THEORETICAL FOUNDATIONS OF TEACHING PRIMARY SCHOOL PUPILS A CULTURE OF WEALTH THROUGH LABOUR EDUCATION

Abstract

The article examines the theoretical foundations of developing a culture of wealth in primary school pupils through labour education. The concept of a culture of wealth is interpreted not as a narrow orientation toward material accumulation, but as an integrated personal quality that includes respect for labour, careful use of resources, responsible consumption, appreciation of property, elementary economic thinking and ethical decision-making in everyday life. The study is based on normative-document analysis, pedagogical interpretation of Uzbek research, theoretical modelling and generalisation of primary education practice. The article substantiates that labour education becomes effective when practical activity is linked with reflection on the origin, value, cost, preservation and social usefulness of material goods. The proposed approach connects technology lessons, mathematics, reading, upbringing classes and family-school cooperation into one educational logic. The results show that the formation of a culture of wealth in primary school requires age-appropriate tasks, a safe social environment, consistent teacher modelling, simple budgeting exercises, productive handwork and evaluation criteria that measure not only the final product, but also economy of materials, discipline, cooperation and responsibility