This article provides a comparative analysis of the development characteristics of preschool education systems in Uzbekistan, Japan, and Finland. The study focuses particularly on the conditions of education and upbringing in preschool education institutions, the age-related and individual characteristics of children, the content of the pedagogical process, teacher-child relationships, the importance of play-based activities, and cooperation with parents. In Uzbekistan, large-scale reforms are being implemented to modernize the preschool education system, increase the coverage of children with preschool education, and create a modern educational environment. In Japan, particular emphasis is placed on developing children’s independence, collectivism, discipline, self-care skills, and social responsibility. In Finland’s preschool education system, the key principles include respect for children’s rights, ensuring their well-being, individual development, learning through play, and supporting children’s personal interests. The findings of the study demonstrate the potential for applying the best practices of these countries to further improve the preschool education system in Uzbekistan.

preschool education, early childhood education, preschool child, child, pedagogue, teacher, educational environment, play-based activities, independence, collectivism, individual approach, Uzbekistan, Japan, Finland.

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