PEDAGOGICAL SIGNIFICANCE AND METHODOLOGICAL FOUNDATIONS OF NURTURING PRIMARY SCHOOL STUDENTS IN THE SPIRIT OF NATIONAL VALUES: A THEORETICAL FRAMEWORK
DOI:
https://doi.org/10.5281/zenodo.20525468Keywords:
national values education, primary education, pedagogical significance, moral development, character education, national identity, citizenship education, Uzbekistan, methodological approaches.Abstract
This article examines the pedagogical significance and methodological foundations of nurturing primary school students in the spirit of national values. Drawing on theoretical traditions in moral education, cultural pedagogy, and character development, the study argues that the primary school years constitute a critical period for the internalization of national identity, civic consciousness, and ethical orientation. The article analyzes the theoretical frameworks that underpin values education — including Vygotsky's sociocultural theory, Bronfenbrenner's ecological model, and contemporary character education research — and examines how these frameworks can be operationalized through specific methodological approaches in the primary classroom. Special attention is devoted to the Uzbek educational context, where national values education has been identified as a strategic priority in the country's ongoing educational reform agenda. The article concludes that effective values education at the primary level requires not only appropriate methodological tools but a coherent institutional culture in which teachers, families, and community stakeholders actively reinforce shared values.
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