Total physical response method for developing productive skills in preschoolers within inclusive education settings

Mirzaakhmedova–Tashpulatova, Matluba, Gulyamova, Mavluda, Мирзаахмедова–Ташпулатова, Матлуба, Гулямова, Мавлуда, Mirzaaxmedova–Tashpulatova, Matluba, G‘ulomova, Mavluda

Хорижий лингвистика ва лингводидактика · 2025-yil

Annotatsiya

Early childhood education increasingly recognizes the power of movement-based learning in supporting diverse learners. Total Physical Response (TPR) methodology offers a dynamic approach to developing productive skills in preschoolers while creating truly inclusive classroom environments. This article explores how TPR methods can enhance speaking, communication, and creative expression skills among children aged 3-5 years, with particular attention to supporting children with varying abilities and learning needs. Through examination of current research, practical applications, and implementation strategies, we demonstrate that TPR creates engaging, accessible learning experiences that benefit all children while addressing the unique challenges of inclusive education settings. Imagine a preschool classroom where children are singing, moving, and gesturing as they learn new vocabulary words. A child with autism spectrum disorder confidently participates alongside typically developing peers, while an English language learner demonstrates understanding through actions before finding the words to speak. This is the reality of classrooms implementing Total Physical Response (TPR) methods within inclusive education frameworks. Total Physical Response, originally developed by Dr. James Asher for language learning, has evolved into a comprehensive educational approach that connects physical movement with cognitive development. In inclusive preschool settings, where educators must meet the diverse needs of all children, TPR offers a methodology that naturally accommodates different learning styles, abilities, and developmental patterns. The significance of this approach cannot be overstated in today's educational landscape. As classrooms become increasingly diverse, traditional teaching methods may not reach every child effectively. TPR provides multiple pathways to learning, ensuring that children who might struggle with conventional instruction can access content, demonstrate understanding, and develop essential productive skills through movement and gesture. This article examines how TPR methods specifically support the development of productive skills – speaking, communication, and creative expression – in preschoolers within inclusive settings. We explore the theoretical foundations, practical applications, and evidence-based benefits of this approach, providing educators with concrete strategies for implementation.

Maqola ma’lumotlari
MualliflarMirzaakhmedova–Tashpulatova, Matluba, Gulyamova, Mavluda, Мирзаахмедова–Ташпулатова, Матлуба, Гулямова, Мавлуда, Mirzaaxmedova–Tashpulatova, Matluba, G‘ulomova, Mavluda
JurnalХорижий лингвистика ва лингводидактика
NashriyotСамарқанд давлат чет тиллар институти
ISSN0000-0003, 4295-8199
Nashr sanasi2025-09-25
Jild3
Son8/S
Betlar339-349
TilIngliz
Ilmiy sohaPedagogika
DOI10.47689/2181-3701-vol3-iss8/s-pp339-349
Indeksga qo‘shilgan2026-08-26

DOI: 10.47689/2181-3701-vol3-iss8/s-pp339-349 · Maqolaning asl sahifasi

Kalit so‘zlar

Total Physical Response, инклюзивное образование, дошкольное образование, продуктивные навыки, обучение через движение, раннее развитие, кинестетическое обучение, образование детей с особыми потребностями, Total Physical Response, inclusive education, preschool education, productive skills, movement-based learning, early childhood development, kinesthetic learning, special needs education, Total Physical Response, inklyuziv ta’lim, maktabgacha ta’lim, produktiv ko‘nikmalar, harakatga asoslangan o‘qitish, erta bolalik davri rivojlanishi, kinestetik ta’lim, maxsus ehtiyojli ta’lim

Ilmiy soha

Pedagogika

Iqtibos keltirish

APAMirzaakhmedova–Tashpulatova, Matluba, Gulyamova, Mavluda, Мирзаахмедова–Ташпулатова, Матлуба, Гулямова, Мавлуда, Mirzaaxmedova–Tashpulatova, Matluba, & G‘ulomova, Mavluda (2025). Total physical response method for developing productive skills in preschoolers within inclusive education settings. Хорижий лингвистика ва лингводидактика, 3(8/S), 339-349. https://doi.org/10.47689/2181-3701-vol3-iss8/s-pp339-349
GOST (OAK)Mirzaakhmedova–Tashpulatova, Matluba va b. Total physical response method for developing productive skills in preschoolers within inclusive education settings // Хорижий лингвистика ва лингводидактика. – 2025. – T. 3, № 8/S. – P. 339-349. – DOI: 10.47689/2181-3701-vol3-iss8/s-pp339-349.
MLAMirzaakhmedova–Tashpulatova, Matluba, Gulyamova, Mavluda, Мирзаахмедова–Ташпулатова, Матлуба, Гулямова, Мавлуда, Mirzaaxmedova–Tashpulatova, Matluba, and G‘ulomova, Mavluda. “Total physical response method for developing productive skills in preschoolers within inclusive education settings.” Хорижий лингвистика ва лингводидактика, 3(8/S), 339-349, 2025. https://doi.org/10.47689/2181-3701-vol3-iss8/s-pp339-349
ChicagoMirzaakhmedova–Tashpulatova, Matluba, Gulyamova, Mavluda, Мирзаахмедова–Ташпулатова, Матлуба, Гулямова, Мавлуда, Mirzaaxmedova–Tashpulatova, Matluba, and G‘ulomova, Mavluda. “Total physical response method for developing productive skills in preschoolers within inclusive education settings.” Хорижий лингвистика ва лингводидактика, 3(8/S), 339-349 (2025). https://doi.org/10.47689/2181-3701-vol3-iss8/s-pp339-349
HarvardMirzaakhmedova–Tashpulatova, Matluba, Gulyamova, Mavluda, Мирзаахмедова–Ташпулатова, Матлуба, Гулямова, Мавлуда, Mirzaaxmedova–Tashpulatova, Matluba, and G‘ulomova, Mavluda (2025) ‘Total physical response method for developing productive skills in preschoolers within inclusive education settings’, Хорижий лингвистика ва лингводидактика, 3(8/S), 339-349. https://doi.org/10.47689/2181-3701-vol3-iss8/s-pp339-349
BibTeX
@article{mirzaakhmedovatashpulatovamatluba2025,
  title = {Total physical response method for developing productive skills in preschoolers within inclusive education settings},
  author = {Mirzaakhmedova–Tashpulatova, Matluba and Gulyamova, Mavluda and Мирзаахмедова–Ташпулатова, Матлуба and Гулямова, Мавлуда and Mirzaaxmedova–Tashpulatova, Matluba and G‘ulomova, Mavluda},
  journal = {Хорижий лингвистика ва лингводидактика},
  year = {2025},
  volume = {3},
  number = {8/S},
  pages = {339-349},
  doi = {10.47689/2181-3701-vol3-iss8/s-pp339-349},
  url = {https://doi.org/10.47689/2181-3701-vol3-iss8/s-pp339-349}
}

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