The Ministry of Higher and secondary education of the Republic of Uzbekistan

Chapter II. The role of play in teaching English ……………………………. 21

2.1. The role of play in teaching English ……………………………………… 21

2.2. Advantages of teaching English at primary school through developing a play………………………………………………………………………………. 26

Conclusion ……………………………………………………………………… 31

References ……………………………………………………………………… 33

Introduction

If we say about education we remember opinions of our president . Sh.Mirziyoyev say that:"We are a people who has always strived for enlightenment, respected and honored the teacher. When I speak of the teacher, the mentor, I mean the most cherished and beloved people, intelligent and modern, sincere and kind individuals. After all, it is the educator who teaches us everything and enlightens us along with our dear parents,” the President said, opening the session. “Today we are laying the foundation for a new era of development in Uzbekistan. In this process, our closest assistants are teachers and mentors, scientific and creative intelligentsia

It is necessary to raise the quality of general secondary education to a new stage. At the same time, based on what skills the student will receive in each class, it is necessary to revise the state education standards and curricula. It is necessary to create and publish textbooks on the basis of the most modern techniques, to strengthen in schools such areas as technology, the foundations of engineering, mathematics, art, foreign languages, re-equip subject laboratories. Attention should also be paid to ensuring the continuity of the system of preschool and higher education”, said Shavkat Mirziyoyev.

"We all trust teachers and mentors with our most valuable asset - the life and fate of our dear children. Therefore, we all must pay due attention to these worthy people who protect this priceless wealth and create the future,” the President said.

President of the Republic of Uzbekistan Shavkat Mirziyoyev chaired a videoconference meeting on August 23 to discuss the development of the public education system, advanced training of teachers and state of their clout in society, as well as the spiritual and moral education of the young generation.

From the first days of his activity as President, Shavkat Mirziyoyev has paid particular attention to the issues of training modern creative-minded specialists, fostering the young people as patriotic and highly ethical personalities, as well as improving the education system to achieve these goals.
Speaking about the measures taken in our country to reform the school system and the urgent tasks in this area, the President cited the outstanding enlightener Mahmudkhuja Behbudi: “School is the greatest shrine in the world,” and dwelt on the essence and significance of the issue under discussion.

Indeed, the historical experience of developed nations shows that reforms aimed at changing the society’s life began primarily with modernization of the education system. For, without changing schools it is impossible to change a person, a society. And the school is the foundation of education and upbringing, and teachers constitute its cornerstone.

In the difficult years of the transition period, as it is known, the spiritual and educational environment in schools turned out to be vulnerable, the authority and prestige of the teaching profession declined, attention to the training of teachers of a new formation, the development of pedagogical science, and the introduction of innovative learning technologies decreased, which led to a number of serious problems.

In recent years, large-scale reforms have been carried out to effectively address these shortcomings and to radically improve the training system. In particular, in accordance with the public education system, 6 decrees and resolutions of the President, 21 resolutions of the Cabinet of Ministers were adopted, and the legal framework for transformation in the sphere was strengthened.

Based on the wishes of parents and the general public, the 11-year school system was restored. Over the past three years, 157 new general schools have been built.

Schools of a new type were organized, including those for gifted children, and those named after the great scientists Mirzo Ulugbek and Muhammad al-Khorezmi, along with literary-creative schools named after Hamid Alimjan and Zulfiya, Erkin Vahidov, Abdulla Aripov, Ibraim Yusupov, Iskhokkhon Ibrat, Muhammad Yusuf, Halima Khudoyberdiyeva, as well as Temurbeklar Maktabi schools, Presidential and private schools, which remarkably enhanced access to education.

Given the importance of men’s role in the education system, their participation in the effective pedagogical activities, 12 thousand 871 male teachers returned to schools as a result of specific encouragement packages taken.

The research reported in this thesis is centrally focused on the pedagogical potential of dramatic play in the context of early childhood education settings to enhance children’s language development; specifically their learning of English as a foreign language (EFL). Dramatic play, where children ‘act out’ or pretend to be certain people or figures, has long been associated with language development (Elias & Berk, 2002). Miller & Almon (2009, p.63) suggest dramatic play ‘contributes greatly to language development.’ Specifically, dramatic play is thought to be a means by which children can develop connections between concrete and abstract thought (Chaiklin, 2003; Karpov, 2005). In addition, dramatic play allows them to use language to negotiate roles, agree on the rules of play, and cooperate with others (Lewis et al, 2000). Researchers find that dramatic play activity contributes to vocabulary size, word meaning and complexity of syntax, maths and reading skills for children (Fisher et al, 2011; Korat et al, 2003; Goldstein & Winner, 2010; DeLoache, 2000; Kavanaugh & Lillard, 2012; Walker & Murachver, 2012).

Existing literature and research on the implication of dramatic play on language development focuses on the relationship between dramatic play and first and second language development. This dissertation argues that dramatic play will also significantly contribute to early-age foreign language development. This thesis suggests that dramatic play will significantly contribute to early age foreign language development. If children get exposed to the target language which is initiated and modelled by their teacher, this enables them to pick up vocabularies and simple expression of the target language. According to Genesee & Nicoladis (2006), children who are exposed to two different languages can simultaneously develop spoken language skills in each. They even develop the ability to switch the two languages respectively according to addressee. Tabor (2008) through his case study provides significant evidence that a child under the age of three effortlessly acquired new language when she was adopted by a new family who did not speak her first language. His research shows that children might forget their first language if they no longer exposed to it. Further evidence from Copple & Bredekamp (2008) suggests that children can develop two or more languages at the same time as long as they continue to use and get exposed to each language. The idea of language modelling or exposure is significant for my research. Providing language and dramatic play experience effectively scaffolds/helps children to develop languages other than their first language.

Why and how can dramatic play take place to effectively scaffold children’s development of a foreign language? Although much research and literature claims that a free/unstructured play approach to dramatic play promotes children’s development (see e.g. Elkind, 2008; Clements, 2004), the idea of adults’ intervention in dramatic play, which can amplify learning and development, has also been much acknowledged (Goncu and Gaskins, 2006; Wood, 2004; Miller & Almon, 2009; Chaiklin, 2003; Karpov, 2005). In free/unstructured play, children are free to choose, develop, and control their play (Miller & Pound, 2011; Kaiser, 2013). Most importantly, the typical process of free/unstructured play is that children play freely, naturally, and in a spontaneous way without adult intervention. This research demonstrate that the use of dramatic play as a vehicle for second or additional language learning takes place through control of the play as an effective strategy. In this respect, teachers’ initial intervention plays an important role in the control of strategy; that is, by scaffolding, children acquire new words and sentences during dramatic play activity. In other words, teachers provide language experience through positive and active interaction during the play (Kozulin, 2003). Teachers’ intervention is, therefore, a significant requirement for rich modelling and language initiation, which occurs during interaction in the dramatic play experience. Teachers are uniquely enabled to provide the scaffolding which allows children to achieve their target language learning goal.