INTEGRATING FOREIGN EXPERIENCE INTO PRESCHOOL EDUCATION IN UZBEKISTAN: THE CASE OF JAPAN

The article analyzes the theoretical and practical foundations for integrating foreign experience into the preschool education system of Uzbekistan, using the example of Japan. It examines such approaches within the Japanese preschool education system as play-based learning, cooperation with families and the community, the integrated model of education and care, quality monitoring, and the professional development of pedagogical staff. Based on a comparative analysis of the legislative and strategic documents aimed at developing preschool education in Uzbekistan, the priority directions for adapting and implementing this experience in accordance with national conditions are substantiated. From a scientific perspective, the author emphasizes the necessity of not mechanically transferring foreign experience, but rather adapting it institutionally, culturally, and pedagogically.