THE ROLE OF FACILITATIVE PEDAGOGY IN DEVELOPING LITERACY COMPETENCE OF 5–6-YEAR-OLD CHILDREN

Facilitative pedagogy, which positions the teacher as a guide and co-learner rather than a direct instructor, plays a pivotal role in fostering emergent literacy skills among 5–6-year-old children during the critical preschool-to-kindergarten transition. This approach emphasizes child-centered interactions, guided play, responsive scaffolding, and meaningful dialogue to support oral language development, phonological awareness, print concepts, and early writing skills. Drawing on both international and Uzbek educational contexts, this article examines theoretical foundations, reviews relevant literature, outlines a mixed-methods study involving classroom observations and pre/post assessments, and presents findings demonstrating significant gains in literacy competence through facilitative practices. Results indicate that children exposed to facilitative strategies showed improved vocabulary, narrative skills, and print motivation compared to traditional didactic methods. The discussion highlights implications for teacher training, curriculum design in Uzbekistan’s evolving preschool system, and the integration of play-based learning. This research underscores facilitative pedagogy as an effective, developmentally appropriate framework for building strong literacy foundations.