research-focus Research Focus International Scientific Journal Research Focus 2181-3833 Ilm-fan va innovatsiyalar akademiyasi 10.66073/researchfocus.v4i11.1840 REL-A-013156 13.00.00 DEVELOPING CREATIVE PROBLEM-SOLVING SKILLS THROUGH PSYCHOLOGICAL STRATEGIES IN PRIMARY EDUCATION РАЗВИТИЕ НАВЫКОВ ТВОРЧЕСКОГО РЕШЕНИЯ ПРОБЛЕМ ПОСРЕДСТВОМ ПСИХОЛОГИЧЕСКИХ СТРАТЕГИЙ В НАЧАЛЬНОМ ОБРАЗОВАНИИ BOSHLANG‘ICH TA‘LIMDA PSIXOLOGIK STRATEGIYALAR ORQALI IJODIY MUAMMOLARNI HAL QILISH KO‘NIKMALARINI RIVOJLANTIRISH Gulyamova Nigina Azimovna Kimyo International University in Tashkent Samarkand branch 05 12 2025 2025 4 11 112 117 https://creativecommons.org/licenses/by/4.0 This work is licensed under a Creative Commons Attribution 4.0 International License.

This article explores the development of creative problem-solving (CPS) skills in primary education through the application of psychological strategies. Drawing on established theories from developmental and educational psychology, it examines how fostering creativity and critical thinking in young learners can be systematically integrated into the curriculum. The paper reviews literature on the nature of CPS, its core components (fluency, flexibility, originality, elaboration), and foundational psychological frameworks such as Vygotsky‘s sociocultural theory and Piaget‘s constructivism. It analyzes effective pedagogical strategies, including encouraging open-ended questions, promoting divergent thinking, creating supportive environments, and embedding authentic, interdisciplinary problem-solving tasks. The findings highlight that CPS is not an innate trait but a learnable skill that can be significantly enhanced through targeted interventions and a shift away from traditional, rote-learning pedagogies. However, challenges persist, including curriculum constraints, assessment difficulties, and the need for teacher training. The article concludes by emphasizing the critical role of primary education in nurturing these essential 21st-century skills, arguing that integrating psychological principles into teaching practices is vital for preparing children to become confident, adaptable, and innovative thinkers capable of navigating complex future challenges.

В данной статье рассматривается развитие навыков творческого решения проблем (КРП) в начальном образовании посредством применения психологических стратегий. Опираясь на устоявшиеся теории возрастной и педагогической психологии, автор рассматривает, как развитие креативности и критического мышления у младших школьников может быть систематически интегрировано в учебную программу. В статье рассматривается литература, посвященная природе КРП, ее основным компонентам (беглость, гибкость, оригинальность, развитость) и основополагающим психологическим концепциям, таким как социокультурная теория Выготского и конструктивизм Пиаже. В статье анализируются эффективные педагогические стратегии, включая поощрение открытых вопросов, развитие дивергентного мышления, создание благоприятной среды и внедрение аутентичных междисциплинарных задач на решение проблем. Результаты исследования подчеркивают, что КРП — это не врожденная черта, а приобретаемый навык, который можно значительно улучшить посредством целенаправленных вмешательств и отказа от традиционных методов механического заучивания. Однако проблемы сохраняются, включая ограничения учебной программы, трудности с оценкой и необходимость повышения квалификации учителей. В заключение статьи подчёркивается важнейшая роль начального образования в развитии этих важнейших навыков XXI века. Утверждается, что интеграция психологических принципов в педагогическую практику жизненно важна для формирования у детей уверенности в себе, способности к адаптации и инновационному мышлению, способных решать сложные задачи будущего.

Ushbu maqola boshlang‘ich ta‘limda psixologik strategiyalarni qo‘llash orqali ijodiy muammolarni hal qilish (CPS) ko‘nikmalarini rivojlantirishni o‘rganadi. Rivojlanish va ta‘lim psixologiyasining mavjud nazariyalariga tayanib, u yosh o‘quvchilarda ijodkorlik va tanqidiy fikrlashni rivojlantirishni o‘quv dasturiga qanday qilib tizimli ravishda integratsiya qilish mumkinligini o‘rganadi. Maqolada CPSning tabiati, uning asosiy komponentlari (ravonlik, moslashuvchanlik, o‘ziga xoslik, batafsil bayon qilish) va Vygotskiyning sotsiologik-madaniy nazariyasi va Piajening konstruktivizmi kabi asosiy psixologik asoslar bo‘yicha adabiyotlar ko‘rib chiqiladi. Unda ochiq savollarni rag‘batlantirish, turli xil fikrlashni rivojlantirish, qo‘llab-quvvatlovchi muhitlarni yaratish va haqiqiy, fanlararo muammolarni hal qilish vazifalarini joriy etish kabi samarali pedagogik strategiyalar tahlil qilinadi. Tadqiqot natijalari CPS tug‘ma xususiyat emas, balki maqsadli aralashuvlar va an‘anaviy, yodlab o‘rganish pedagogikasidan voz kechish orqali sezilarli darajada yaxshilanishi mumkin bo‘lgan o‘rganiladigan ko‘nikma ekanligini ta‘kidlaydi. Biroq, o‘quv dasturidagi cheklovlar, baholash qiyinchiliklari va o‘qituvchilarni tayyorlash zarurati kabi muammolar saqlanib qolmoqda. Maqola boshlang‘ich ta‘limning ushbu muhim XXI asr ko‘nikmalarini rivojlantirishdagi muhim rolini ta‘kidlab, psixologik tamoyillarni o‘qitish amaliyotiga integratsiya qilish bolalarni kelajakdagi murakkab muammolarni hal qilishga / qodir bo‘lgan o‘ziga ishongan, moslashuvchan va innovatsion fikrlovchi bo‘lib yetishtirish uchun juda muhimligini ta‘kidlaydi.

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