Comparative Examination of Preschool Education Curricula in Germany, Finland, Norway, South Korea, Türkiye, and the Turkish Republic of Northern Cyprus

The aim of this study is to conduct a comparative analysis of preschool education programs in the Turkish Republic of Northern Cyprus (TRNC), Türkiye, Germany, Finland, Norway, and South Korea. The study examines the philosophical foundations, pedagogical approaches, structure and organization of learning areas, developmental domains and learning outcomes, teacher roles, family involvement, use of technology, and assessment approaches within these programs. The research was designed as a qualitative study employing the document analysis method. The data sources consist of the most recent official preschool education curricula of the selected countries, as well as relevant scholarly literature. The data were analyzed using a content analysis framework developed in accordance with the research questions.
Findings indicate that all examined countries prioritize child-centered approaches, play-based learning, and a holistic view of child development in their preschool education programs. However, significant differences were identified in terms of philosophical orientations and structural organization. In Germany, the Froebelian tradition and social pedagogy are prominent, whereas Finland and Norway emphasize child rights, inclusivity, well-being, and democratic participation within a welfare-state framework. Norway is further distinguished by its strong focus on nature-based learning and sustainability. In South Korea, the Nuri Curriculum integrates education and care within a unified structure. In Türkiye and the TRNC, an eclectic, child-centered, and play-based approach is adopted. Regarding the organization of learning areas, Finland and Norway demonstrate transversal and integrated structures, while Türkiye and the TRNC adopt more flexible and mixed models. In terms of assessment practices, all countries favor process-oriented approaches; however, child participation and pedagogical documentation are more prominent in Finland and Norway.
In conclusion, preschool education programs worldwide are evolving toward a child-centered, play-based, and holistic developmental paradigm. Nevertheless, each country adapts this paradigm according to its own historical, cultural, and educational policy contexts. It is suggested that Türkiye and the TRNC, while aligned with international trends, could further enhance their programs by strengthening child participation, family–school collaboration, technology integration, nature-based learning, and participatory assessment practices.

Preschool education, early childhood education

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