This study examines the effectiveness of multisensory approaches in strengthening sensory standards among young children in preschool educational settings. Sensory standards, as foundational elements of cognitive development, require comprehensive pedagogical strategies that engage multiple sensory modalities simultaneously. Drawing on the theoretical frameworks of L.A. Venger, A.V. Zaporozhets, and Maria Montessori, this research investigates how integrated multisensory experiences enhance children's ability to recognize, differentiate, and apply standards of color, shape, size, and texture. The study employed a mixed-methods approach involving 120 children aged 2-4 years from preschool institutions in Uzbekistan, utilizing observational assessments, experimental interventions, and comparative analysis. Results demonstrate that multisensory pedagogical approaches yield significantly higher retention rates (78.5% compared to 52.3% in traditional methods) and faster acquisition of sensory standards. The research identifies critical components of effective multisensory learning environments, including strategic material selection, sensory integration activities, and developmental appropriateness.

Multisensory approach, sensory standards, early childhood education, cognitive development

Ayres, A. J. (2005). Sensory integration and the child: Understanding hidden sensory challenges (25th anniversary ed.). Western Psychological Services.

Birsh, J. R. (Ed.). (2011). Multisensory teaching of basic language skills (3rd ed.). Paul H. Brookes Publishing.

Bredekamp, S., & Copple, C. (Eds.). (2021). Developmentally appropriate practice in early childhood programs serving children from birth through age 8 (4th ed.). National Association for the Education of Young Children.

Bruner, J. S. (1966). Toward a theory of instruction. Harvard University Press.

5Calvert, G. A., Spence, C., & Stein, B. E. (Eds.). (2004). The handbook of multisensory processes. MIT Press.

Hinebaugh, J. P. (2009). A board game education: How designer board games can be used in formal and informal learning settings. Rowman & Littlefield Education.

Lillard, A., & Else-Quest, N. (2006). Evaluating Montessori education. Science, 313(5795), 1893-1894. https://doi.org/10.1126/science.1132362

Ministry of Preschool Education of the Republic of Uzbekistan. (2020). National curriculum framework for preschool education. Government Press.

Montessori, M. (1967). The absorbent mind (C. A. Claremont, Trans.). Holt, Rinehart and Winston. (Original work published 1949)

Moyles, J. (2015). The excellence of play (4th ed.). Open University Press.

Piaget, J. (1952). The origins of intelligence in children (M. Cook, Trans.). International Universities Press.

Shams, L., & Seitz, A. R. (2008). Benefits of multisensory learning. Trends in Cognitive Sciences, 12(11), 411-417. https://doi.org/10.1016/j.tics.2008.07.006

Venger, L. A. (1988). The development of cognitive abilities in preschool age. Pedagogika Publishers. [In Russian: Развитие познавательных способностей в дошкольном возрасте]

Wilson, M. (2002). Six views of embodied cognition. Psychonomic Bulletin & Review, 9(4), 625-636. https://doi.org/10.3758/BF03196322

Zaporozhets, A. V. (1986). Selected psychological works (Vol. 1). Pedagogika Publishers. [In Russian: Избранные психологические труды]