This article provides a comparative pedagogical analysis of the preschool education systems in Uzbekistan and Finland, focusing on the balance between state standards and child freedom. In particular, it examines the structural and methodological features of Uzbekistan’s “First Step” state curriculum, which implements competency-based and child-centered approaches, in comparison with the Finnish early childhood education and care (ECEC) model. The study highlights how the Finnish model prioritizes outdoor play, holistic development, and individual learning plans over academic rigor. Conversely, the Uzbek model, while adapting international best practices, still maintains a structured approach toward school readiness. Based on this conceptual comparison, a structural model is presented, and recommendations are formulated to enrich national preschool practices by integrating elements of Finnish pedagogical freedom.
Standards and Freedom in Preschool Education: The Model of Uzbekistan And Finland
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