The period features a paradigm shift toward observation-driven, play-based learning in early childhood education, with inclusion and family-centered practice becoming core pillars. Professional development of preschool teachers and home-based intervention models broadened access and supported curricula that integrate cognitive and social-emotional goals through drama, play, and peer interactions. Methodologically, the era emphasized systematic play observation, child-centered assessment, and iterative curriculum design that prioritized real-world contexts and family engagement.