This article analyzes the dynamics of imagination development in children aged 6–7 during second language learning, specifically English, based on the results of an experimental study. The research employed a methodology grounded in the Ilm Yo‘li variative curriculum, integrating mind maps, visual learning tasks, and creative activities into the educational process. Children’s imagination, language competence, associative thinking, and creative thinking skills were assessed using indicators from the Measuring Early Learning Quality and Outcomes (MELQO) framework. The findings demonstrated significant positive changes across all indicators of imagination development in the experimental group. The study confirms that the application of contemporary pedagogical technologies in second language instruction effectively enhances the cognitive development of preschool children and contributes to the development of imagination and creative thinking.
| Mualliflar | Shakhlo, Ganieva, Ганиева , Шахло, Gʻaniyeva, Shahlo |
|---|---|
| Jurnal | Хорижий лингвистика ва лингводидактика |
| Nashr sanasi | 2026-06-25 |
| Jild | 4 |
| Son | 6/S |
| Betlar | 269-274 |
| Til | O‘zbek |
| DOI | 10.47689/2181-3701-vol4-iss6/s-pp269-274 |
DOI: 10.47689/2181-3701-vol4-iss6/s-pp269-274 · Maqolaning asl sahifasi
дошкольное образование, второй язык, английский язык, воображение, динамика развития, MELQO, опытно-экспериментальная работа, креативное мышление, интеллект-карты, preschool education, second language, English language, imagination, developmental dynamics, MELQO, experimental study, creative thinking, mind maps, maktabgacha ta’lim, ikkinchi til, ingliz tili, tasavvur, rivojlanish dinamikasi, MELQO, tajriba-sinov, kreativ fikrlash, intellekt xaritalari
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