Integrating Interdisciplinary Approaches in Preschool Education: Lessons from Korea and Recommendations for Uzbekistan
Artikova Shakhida
In the contemporary era, preschool education requires integrative strategies that support the simultaneous development of children’s linguistic, cognitive, and creative abilities from an early age. Evidence from global practices, especially from the Republic of Korea, demonstrates that applying interdisciplinary methods makes language acquisition more natural, meaningful, and efficient. Rather than being taught in isolation, English becomes embedded in children’s everyday activities, sensory experiences, exploratory experiments, and creative projects.
Korean preschools often employ simple yet scientifically significant activities—such as exploring the “push–pull” concept using magnets or understanding “float–sink” principles through water-based experiments—to stimulate children’s conceptual thinking. Within these experiences, English functions as a medium that enhances comprehension and encourages analytical reasoning. Neuropsychological research indicates that the ages of 3–6 represent a critical period of neuroplasticity, making multimodal teaching approaches (visual, auditory, kinesthetic) particularly effective in fostering rapid and long-lasting learning.
The interdisciplinary model offers multiple pedagogical advantages. First, children are not explicitly required to think in a foreign language; they acquire linguistic skills organically through active participation. Second, multisensory input reinforces knowledge retention in long-term memory. Third, this approach develops universal competencies, including problem-solving, logical reasoning, communication, and creative decision-making. Furthermore, collaborative interdisciplinary practices enhance children’s socio-cultural adaptability and cooperative skills.
For educators, this framework provides opportunities to expand professional capacities. Contemporary methodologies—such as CLIL, STEAM, inquiry-based learning, and project-based learning—require teachers to act simultaneously as language facilitators, experimental guides, and creative collaborators. This approach fosters innovative thinking and strengthens pedagogical expertise. In Korea, continuous collaboration among language instructors, art teachers, and music educators has proven to increase instructional effectiveness significantly.
To implement a similar model in Uzbekistan, several practical steps are necessary. Mini-CLIL sessions can integrate topics such as “My Family,” “Nature,” “Emotions,” and “Animal World” into daily preschool activities. Professional development programs should be established to train teachers in interdisciplinary integration and the use of STEAM-based mini-laboratories. Additionally, digital tools—augmented reality applications, interactive flashcards, short animated videos, and audio dictionaries—can effectively enhance learning experiences. Finally, incorporating play-based learning through role-play, dramatization, and music-movement activities can strengthen intrinsic motivation in children.
Overall, interdisciplinary approaches represent a scientifically grounded and practically effective strategy for preschool education in Uzbekistan. This model not only develops children’s linguistic abilities but also promotes critical thinking, creativity, communication skills, and socio-emotional stability, aligning with the primary objectives of modern education.
Read: Worlds Within: Authors’ Traveling Soul
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Artikova Shakhida is student at Faculty of Preschool Education, Fergana State University (FARDU), Fergana Region Uzbekistan
