THE POSSIBILITIES OF AN INTEGRATIVE APPROACH IN FORMING NATIONAL VALUES IN PRIMARY EDUCATION

Abstract

This article examines the pedagogical possibilities of an integrative approach in forming national values among primary school pupils. The problem is considered through the interconnection of moral education, native language learning, reading literacy, natural science, art, music, classroom communication and extracurricular cultural practice. The article argues that national values cannot be transmitted effectively as isolated declarative information; rather, they become personally meaningful when they are embedded in interdisciplinary tasks, emotionally significant examples, collaborative activity, reflective dialogue and the everyday moral culture of the school. The integrative approach is interpreted as a didactic mechanism that unites knowledge, value orientation and practical behavior in a single educational process. The study clarifies the theoretical foundations of value-oriented primary education, analyzes the positions of Uzbek pedagogical scholars on moral and national upbringing, explains the methodological basis of the article, presents expected pedagogical results and discusses the debate between experience-based and socio-cultural approaches to learning. It is concluded that integration makes national values visible not only in lesson content but also in pupils' speech, choices, cooperation, respect for elders, attitude to heritage, responsibility toward the community and openness to universal human values.