INQUIRY-BASED LEARNING IN PRESCHOOL ENGLISH EDUCATION

Authors

Kadirova Nilufar Tursinbayevna Independent researcher at Andijan State University of Foreign Languages

Keywords:

Inquiry-based learning, early childhood education, English language teaching, Chinese methodology, active learning, communicative competence, preschool instruction, pedagogical innovation.

Abstract

This article examines the implementation and effectiveness of inquiry-based learning methodology in English language instruction for preschool children, drawing extensively from Chinese educational practices. The study analyzes how inquiry-based approaches foster active learning, critical thinking, and communicative competence among young learners. Through comprehensive examination of Chinese kindergarten programs, the research identifies key implementation strategies, pedagogical adaptations, and outcomes associated with this methodology.

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References

Ashurova, D. A. (2019). Improving the methodology of using innovative technologies in teaching English in preschool education. PhD dissertation, Tashkent.

Bybee, R. W. (1997). Achieving Scientific Literacy: From Purposes to Practices. Portsmouth: Heinemann.

Cameron, L. (2001). Teaching Languages to Young Learners. Cambridge: Cambridge University Press.

Deci, E. L., & Ryan, R. M. (1985). Intrinsic Motivation and Self-Determination. New York: Plenum Press.

Ellis, R. (2008). Second Language Acquisition. Oxford: Oxford University Press.

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Published

2026-03-29

How to Cite

Kadirova Nilufar Tursinbayevna. (2026). INQUIRY-BASED LEARNING IN PRESCHOOL ENGLISH EDUCATION. International Multidisciplinary Journal for Research & Development, 13(03), 856–858. Retrieved from https://ijmrd.in/index.php/imjrd/article/view/5448