THE ROLE OF PLAY IN EARLY CHILDHOOD EDUCATION: A FINNISH PERSPECTIVE. HOW FINLAND INCORPORATES PLAY IN LEARNING, AND WHAT UZBEKISTAN CAN LEARN FROM IT.

Abstract

This article examines the important role of play in early childhood education by focusing on Finland’s successful education system and exploring what Uzbekistan can learn from it. In Finland, play is a central part of the early learning process, supported by a national curriculum that encourages children to learn through both free and guided play. This approach helps children develop skills in many areas, such as thinking, social interaction, emotions, and physical growth. On the other hand, Uzbekistan’s early childhood education system has traditionally focused more on academic skills, with less attention given to play due to cultural beliefs, limited teacher training, and fewer resources. Using a qualitative comparison of curriculum documents, research studies, and reports, this study highlights the main differences between the two countries in how they view and use play in preschool education. The findings suggest that Uzbekistan could improve its early education by including more play-based learning. The article ends with suggestions for changes in curriculum, teacher education, and public awareness to create a learning environment that values play and supports children’s overall development.