Background: In the modern globalized educational landscape, transitioning from traditional, external compliance-based discipline to the cultivation of internal “conscious discipline” and “creative responsibility” in primary school students represents a critical pedagogical priority.

Purpose: This study aims to develop and experimentally validate an innovative pedagogical framework that integrates the STEAM (Science, Technology, Engineering, Arts, Mathematics) approach with bibliotherapeutic methods (specifically through the author's CR-BT – Reading-Reflection-Bibliotherapy model) to enhance self-discipline among fourth-grade students within the framework of the “Tarbiya” (Character Education) curriculum.

Methods: The research utilizes a comprehensive system of complementary methods, including comparative-critical literature analysis, pedagogical observation, diagnostic testing, student surveying, and mathematical-statistical analysis (Student's t-test and Pearson's chi-squared test) to evaluate data gathered from an experimental sample of 712 fourth-grade students across multiple regions of Uzbekistan.

Results: An interdisciplinary pedagogical model consisting of target, methodical-procedural, and result-oriented components was established. The implementation of the CR-BT model, aligned with psychological stages (identification, catharsis, insight, reflection), successfully transformed abstract moral values into practical life skills through hands-on STEAM projects (e.g., time management via technological tools, collaborative engineering modeling). The findings demonstrated a statistically significant increase in the high and medium levels of students' self-discipline, collaborative competence, and critical thinking.

Conclusion: The integration of technological-scientific discipline (STEAM) with emotional-ethical reflection (bibliotherapy) provides a robust, digitally supported, and highly effective methodology for fostering autonomous self-regulation and prosocial behavior in early childhood education.