Theoretical-Methodological Foundations and Pedagogical Possibilities of Introducing Nature in the Preschool Education Process

This article examines the theoretical-methodological foundations and pedagogical possibilities of introducing preschool children to nature, with a particular focus on the context of Uzbekistan. Rooted in historical educational philosophies such as Froebel's emphasis on natural play and modern concepts like biophilia and environmental literacy, the approach integrates direct observation, outdoor activities, and immersive experiences to foster holistic child development. In Uzbekistan, this process is aligned with national policies, including the Concept for the Development of Preschool Education and the national strategy for ecological education, which prioritize instilling love for nature, environmental responsibility, and sustainable behaviors from early childhood. Methodologically, it draws on Uzbekistan's dedicated curriculum for "Tabiat bilan tanishtirish va ekologik tarbiya" (Introducing Nature and Ecological Upbringing), incorporating seasonal observations, ecological corners in kindergartens, nature trails, and activities like caring for plants and animals. Pedagogically, these efforts enhance cognitive, emotional, moral, and physical growth while addressing contemporary challenges such as urbanization and ecological awareness, as promoted through presidential initiatives and programs like "Yer — bizning umumiy uyimiz" (Earth — Our Common Home). Ultimately, nature-based preschool education in Uzbekistan supports the formation of environmentally conscious citizens, contributing to national goals for sustainable development and harmony with the natural world.