Improving the Methodology of Teaching the Native Language in Preschool Education for Future Preschool Educators

Muminova Munojot Yulchiyevna (Chirchik State Pedagogical University)
Do'stnazar Ximmataliyev (Chirchik State Pedagogical University)

Journal of Education and Teacher Training Innovation (JETTI)
Vol. 3 No. 1 (2025): Journal of Education and Teacher Training Innovation (JETTI)

Traditional methodologies in native language instruction for preschool education rely heavily on rote memorization and passive learning, failing to address the developmental needs of young learners during the critical language acquisition period (ages 3-6). This creates a cycle where traditionally trained teachers continue employing ineffective methods, impacting early language education quality and children's cognitive development. The problem is particularly acute in teacher training institutions using outdated methodologies that do not reflect current understanding of child development and effective pedagogical practices. This study explores the enhancement of teaching methodologies for native language instruction in preschool education, with a particular focus on preparing future preschool educators. Grounded in sociocultural and constructivist theories, the research emphasizes the importance of culturally responsive, child-centered, and play-based approaches in early language development. Using a quasi-experimental design, the study compares traditional and modernized teaching methods applied during a six-week pedagogical practicum. Results demonstrate that the modernized approach significantly improves students’ vocabulary acquisition, pronunciation, creativity, engagement, and teaching confidence. These findings highlight the necessity of methodological innovation in teacher education programs to meet the linguistic and developmental needs of preschool learners in Uzbekistan and beyond. This research provides empirical evidence supporting the transformation of teacher training programs from traditional approaches to competency-based, practice-oriented models integrating child-centered and culturally responsive teaching. The findings support curriculum reforms that can enhance early childhood education quality, improve learning outcomes during children's formative years, and prepare educators capable of fostering communicative competence and cultural identity. The study establishes a foundation for future research examining long-term impacts of modernized teacher preparation methodologies on both educator development and children's language learning outcomes.