DEVELOPMENT WAYS OF AZERBAIJAN CHILDREN’S PROSE
Creators: name: Gafarova, S.
Publisher: name: The Scientific Heritage
Year: 2021
Subjects: children’s literature
children’s prose
national child prostitution
new school
new textbook

description: National language-mother tongue problem was taken from the context of national self-definition of national development. Enlightened and Democratic intellectuals, deeply rooted in the national existence of the Azerbaijani people, fought for the development and formation of the native language by all means. The struggle against the mother tongue was a sign of the rising national self-consciousness of the people. The intellectuals’ approach to events in terms of national interest, created moral psychological conditions for the development of the national language. One of the main factors contributing to the development of the national language was the strengthening of the struggle against the native-speaking Primary School. As a result of the struggle, the primary school networks began to expand, where classes were held in their native language. This created a serious need for reading materials in mother tongue schools. Many didactic works of content, which for centuries were used as reading material for children, began to be considered unsuitable because they did not take into account the moral and psychological requirements of children, their age and interest. The opening of new secular schools, the revival of the school and educational movement made more important sense in the life of the people. As in a number of nations, the fate of Azerbaijani children’s literature was closely connected with the new pedagogical life. On August 2, 1829, the first charter of the Transcaucasian schools was approved, and thus the official date of opening of schools of European type began in Azerbaijan. The curriculum of these schools included Azerbaijani language as a subject, RussianMuslim and mother language schools, which were introduced in the last quarter of the century, gave unprecedented results in the socio-cultural and pedagogical world. After the government’s decision on the rules of education in 1870, the first “Russian-Muslim” school was opened in 1875 in the village of Salahli, Gazakh district. Soon the number of such schools in Baku reached 10, and by the end of the century the number of such schools in Shusha, Ganja, Shamakhi and Iravan began to increase. Azerbaijani intellectuals have made a great contribution to the establishment of mother tongue schools. The native language schools opened by S.A.Shirvani in Shamakhi, S. Valibeyov, M. Navvab in Shusha, M.T. Sidgi in Ordubad (“Akhtar”), Nakhchivan, Mashadi Molla Ismail Kazimov in Iravan were another and very important achievement in pedagogical life. The opening of new types of schools played an important role in Azerbaijan’s farewell to its pedagogical past. The Arabic-Persian languages, which dominated the long-lived pedagogical environment of the Middle Ages, deprived the people of education in the Azerbaijani language and the teaching of their mother tongue. Azerbaijani children’s literature, as well as the need for a new type of school gave rise to its creation, the progress of pedagogical life and the rise of children’s literature has developed in proportion in harmony and parallel.