MODERN PEDAGOGICAL CONCEPTS IN MANAGING THE QUALITY OF PRESCHOOL EDUCATION: INTEGRATION OF THEORY AND PRACTICE

This research investigates the implementation of modern pedagogical approaches within structured quality management frameworks in preschool education in Uzbekistan. Emphasizing Montessori, Reggio Emilia, High Scope, and competency-based learning, the study examines their effects on children’s cognitive, socio-emotional, and collaborative development. A mixed-methods design was employed, comprising field observations, semi-structured interviews with educators and administrators, and document analysis across twelve urban and rural preschools. Findings indicate that institutions integrating these pedagogical models with continuous professional development, parental engagement programs, and digital monitoring tools achieve higher levels of child engagement, improved developmental outcomes, and more consistent teaching quality. The study underscores the importance of contextual adaptation, systematic quality assurance, and teacher capacity building to ensure equitable access to high-quality early childhood education. Policy implications include the expansion of professional development programs, adoption of digital quality monitoring systems, and localization of international pedagogical frameworks. This research contributes to the understanding of how theory and practice can be effectively aligned to enhance preschool education quality, offering evidence-based guidance for policymakers and educational leaders aiming for sustainable improvements.