JAPAN AND UZBEKISTAN EARLY CHILDHOOD EDUCATION SYSTEMS: SIMILARITIES AND DIFFERENCES

Abstract

This article analyzes the early childhood education systems in Japan and Uzbekistan, focusing on their similarities and differences. Both countries aim to ensure the comprehensive development of children and prepare them for formal schooling, with play being a central pedagogical tool. Japanese early childhood education emphasizes independence, group collaboration, and active participation in daily routines, with educators acting as facilitators and observers. In contrast, the Uzbek system relies on a more structured approach guided by educators, with increasing attention to individualized learning and the integration of national and family values. Differences in organizational structure, pedagogical methods, discipline, and coverage are discussed, highlighting the cultural and historical factors shaping each system. The article concludes that while the goals of early childhood education in both countries are similar, the methods and approaches differ significantly, and ongoing reforms in Uzbekistan aim to incorporate international best practices, including insights from the Japanese model.