Teacher-Centered and Child-Centered Methods in Early Childhood Education: Insights From Finland and Uzbekistan

This article examines teacher-centered and child-centered approaches in early childhood education in Uzbekistanand Finland. The aim of the study is to analyze the practical application of these methods and to explore the culturaland social factors influencing their implementation. A qualitative research methodology was applied, including semi-structuredinterviews with early childhood educators and in-depth case studies in preschool institutions of both countries. Thefindings 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 throughstructured 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 moreholistic approach to early childhood education. Recommendations include improving teacher training, supporting adaptivecurricula, and fostering learning environments that meet both academic and developmental needs of children