MODERN EDUCATION AND DEVELOPMENT
Выпуск журнала №-27
Часть–1_Июнь –2025
71
METHODICAL SKILLS IN TEACHING ENGLISH TO
PRESCHOOL CHILDREN
Andijan State Institute of Foreign LanguagesFaculty of English Language
and Literature, Foreign Language Department
Scientific Supervisor: Diyorakhon Shamsuddinova
Student: Mamatkarimova Mohimbonu
2025
Abstract: This article explores effective methodological approaches to
teaching English to preschool children. It emphasizes the importance of age-
appropriate strategies such as the use of visual aids, songs, Total Physical Response
(TPR), storytelling, and interactive games. The paper outlines how these techniques
align with the cognitive and emotional development of young learners and highlights
the teacher’s critical role in fostering a supportive and engaging language
environment.
Keywords: Preschool education, English language teaching, early childhood
learning, teaching methods, Total Physical Response, storytelling, visual aids,
language games
Main Part
1. Introduction
Teaching English to preschool-aged children (typically aged 3 to 6) is a unique
challenge that demands creativity, patience, and specific pedagogical strategies.
Unlike older students, preschoolers learn primarily through sensory experience,
movement, and play. Understanding their developmental stage is essential for
planning effective lessons.
2. Understanding the Learners
Young children have short attention spans and require constant stimulation.
Their learning is closely tied to play and imitation. This means lessons should be filled
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with activities that involve visuals, songs, stories, and movement to maintain
engagement and encourage participation.
3. Key Methodical Skills
3.1 Use of Visual Aids and Realia
Flashcards, colorful books, toys, and real-life objects help create associations
between words and concepts. These tools also support visual memory, which is
dominant in young learners.
3.2 Songs, Rhymes, and Chants
Music is an excellent tool for teaching pronunciation, rhythm, and vocabulary.
Repetition through songs makes it easier for children to remember phrases and enjoy
the learning process.
3.3 Total Physical Response (TPR)
This kinesthetic approach links actions with language. For example, when
teaching the word “jump,” the teacher and students perform the action. This
connection between language and div movement aids understanding and retention.
3.4 Storytelling and Role-play
Stories provide context and emotional connection. Teachers can use puppets
or props and invite children to act out simple parts of the story. This promotes both
comprehension and active language use.
3.5 Games and Interactive Activities
Interactive games like “Simon Says” or vocabulary bingo are not only fun but
also reinforce vocabulary and sentence structures. Games support memory,
motivation, and social interaction.
3.6 Positive Reinforcement
Reward systems such as stickers or verbal praise motivate children and build
confidence. Positive reinforcement encourages children to participate without fear of
making mistakes.
4. The Teacher’s Role
The teacher is a guide, motivator, and role model. A warm and positive
approach builds trust. Teachers should speak clearly, use gestures, and frequently
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repeat key language patterns. Maintaining a consistent classroom routine provides
comfort and helps children feel secure.
5. Conclusion
Teaching English to preschoolers requires a balance of structure, creativity,
and sensitivity to children’s developmental needs. Methodical techniques like TPR,
visual aids, storytelling, and play-based learning can make language acquisition both
effective and enjoyable. When teachers create a fun, immersive environment, they lay
the foundation for future language success.
REFERENCES
1. Cameron, L. (2001). Teaching Languages to Young Learners. Cambridge
University Press.
2. Brewster, J., Ellis, G., & Girard, D. (2002). The Primary English Teacher's Guide.
Penguin English.
3. Slattery, M., & Willis, J. (2001). English for Primary Teachers: A Handbook of
Activities & Classroom Language. Oxford University Press.
4. Asher, J. J. (1977). Learning Another Language Through Actions: The Complete
Teacher’s Guidebook. Sky Oaks Productions.
5. Pinter, A. (2006). Teaching Young Language Learners. Oxford University Press.
