The Pedagogical Role of An Integrative Approach in Reducing the Risk of Internal Self-Regulation Disorders Among Preschool Children
DOI:
https://doi.org/10.55640/eijp-06-06-18Keywords:
Integrative approach, internal self-regulation, self-regulation disordersAbstract
This article explores the pedagogical role of an integrative approach in reducing the risk of internal self-regulation disorders among preschool children. The study emphasizes the significance of preschool age as a sensitive developmental stage during which emotional, behavioral, and social regulation mechanisms are actively formed. Particular attention is given to understanding the factors that may contribute to difficulties in internal self-regulation and identifying educational opportunities for their prevention within preschool settings.
The research examines the theoretical and pedagogical foundations of applying integrative educational approaches aimed at supporting children’s balanced development. The study argues that integrating emotional, cognitive, communicative, and behavioral learning experiences creates favorable conditions for strengthening self-regulatory capacities and promoting adaptive child behavior.
Special consideration is given to the role of educators and educational environments in facilitating emotional stability, self-management, constructive interaction, and social adaptation. The findings suggest that systematic implementation of integrative pedagogical practices contributes to lowering the risk of internal self-regulation disorders, supports children’s psychological well-being, and enhances readiness for future educational experiences.
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Copyright (c) 2026 Mohidilkhon S. Jo‘rayeva
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