SCIENTIFIC AND METHODOLOGICAL FOUNDATIONS OF THE DEVELOPMENT OF ATTENTION AND MEMORY PROCESSES IN PRESCHOOL CHILDREN THROUGH MOTOR ACTIVITY

Abstract

This article explores the scientific and methodological foundations for developing attention and memory processes in preschool children through activity-based learning. Based on a comprehensive analysis of national and international research, the study highlights the importance of structured play, interactive tasks, and cognitive exercises in early childhood education. Using empirical data from Uzbekistan’s “Ilk Qadam” curriculum reforms and supplemental pedagogical interventions, the study demonstrates that activity-centered methodologies significantly improve cognitive functions—specifically attention span and memory retention—among children aged 3 to 6. The research employed a mixed-methods approach, integrating experimental trials, observation protocols, and psychometric assessments, resulting in statistically significant improvements (up to 25% in attention and 20% in memory) over a 6-month intervention period. The findings support a predictive model suggesting that widespread adoption of activity-based learning could enhance preschool cognitive outcomes by 30% within five years. The article concludes that early intervention using developmentally appropriate, activity-driven strategies is critical for shaping children's future academic and behavioral success.