INNOVATIVE APPROACHES TO TEACHING AND DEVELOPING PRESCHOOL CHILDREN IN THE CONTEXT OF UZBEKISTAN’S EDUCATION SYSTEM TRANSFORMATION
DOI:
https://doi.org/10.55640/Keywords:
education system transformation; preschool education; innovative pedagogy; activity centers; STEAM/STEAMS; play-based learning; inquiry-based learning; modeling; digital support; inclusion; formative assessment; monitoring indicators.Abstract
This paper provides a conceptual and practice-oriented justification of innovative approaches to teaching and developing preschool children within the ongoing transformation of Uzbekistan’s education system. Innovation is interpreted as a systemic shift affecting educational aims, the integration of learning content, pedagogical formats, learning environment design, and assessment culture. The study formulates an integrated model that combines competency-oriented learning outcomes, activity-centered pedagogy, STEAM/STEAMS-based interdisciplinarity, play and inquiry-based learning, modeling and constructive practices, inclusive differentiation, and purposeful digital support. To operationalize these principles in everyday preschool practice, the paper proposes a structured “map” of activity centers that enables teachers to plan differentiated tasks and inquiry scenarios within daily routines. In addition, an indicator-based monitoring framework is offered to support formative assessment and evidence-informed pedagogical decision-making. The results provide a coherent foundation for redesigning preschool learning environments and strengthening teachers’ methodological readiness during educational reforms.
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