FUNCTIONAL AND SEMANTIC FEATURES OF RUSSIAN AND UZBEK RIDDLES AS A MEANS OF EDUCATING PRESCHOOL AND PRIMARY SCHOOL CHILDREN
Abstract
This article presents a comparative analysis of the functional and semantic features of riddles in Russian and Uzbek folklore, with a particular focus on their role in the cognitive, linguistic, and moral development of preschool and primary school children. Riddles, as a genre of oral tradition, are not only a form of entertainment but also a pedagogical tool that stimulates mental processes such as memory, imagination, and logical reasoning. Through the analysis of 100 riddles from each language, drawn from authentic folklore collections and educational sources, the study identifies key semantic fields—nature, domestic life, animals, and abstract concepts—and examines how these reflect the cultural and environmental contexts of each nation. Functionally, riddles in both cultures are shown to contribute significantly to language acquisition, abstract thinking, and the internalization of cultural norms and values. Russian riddles tend to emphasize nature and seasonal phenomena, while Uzbek riddles more frequently draw from everyday life and moral lessons. The findings highlight the importance of integrating riddles into early childhood curricula as a means of enhancing intercultural competence, enriching vocabulary, and fostering intellectual development in a playful, engaging manner. This research underscores the enduring educational value of traditional verbal art forms and their potential application in modern pedagogical practices.
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