Keyword: «family pedagogy»

The relevance of the study is determined by the growing contradiction between the rich pedagogical heritage of the Karakalpak people in the sphere of family upbringing and its insufficient application in contemporary pedagogical theory and practice. In the context of globalisation, digitalisation of everyday life, and the transformation of the family as a social institution, traditional mechanisms of intergenerational transmission of moral values are gradually weakening. The aim of the article is to identify the educational potential of Karakalpak folk traditions in the moral education of children within the family and to substantiate practical ways of applying them in modern conditions. The leading approaches are the ethnopedagogical approach developed by G. N. Volkov and further developed by U. Aleuov in relation to the Karakalpak people, the cultural-historical approach by L. S. Vygotsky, which views a child’s moral development as a process mediated by cultural signs and tools, and the axiological approach, which makes it possible to identify the value‑based core of traditional Karakalpak family pedagogy. The methods employed include theoretical analysis of ethnopedagogical and historical-ethnographic literature, the comparative-historical method, and the method of culturological interpretation of folk-pedagogical texts. Four key components of Karakalpak family pedagogy were identified: lifecycle ritual practices, oral folk art and paremiological genres, labour traditions and the collective mutual-aid practice "hashar", and folk games. It was found that moral education in the traditional Karakalpak family was built on mechanisms of the child's active participation in the cultural life of adults, which ensured the organic assimilation of values such as respect for elders, hard work, honesty, mutual assistance, and responsibility to the community. Four practical directions for adapting folk-pedagogical traditions to modern family upbringing are proposed: revival of hospitality rituals; purposeful use of folk wisdom; organisation of joint labour; and revival of folk games in the family space. The theoretical significance lies in substantiating the pedagogical value of these traditions in the context of contemporary moral education concepts. The practical significance lies in the development of specific recommendations for parents on how to incorporate folk‑pedagogical traditions into everyday family life, which expands the range of pedagogical tools for the moral upbringing of children in the modern family.