Teacher-Centered and Child-Centered Methods in Early Childhood Education: Insights From Finland and Uzbekistan
DOI:
https://doi.org/10.5281/zenodo.17296806Ключевые слова:
Early childhood education; Teacher-centered approach; Child-centered approach; Comparative education; Uzbekistan; Finland; Holistic education; Preschool pedagogyАннотация
This article examines teacher-centered and child-centered approaches in early childhood education in Uzbekistan
and Finland. The aim of the study is to analyze the practical application of these methods and to explore the cultural
and social factors influencing their implementation. A qualitative research methodology was applied, including semi-structured
interviews with early childhood educators and in-depth case studies in preschool institutions of both countries. The
findings reveal significant differences in educational philosophy, classroom dynamics, and the role of teachers. In Uzbekistan,
early childhood education is largely teacher-centered, focusing on preparing children for academic skills through
structured activities. Conversely, Finland adopts a child-centered approach, encouraging learning through play, autonomy,
and emotional support. The study concludes that integrating the strengths of both pedagogical models can provide a more
holistic approach to early childhood education. Recommendations include improving teacher training, supporting adaptive
curricula, and fostering learning environments that meet both academic and developmental needs of children
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