BO'LAJAK MAKTABGACHA TA'LIM PEDAGOGLARINI INKLYUZIV TA'LIM SHAROITIDA ISHLASHGA TAYYORLASH METODIKASINI TAKOMILLASHTIRISH

Abstract: This article comprehensively investigates the pedagogical infrastructure and advanced methodologies for developing inclusive professional competence among future preschool educators in Uzbekistan. Moving away from rigid theoretical instructions, the research evaluates an innovative training model anchored in simulated classroom tracks, contextual case-studies, and active peer collaboration. Utilizing a qualitative, descriptive action research framework, the paper analyzes the mitigation of students' professional adaptation barriers and emotional communication constraints in heterogeneous childhood environments. The qualitative results demonstrate that structured modular interventions systematically lower the affective filter of future educators, enhance their instructional flexibility, and strengthen their psychological readiness to support diverse childhood developmental profiles without experiencing cognitive overload.