In this scientific article was given the main information about interdisciplinary integration based on the developmental learning methodology. This issue can be significant and realistic if the following conditions are met:

–To form a complete consistent picture (scoreboard) of his youthful world;

–Ensure the development of the intellectual interests and abilities of students;

–Take into account the dynamics, levels and stages of mental development of primary schoolchildren and the foundations of their development.

The methodological basis of the study was the idea of humanization and democratization of education, a holistic systematic approach to the pedagogical process, the unity of objectivity and subjectivity, the relationship and influence of traditional and innovative education.

Key words: Azerbaijan, pedagogical category, school, education, integration of subjects.

The practical significance of research deals with the study of the fact, that it relies on the results of the development of teaching aids for primary school teachers; in the system of additional education of pupils; training students of pedagogical universities and colleges; can also be used in continuing education and continuing education courses.

A number of researchers are characterized by the use of teaching methods, cognitive questions and research elements in solving the current problem. These approaches are based on concepts (composition of knowledge) in various disciplines, activities and skills. This allows you to combine educational, educational and developmental tasks with training. In determining the classification model of interdisciplinary relations suggests relying on three main systems: the information structure of the subject, the morphological structure of educational activities, as well as organizational and methodological elements of training [2, 61–66].

Given that training is a complete process, interdisciplinary interactions operate at three interconnected levels: 1) significant information; 2) practical activities; 3) organizational and methodological. Based on these considerations, interdisciplinary communication can be considered as a system of elements:

1. The content of education is based on interdisciplinary relations due to didactic and methodological methods and means.
2. Visual tools (diagrams, graphs, charts, plans, maps, etc.) reflecting interdisciplinary communication.
3. Forms of interaction teaching individual disciplines.
4. Optimal conditions for the organization of interdisciplinary relations — objective conditions (curricula, textbooks, development of the theoretical foundations of interdisciplinary relations, etc.) and subjective conditions (knowledge of mixed subject programs by teachers, planning of interdisciplinary relations, etc.).
5. Definition of methods of interdisciplinary communication [6, 23–26].

The generalization of information in different disciplines leads to the emergence of new knowledge, both theoretical and applied. We are talking about new skills and habits in an interdisciplinary structure. The new structure does not easily translate specific knowledge, concepts and methods of one science into another. The new structure is distinguished by both the quantity and quality of the elements.

A systematic approach to the problem allows us to study the event as a whole with a new integrated quality as a result of interaction.

In the process of interdisciplinary communication, knowledge of one subject is the beginning of the formation of new knowledge in a new structure. The concepts included in this structure, law, category, etc. act as knowledge. The science of knowledge is as scientific as the concept itself.

Interdisciplinary links are different, and interdependence depends on content elements. There are many links that reflect the course as a whole:

– facts and events,

– definitions, categories, laws,

– rules and definitions,

– formula, scheme, etc.

Since the main paradigm of research is developmental learning, the development of intellectual abilities and curiosity of a young pupil are its most important component. Therefore, the solution of problems associated with the teaching of the Azerbaijani language, mathematics, life sciences and other disciplines in the initial educational process is possible using a specially developed interdisciplinary method.

Based on a literature review summarizing the results of research by local and foreign scholars on the problem of interdisciplinary integration, importance of a new educational paradigm was emphasized and the main trends in the development of the existing problem with psychological, pedagogical and methodological prisms were considered. This allowed us to formulate conceptual approaches to building interdisciplinary relations in elementary school.

To implement interdisciplinary integration in the elementary school, a didactic training system was developed, which covers the content of training, methods of its assimilation and forms of organization of the educational process.

The methodology developed in the developmental learning environment complies with the principles of personality-oriented learning and is consistent with the concept of the information approach, the key component of which is knowledge and information culture. Their combination will create conditions for achieving the universality of education.

The main provisions of the theory of educational activity, which contribute to the developing function of learning, allow significant changes in the structure of the educational process. Learning effectiveness is usually measured by the quantity and quality of knowledge gained, and development effectiveness is measured by the level of pupils' competence. As the basic forms of mental activity of pupils develop, pupil will be able to determine the direction and future activities of the environment as quickly as possible [8, 34].

Motivation of interest is closely related to the content and teaching methods. One of the first conditions for transforming activities into educational activities is a change in motivation.

When evaluating the effectiveness of the proposed pedagogical method, the results of expert-psychological experience confirm the hypothesis and show its significance for discovering the personal qualities of the child in this process.

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