early
childhood education fosters active learning and
participation. When children are engaged visually,
they are more likely to be curious and ask questions,
leading to a deeper understanding of the subject
matter. Interactive visuals, such as touchscreens and
augmented reality, can encourage exploration and
hands-on learning, making the educational
experience more dynamic and immersive. By
incorporating visual aids into the learning process,
educators can create a stimulating environment that
supports the cognitive and emotional development of
preschool learners.
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Vygotsky, L. S. (1982). The collected works in six volumes.
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Davidov, Ed.). Moscow: Pedagogy.
Ziyomukhammadov, B. (2006). Pedagogy: Manual for
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