This article explores the theoretical foundations for developing artistic and aesthetic abilities in primary school students through examples of folk oral art. The study analyzes the aesthetic-functional potential of folk tales, proverbs, and riddles, along with methodological approaches, pedagogical conditions, and evaluation criteria. The author justifies the integration of folk creativity into the literacy curriculum based on a comparative analysis of local and international practices. The conclusion presents innovative pedagogical recommendations for enhancing aesthetic education.
G.S. Kaxarova (Tue,) studied this question.
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