BOSHLANG'ICH SINFLARDA INDIVIDUAL TA'LIM YONDASHUVINING PEDAGOGIK AFZALLIKLARI VA METODIK KAMCHILIKLARI TAHLILI

This article comprehensively investigates the pedagogical infrastructure, advantages, and methodological limitations of implementing the individualized education approach in primary schools in Uzbekistan. Under the conditions of contemporary curriculum modernization, individualized learning is analyzed not merely as isolated instruction, but as an adaptive cognitive ecosystem that targets personalized learning pacing, cognitive profiles, and foundational literacy. Utilizing a qualitative, descriptive action research methodology, the study evaluates the practical tension between customized academic scaffolding and the potential risk of social-emotional isolation in grades 1 through 4. A balanced pedagogical model integrating individualized pacing with collaborative peer structures is proposed. The qualitative analysis demonstrates that structured personalization significantly optimizes conceptual remediation while highlighting that complete elimination of peer socialization triggers collaborative deficits.