In the years of independence, the educational system and education of a competent generation in the republic became the main priorities of the state policy. Improving the activities of pre-school education organizations serves as a basis for the effectiveness of activities in this field of education. According to the Decree No. PF-5198 dated September 30 , 2017 of the President of the Republic of Uzbekistan Sh . Mirziyoy , preschool education is the primary link of the continuous education system. Being considered as a child, it is very important in raising a healthy and well-rounded child and preparing him for school.

concept of development of the preschool education system of the Republic of Uzbekistan until 2030 ( hereinafter - the Concept ) of the President of the Republic of Uzbekistan on September 30 , 2018 "On measures to improve the management of the preschool education system" No. PQ-3955 was developed in order to implement the decision, and complex measures for the development of the preschool education system until 2030 includes. The decision of the President of the Republic of Uzbekistan to approve the concept of development of the preschool education system until 2030 was adopted .

В качестве первого звена системы непрерывного образования в нашей стране определяются работа и приоритетные направления по дальнейшему совершенствованию системы дошкольного образования. Мы знаем, что сегодня делается упор на равные права в образовании семей с особыми потребностями и их детей-инвалидов, их социализации в обществе. В то время, когда сфера образования стремительно развивается, продвигается работа, направленная на интеграцию образования детей с особыми потребностями и инклюзивного образования. Семьи с особыми потребностями, дети с ограниченными возможностями и эффективная реализация инклюзивного образования в обществе, недаром первое звено непрерывного образования начинается с дошкольного образования. В дошкольных образовательных организациях продвигаются вопросы приема детей с особыми потребностями и ограниченными возможностями, оздоровления и обучения их наравне со здоровыми детьми.

Education has become one of the indispensable and most important parts of our life, therefore, every country should pay great attention to education from infancy to adulthood. It serves to make the citizens of the country mature and capable in all aspects. The stage of preschool education, which is considered the initial level of education, is organized in different ways in each country. In this article, we will study the system of preschool education in the Russian Federation and Japan. Specific aspects of the educational system of two different countries are mentioned.

This thesis highlights the shortcomings of the preschool education system in Uzbekistan. At the end of the thesis, it is mentioned about the work being done to eliminate the shortcomings. 

Improving the quality and efficiency of the education system in the country, the formation of modern knowledge and skills of preschoolers, close cooperation and integration between the education system and science, the integration of education and systematic work to ensure continuity.

This article provides a comparative analysis of the preschool education system in different countries. The tasks set by the Western education system for pedagogy will be considered; they are based on a situational approach to the organization of the educational process, which orients pedagogy to the life situations that arise in children, thereby conducting training that is close to real life. The main characteristics of the situational approach are: complete interaction between play and the child’s learning. Based on the situational analysis, the learning process is planned.

This article provides a scientific overview of the physical education of preschool children, combining it with physical education from an early age, which is the basis for healthy and energetic growth of children. In this article the process of preschool education, the ways of proper organization of physical education in children and the principles used in the training are described.

The article examines the mechanisms of improving the inclusive education system in our country and the problems of professional competence of pedagogues in this field. Also, the specific features of working with children with special needs in the inclusive education system are highlighted on the example of foreign countries.

In this article, the pre-school education system is further improved as an important link of the integrated continuous education system, and modern educational programs and technologies that develop children intellectually, spiritually, aesthetically and physically are introduced into the educational process. In order to radically increase the level of their school readiness, the process of development of the child's self-awareness and motivational sphere, as well as emotion and its development, are described.

This article examines the scientific and theoretical foundations of decision-making in the management of preschool educational institutions under conditions of risk and uncertainty. Particular attention is given to the assessment and minimization of risk, the role of innovative approaches, collective decision-making, as well as the importance of monitoring and evaluation systems. The study emphasizes that the effectiveness of managerial decisions largely depends on the leader’s professional competence, strategic thinking ability, and readiness to apply modern management methods. It is argued that correct decision-making not only improves internal management processes but also ensures the quality of education, the holistic development of children, and the long-term sustainability of the education system.