Journal of Social Sciences and Humanities Research Fundamentals
19
9
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TYPE
Original Research
PAGE NO.
19-21
DOI
OPEN ACCESS
SUBMITED
12 April 2025
ACCEPTED
08 May 2025
PUBLISHED
10 June 2025
VOLUME
Vol.05 Issue06 2025
COPYRIGHT
© 2025 Original content from this work may be used under the terms
of the creative commons attributes 4.0 License.
The Importance of Text-
Based Creative Tasks in
Developing Creative
Thinking of Primary School
Students
Otabayeva Khusniya Sharofiddin qizi
Urgench State Pedagogical Institute, 3rd-year student of Primary
Education, Uzbekistan
Abstract:
This article discusses the methods of
developing the creative thinking of primary school
students through various types of text-based
assignments. The significance of this process in
education and its role in fostering students' creative
thinking is highlighted. It also explains how such tasks
can be implemented in different styles and forms across
various classes.
Keywords:
Text,
thinking,
ability,
reasoning,
imagination, development, creative thinking, education,
interactive method.
Introduction:
Forming reading and comprehension
competencies in primary school students, regularly
enriching their vocabulary during native language and
reading literacy lessons, understanding the meaning of
words and their role in texts, and developing
technologies to foster creative thinking are of great
importance.
Teaching students to read correctly, quickly,
consciously, and expressively in primary grades is
carried out alongside the task of developing the ability
to analyze literary works. The interrelation between
forming reading skills and working with texts
determines the approach to analyzing a text.
Literature Review
Linguist M.Kh. Hakimov, in his dissertation on scientific
text analysis, states: "The lexical meaning of the word
'text' includes the ideas of connection and linkage,
therefore, the structure of a text must be studied based
on its internal connectors."
Journal of Social Sciences and Humanities Research Fundamentals
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Journal of Social Sciences and Humanities Research Fundamentals
Linguist E. Qilichev, in his book Linguistic Analysis of
Texts, defines a text as "a complex structure in which
all elements are interconnected and which conveys
nominative-aesthetic information aimed at a certain
goal from the author's perspective."
METHODOLOGY
In primary grades, students work with stories, poems,
fables, proverbs, and riddles. Based on their content,
certain moral qualities are formed in students. At the
same time, the structure and composition of literary
works and the artistic tools used are taught. Each
literary genre has unique stylistic features and varying
influence on students [8]. Especially, working on texts
through assignments shows positive results.
Therefore, when reading literary texts of various
genres, the teacher must choose appropriate methods.
In the Reading Literacy textbook, the questions and
assignments given at the end of each text and section
help children think independently.
The main goal of analyzing a work is to understand the
content (events and their development), composition,
the moral and character traits of the characters, and
the message of the work [3]. Thus, determining the
content and message is crucial at this stage.
Text-based assignments simultaneously develop
several skills:
•
Reading and understanding: Encourages
comprehension and analysis of the text.
•
Critical thinking: Helps identify cause-effect
relationships in the story.
•
Creativity: Students imagine new endings,
characters,
or
events,
creating
their
own
interpretations.
•
Speech development: Encourages oral or
written expression based on the text.
Example
Assignment: “Write a Letter to the Character”
Based on the story Sound by Muzaffar Zayniddinov,
students are asked to write a letter to the main
character Guli, sharing their thoughts or advice.
Story excerpt:
Guli's bed is near the window. On the shelf, a clock ticks
away. Every morning when it rings, Guli wakes up and
thanks the clock. Her mother smiles and kisses her
forehead. At night, the clock keeps ticking. Guli
wonders why the ticking is louder at night, but she
hasn’t asked anyone yet. Why do you t
hink the clock
sounds louder at night?
Possible tasks:
•
Write a letter to Guli expressing your thoughts
about time.
•
Do you agree with Guli’s opinion?
•
Have you noticed the ticking of clocks? Share
your thoughts.
•
Do you think clocks can talk?
Example
Assignment: “Write an Alternate Ending”
Using the story Book and Wealth by Hidayat Olimova,
students imagine different outcomes if the story had
ended differently.
Story excerpt:
A wealthy man mocks a poor scholar for having only
books. When invaders raid
the town, both the scholar’s
books and the rich man’s wealth are stolen. Later, the
scholar learns his students in Herat bought back many
of his books. He reflects: gold in the wrong hands can do
harm, but books always serve good. The wealthy man is
deeply moved and gains respect for knowledge.
Possible tasks:
•
Divide the story into parts and change the
development of events.
•
Write your own alternate ending.
•
What would have happened if the scholar’s
books weren’t taken?
Text-based assignments can be used at all stages of the
lesson
: as motivation in the introduction, for analysis in
the main part, or for reinforcement in the conclusion. It
is
essential
that
tasks
are
age-appropriate,
understandable, and engaging.
RESULTS
In addition to games, using pedagogical technologies
like brainstorming during text work is extremely
effective.
Creative approaches play a crucial role in developing
speech and thinking in primary school students.
Language and thinking are the foundation of a child’s
development and are especially formed during the
primary school years. At this stage, children learn to
express thoughts freely, build logical connections,
expand vocabulary, and think creatively. Thus, creativity
becomes a vital tool in this process.
Creative activities not only allow students to express
themselves but also develop their imagination. Tasks
such as writing, storytelling, dramatization, and poetry
enhance vocabulary and foster flexible thinking.
Students learn new ways to express opinions and solve
problems from different perspectives. Creative tasks
also teach them to analyze mistakes and express ideas
more precisely [7]. Therefore, more class time should be
dedicated to creativity-enhancing activities.
CONCLUSION
Developing creative thinking in primary school students
Journal of Social Sciences and Humanities Research Fundamentals
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Journal of Social Sciences and Humanities Research Fundamentals
is a vital step toward nurturing independent,
innovative thinkers. Text-based assignments are one of
the most effective tools in this regard. Through them,
students not only read but also think, imagine, and
create. The success seen in primary school through
creative approaches should be extended to middle and
high school levels to enhance education quality. These
recommendations support the positive application of
creativity in teaching and help make the education
system more effective.
REFERENCES
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Creative Thinking in Primary School Students Based on
Literary Texts // Inter Education & Global Study, 2025,
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–
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Qarshi State
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49 p.
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Tashkent: “Zebo Prints”, 2024. –
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