Scientific reports of Bukhara State University


Introduction. In the Uzbek children's literature of the period of independence, the influence of national pedagogy, oral folk art is traced, which leads to the strengthening of the national color in the works, the awareness of folk wisdom, the upbringing of positive qualities, the enrichment of the speech of children with national concepts and terms. The coverage of spiritual and educational problems of the socio-political environment with the help of human emotions and experiences is observed in the works of Uzbek fiction. Research methods. In order to create fiction, it is necessary to study the child's psyche in depth. In the literature of any nation, knowledge of psychology, understanding it and conveying it to the reader through unique words plays a key role. As a result a large part of child psychology is conveyed to younger readers through fiction. A great feature of children's literature is that it is inextricably linked to the age, history and social environment of the reader. Results and discussions. The aspects that indicate that Uzbek prose for children in the years of independence is freed from various clichés, schematism, and in the process of character formation, a realistic depiction against the background of life events begins to prevail. Khudoiberdi Tokhtaboyev's stories, intended for children of different ages, are a vivid reflection of the processes of renewal in Uzbek children's prose, the search for writers in the field of form and content. It should be especially noted that the freedom of creativity in the years of independence gave ample opportunities for artistic and aesthetic search in literature, including children's literature. Rapid changes and innovations in public life are reflected in Uzbek children's literature. Conclusion. The main thing in a children’s book is, in the opinion of many editors, scholars and writers, an attractive form for the child. The educational component should be, of course, ethics, as in other literatures, but without taking a dominant position. First, the purpose of such literature is to arouse any associations in the child, to fill his mind with vivid images, to consciously form attitudes to positive and negative characters and actions, to give a set of templates, to guide the child to the actions and decisions of book heroes, a similar life situation; develop imagination with an engaging plot, enrich vocabulary, and ultimately evoke a love for serious, more philosophical literature for adults.

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