The transdisciplinary nature of the language environment in Maria Montessori’s pedagogy and the lexical-linguistic potential of functional developmental zones are examined. From the perspective of cognitive linguistics and neuropsychology, the regularities of children’s polymodal and tactile perception during the integration of sensory experience are characterized. It is established that the development of fine motor skills directly stimulates activity in Broca’s speech area of the cerebral cortex. The impact of didactic materials used in the sensory zone is evaluated in relation to the structuring of the semantic field and paradigmatic relations in preschool children’s speech. Furthermore, the system for preventing dyslexia and dysgraphia through sandpaper letters in the language zone is examined. The continuity of the Montessori methodology with the standards of the Ilk Qadam state curriculum of the Republic of Uzbekistan is substantiated. It is concluded that this system has significant correctional and pedagogical value for fostering stable phonological and morphological competencies in children.
| Mualliflar | Ismatullayeva, Madinabonu, Исматуллаева, Мадинабону, Ismatullayeva, Madinabonu |
|---|---|
| Jurnal | Хорижий лингвистика ва лингводидактика |
| Nashr sanasi | 2026-06-25 |
| Jild | 4 |
| Son | 6/S |
| Betlar | 275-283 |
| Til | O‘zbek |
| DOI | 10.47689/2181-3701-vol4-iss6/s-pp275-283 |
DOI: 10.47689/2181-3701-vol4-iss6/s-pp275-283 · Maqolaning asl sahifasi
Педагогика Монтессори, Трансдисциплинарный характер. Сенсорная зона, Речевая зона Брока, Семантическое поле, Тактильное восприятие, Дислексия и дисграфия, Государственная программа «Илк кадам», Montessori pedagogy, transdisciplinary nature, sensory zone, Broca’s speech area, semantic field, tactile perception, dyslexia and dysgraphia, “Ilk Qadam” state curriculum, Montessori pedagogikasi, transditsiplinar xarakter, sensor zona, broka nutq zonasi, semantik maydon, taktil idrok, disleksiya va disgrafiya “Ilk qadam” davlat dasturi
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