This article examines the scientific and theoretical foundations of the facilitative approach to literacy instruction for children aged 5–6 in preschool education. It explores the pedagogical essence of facilitation, its role in organizing child-centered learning, and its impact on the development of early literacy. The views of Uzbek and international scholars are comparatively analyzed to identify common and distinctive perspectives. The study substantiates that the facilitative approach enhances children’s cognitive engagement, promotes independent thinking, and supports the individualized development of early literacy skills.
| Mualliflar | Yakubova, Gulnoz, Якубова, Гулноз, Yakubova, Gulnoz |
|---|---|
| Jurnal | Жамият ва инновациялар / Общество и инновации / Society and innovations |
| Nashr sanasi | 2026-07-25 |
| Jild | 7 |
| Son | 7/S |
| Betlar | 38-45 |
| Til | O‘zbek |
| DOI | 10.47689/2181-1415-vol7-iss7/s-pp38-45 |
DOI: 10.47689/2181-1415-vol7-iss7/s-pp38-45 · Maqolaning asl sahifasi
фасилитация, фасилитационный подход, дошкольное образование, дети 5-6 лет, грамотность, первоначальная грамотность, педагогическое взаимодействие, образовательный процесс, facilitation, facilitative approach, preschool education, children aged 5-6, early literacy, child-centered learning, pedagogical interaction, educational process, fasilitatsiya, fasilitatsion yondashuv, maktabgacha ta’lim, 5–6 yoshli bolalar, savodxonlik, boshlang‘ich savodxonlik, pedagogik hamkorlik, ta’lim jarayoni, bolaga yo‘naltirilgan ta’lim
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Жамият ва инновациялар / Общество и инновации / Society and innovations — barcha maqolalar