IMPROVED METHODOLOGY FOR OVERCOMING LIMITATION CONDITIONS IN PRESCHOOL CHILDREN

Abstract

Preschool years represent a critical period for physical, cognitive, social, and emotional development. During this stage, children often encounter limitation conditions such as delayed speech, restricted motor abilities, difficulties in emotional regulation, and environmental barriers that hinder their growth. If left unaddressed, these limitations may negatively influence school readiness and long-term well-being. This paper explores improved methodologies for overcoming such limitations through a combination of developmental psychology, innovative pedagogy, therapeutic interventions, and family participation. Using a mixed-method approach that integrates literature review, observational studies, and case-based analysis, the study identifies effective strategies including play-based therapy, sensorimotor integration techniques, inclusive early education practices, and parent–teacher collaboration. The findings highlight that early, systematic, and culturally adapted interventions significantly enhance children’s developmental trajectories. The article concludes by proposing a framework for holistic and sustainable preschool education practices.