TEACHING OF REPRESENTATIVES OF WORLD LITERATURE AND THEIR WORKS IN CLASSROOM LESSONS OF THE PRIMARY CLASS

Аннотация

In this article, theoretical information is given about the status of teaching representatives of world children's literature and their works in extracurricular reading classes of elementary school, its importance in the development of children's speech, and its role in the formation of children's reading culture. Key words: reading outside the classroom, reading culture, world children's literature, traditionalism, artistic skill, creative ability, creative approach, educational institution. The role of "Reading Literacy" lessons is incomparable in improving the spirituality of elementary school students, increasing their intellectual potential, creative thinking, ability to make independent decisions, and the development of reading culture. What is reading literacy? Literacy is a familiar concept, I think. When you hear this word, you definitely think of a young school student who has just entered school and is just getting acquainted with simple examples of reading, writing, numbers and calculations. In fact, this is too narrow-minded. Reading literacy is the ability of a person to understand texts, use them, reflect on them and react to them in order to achieve the goal of developing his knowledge and potential, finding his place in society. President Sh.M. Mirziyoyev rightly said that "a child's outlook, taste, and potential are formed in the primary classes." Reading literacy classes are of great importance in the emergence and further development of such characteristics in students. In schools, reading literacy lessons are divided into 2 parts: 1) teaching in the classroom; 2) teaching outside the classroom. The main purpose of the organization of extracurricular reading classes is to introduce children's literature, colorful examples of folklore, rare and masterpieces of world literature to children of primary school age, and to develop reading culture. In out-of-class reading lessons, introducing students to examples of world literature, assigning works as a task to gain independent knowledge and skills, and analyzing them in the classroom or through mutual discussion and debate between the https://scientific-jl.com/ped 2 04 Volume-79, Issue-1, April -2025 “PEDAGOGS” international research journal ISSN: 2181-4027_SJIF: 4.995 teacher and the student after reading, expands the child's worldview, enriches his thinking, and strengthens his memory. He learns to quickly perceive the happenings in the environment and to react to them correctly and independently. In December 2023, an extended meeting was held at the Writers' Union of Uzbekistan, with the participation of members of the Writers' Union of Uzbekistan, the Information and Mass Communications Agency, the Republican Children's Library, the National Library of Uzbekistan named after Alisher Navoi, and the publishers, on the issues of publishing a set of 100 books called "Masterpieces of World Children's Literature". The "Masterpieces of World Children's Literature" complex will be prepared for publication in 2024-2026 by the Association of Writers. The collection includes poems, stories, fairy tales and novels written for children and teenagers by representatives of literature from the 5 continents of the world: Europe, Asia, Africa, Australia, and America. Also, special attention is paid to examples of children's literature of Eastern Turkic peoples. After this collection is published, if it is used as a resource in primary school extracurricular classes, it will make a significant contribution to students' acquaintance with the culture, customs, and traditions of other nations. In independent Uzbekistan, the role of translated works is incomparable in the development of children's literature, unlike adult literature, and in the emergence of new series. In extracurricular reading classes, samples of foreign children's literature are selected and analyzed in accordance with the child's age and character. Every reader's opinion and imagination about the world will be enriched and they will become familiar with the living conditions, language, religion, values, dreams, hopes, past experiences and future strategies of that people. "Little Red Riding Hood" (S. Perrault), "Robinson Crusoe" (D. Defoe), "Gulliver's Travels" (J. Swift), "Dumchahan" (H.K. Andersen), "The Goldfish" (A.S. Pushkin), "From the Beginning of Tom Sawyer", which have been passed from hand to hand, from language to language, and even conquered the stage like a fairy tale for centuries. works like "M. Twain", "Captain Grant's Children" (S.J. Verne), "Don Quixote" (J. Cervontes) have already entered the magical world of young readers. This means that students are already familiar with world children's literature, it is not a foreign concept for them. The main idea of the above works is to make the students love life more and to make them interested in adventure. Forms feelings of heroism. "Mowgli" (R. Kipling), "The Little Prince" (A. De Saint-Exupéry), "Big and Little Carlson" (A.