Recommendations for Teachers to Develop Creativity in Primary School Students

Authors

  • Karimova Kunduz Ruzibayevna Associate Professor (PhD), Department of Primary Education Methodology, Urgench State Pedagogical Institute, Uzbekistan
  • Sanobar Abdullayeva Ibadullayeva Lecturer, Urgench State Pedagogical Institute, Uzbekistan

DOI:

https://doi.org/10.55640/eijp-05-02-26

Keywords:

Student, teacher, thinking

Abstract

This article discusses the role of teachers in developing the creativity of primary school students, as well as the importance of non-standard problems and methods. Additionally, the article presents approaches and practical recommendations that can be applied in the classroom to foster creative thinking. These approaches help enhance children's logical and creative thinking abilities.

References

Хинчин А. Я. О так называемых “задачах на соображение” в курсе арифметики// Матем. просв., 1961. –28 б.

Сухомлинский В.А. О воспитании. Москва: Политическая литература, 1982 – 270 с.

Пиаже Ж. Избранные психологические труды. М.: Международная педагогическая академия, 1994. — 680 с.

Пиаже Ж.В. «Речь и мышление ребенка». — Государственное учебно-педагогическое издательство. М.: Римис, 2008. - 448 с.

Kаrimоvа K.R. Boshlang‘ich sinflarda o‘rganiladigan nostandart masalalarning ta’limiy, tarbiyaviy va ahloqiy ahamiyati. Ilm sarchashmalari. 2025 yil 1-sоn, - B. 102-105.

Downloads

Published

2025-02-28

How to Cite

Karimova Kunduz Ruzibayevna, & Sanobar Abdullayeva Ibadullayeva. (2025). Recommendations for Teachers to Develop Creativity in Primary School Students. European International Journal of Pedagogics, 5(02), 95–97. https://doi.org/10.55640/eijp-05-02-26

Issue

Vol. 5 No. 02 (2025): Volume - V Issue - II

Section

Articles

License

Copyright (c) 2025 Karimova Kunduz Ruzibayevna, Sanobar Abdullayeva Ibadullayeva

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

Individual articles are published Open Access under the Creative Commons Licence: CC-BY 4.0.