INTERNATIONAL JOURNAL OF ARTIFICIAL INTELLIGENCE
ISSN: 2692-5206, Impact Factor: 12,23
American Academic publishers, volume 05, issue 06,2025
Journal:
https://www.academicpublishers.org/journals/index.php/ijai
page 336
INCLUSIVE PEDAGOGY IN PRESCHOOL EDUCATION: PEDAGOGICAL
METHODS AND PSYCHOLOGICAL APPROACHES
Hamidova Dilshoda Haqqul kizi
Lecturer of the Department of Social Sciences, Humanities and
Languages at the University of Business and Science
E-mail:
Annotation:
This article discusses the role of inclusive pedagogy in the preschool education
system, the pedagogical methods and psychological approaches used. Inclusive education is
aimed at ensuring that all children receive quality education on the basis of equal opportunities,
and is especially important for children with disabilities, developmental delays, or specific
needs. Pedagogical methods are selected based on an individual approach, game-based learning,
group work, and multisensory methods. The psychological approach aims to create a
comfortable and supportive environment for the child, taking into account their emotional state,
social adaptation, and self-awareness. The article also compares the experiences of Uzbekistan
and Finland and analyzes how the principles of inclusivity are implemented in both systems.
Keywords:
inclusive education, preschool education, pedagogical methods, psychological
approach, game-based learning, individual approach, Uzbekistan, Finland, children with
disabilities, multisensory methods.
Inclusive pedagogy in the preschool education system is an approach aimed at creating
equal educational opportunities for all children, including children with physical or mental
disabilities, those in need of social protection, and those from different cultural or linguistic
environments. This pedagogical model aims to approach each child in accordance with their
individual needs, accepting the differences between children as a positive value. An inclusive
approach involves making education accessible and accessible not only to children with
disabilities but also to all children with different levels of developmental needs.
Inclusive pedagogy supports the creation of special conditions in preschool institutions,
appropriate training of teachers and educators, flexibility of curricula, and social integration
among children. In this system, educators organize education based on a differentiated approach,
taking into account the abilities, needs, and learning style of each child. Cooperation, mutual
respect, tolerance, and unity are considered important values in the educational environment.
Also, the inclusive education system requires close cooperation with parents. Family
members are actively involved in the pedagogical process, which has a significant positive
impact on children's development. State policy and regulatory frameworks also play an
important role in the development of inclusivity - through this, the education system strives to
create a fair and inclusive environment for children of all levels.
INTERNATIONAL JOURNAL OF ARTIFICIAL INTELLIGENCE
ISSN: 2692-5206, Impact Factor: 12,23
American Academic publishers, volume 05, issue 06,2025
Journal:
https://www.academicpublishers.org/journals/index.php/ijai
page 337
Inclusive education is also being gradually introduced in Uzbekistan. This sphere is
being developed through adapted teaching materials for children with special needs, the
participation of speech therapists and defectologists, as well as the expansion of the
infrastructure capabilities of preschool educational institutions. Thus, inclusive pedagogy aims
to educate a stable, tolerant, and comprehensively developed generation in society.
Pedagogical methods and psychological approaches in the preschool education system
are selected based on the age characteristics of children, developmental stages, and individual
needs. At this stage, the educational process is organized through games, observation,
experimentation, and interactive activities. Pedagogical methods should serve the formation of
a child's activity, independent thinking, creative thinking, and social skills.
Among the most commonly used methods are game methods. Through play, a child not
only acquires skills, but also understands the environment, expresses themselves, and learns to
interact with others. At the same time, the comprehensive development of children is achieved
through practical exercises, dramatization, storytelling, music, and art classes. In working with
children, visual methods, i.e., using drawings, models, videos, or real objects, are also of great
importance, as these methods increase children's imagination and interest.
Psychological approaches are aimed at increasing the level of self-confidence,
independence, and social adaptation of children, taking into account their emotional state, inner
world, and psychological development. In this process, age-appropriate psychological games,
conversations, visual activities, and activities that allow expressing emotions play an important
role. A system of working with pedagogical psychologists capable of correctly assessing the
state of children and understanding their needs will be established.
Through the combination of pedagogical and psychological approaches, the child's
comprehensive development - mental, physical, mental, and social - is achieved. These
approaches are based on the principles of identifying and developing the individual abilities of
each child, ensuring their growth in a positive environment, and approaching them based on
love and attention. In the education system of Uzbekistan, work is being carried out in stages to
ensure the quality upbringing and education of preschool children through modern methods and
scientifically based psychological approaches.
In addition to pedagogical and psychological approaches in the preschool education
system, there are many other approaches used in modern education systems. They serve to form
self-awareness, socialization, independent thinking, a creative approach, and critical thinking in
children. Below, these approaches are highlighted using the example of Uzbekistan and foreign
experience, in particular, Finland.
Uzbekistan's experience:
In recent years, large-scale reforms have been carried out in
the preschool education system of Uzbekistan. Since 2017, the quality of education has been
improved by strengthening the activities of the Ministry of Preschool and School Education. On
this basis, several approaches were introduced:
Integrated approach - in this approach, several subjects or fields (art, mathematics,
environment, speech) are combined and presented to children in a comprehensive way based on
INTERNATIONAL JOURNAL OF ARTIFICIAL INTELLIGENCE
ISSN: 2692-5206, Impact Factor: 12,23
American Academic publishers, volume 05, issue 06,2025
Journal:
https://www.academicpublishers.org/journals/index.php/ijai
page 338
one topic. For example, within the framework of the theme "Spring," children comprehensively
study the theme through nature, colors, emotions, and poems.
Personality-oriented approach - taking into account the individuality of each child,
appropriate forms of pedagogical activity are selected. For example, with a child who is calm
and immersed in their inner world, calm conversations are conducted, and with a child who is
active, active games are used.
Cooperation with the family and society - parents are involved in the educational
process, and efforts are being made to ensure the unity of upbringing. Establishing
communication with the family, understanding their needs related to the child, is an important
part of the activities of teachers.
Finland's experience:
The Finnish preschool education system is one of the most
advanced in the world. Education here is not mandatory for children, but most attend
preparatory programs starting from the age of 6-7. The following approaches are noteworthy:
Game-based learning (play-based learning) - in Finland, the game is the main teaching
method. Educators encourage learning based on children's natural interests. Through this,
children develop without stress and in a unique way.
Initiative-based approach (child-initiated learning) - children are given the opportunity
to make independent decisions, choose the type of activity. Educators provide guidance, but the
main role belongs to the child. This method develops responsibility, independence, and inner
motivation in the child.
Socio-emotional approach - children's feelings, relationships, and mental state are
constantly monitored. Psychological well-being is an important priority. For example, ending
each day with children discussing together creates an opportunity for them to express how they
felt.
Nature-based learning - children spend most of their time outdoors, in forest schools. He
is seen as a teacher of nature and ecological consciousness is developed. This method fosters
strong health, physical activity, and a love for nature in children.
The example of Uzbekistan and Finland shows that pedagogical approaches are being
formed in accordance with modern needs, cultural values, and social requirements. While
Uzbekistan, relying on its national traditions, is gradually implementing world experience,
Finland places complete freedom for the child, closeness to nature, and psychological well-
being at the center of education. The common goal of both systems is to form a child as a
socially, mentally, and emotionally healthy and active person.
In conclusion
, the effective implementation of inclusive pedagogy in the preschool
education system serves the full realization of the potential of each child through modern
methods and psychological approaches. If Uzbekistan is taking consistent steps in this direction,
then the experience of Finland shows how to implement inclusivity in practice in a sustainable
INTERNATIONAL JOURNAL OF ARTIFICIAL INTELLIGENCE
ISSN: 2692-5206, Impact Factor: 12,23
American Academic publishers, volume 05, issue 06,2025
Journal:
https://www.academicpublishers.org/journals/index.php/ijai
page 339
way. By following the example of both systems, it is possible to further improve inclusive
education and create a quality educational environment for all children.
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