The present study examines the pedagogical effectiveness of interactive teaching methods in developing ecological knowledge among children attending school preparatory groups in preschool educational institutions. The research proceeds from the recognition that traditional instructional approaches are insufficient for cultivating sustained environmental awareness in young learners, and that active, participatory pedagogical techniques are required to bridge the gap between cognitive acquisition and genuine ecological value formation. Through a quasi-experimental design involving 120 children aged six to seven years across four preschool settings in Uzbekistan, the study compares knowledge retention, attitudinal orientation, and behavioural indicators between groups exposed to interactive methodology — including simulation games, collaborative ecological projects, nature observation tasks, and digital learning tools — and those instructed through conventional means. Findings demonstrate statistically significant advantages for the interactive group across all measured dimensions, with particularly pronounced effects in ecological empathy and the ability to apply environmental concepts in everyday contexts. The article further discusses the theoretical underpinnings of the interactive approach within the framework of constructivist pedagogy, and presents practical recommendations for preschool educators seeking to integrate these methods into their practice. The implications of this research extend to curriculum design, teacher professional development, and national preschool education policy in Uzbekistan.
The Effectiveness of Interactive Methods in Forming Ecological Knowledge in Preschool Children
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