Saudi Arabia has traditionally emphasized family-based learning and religious teachings in early childhood education. However, under Vision 2030, the country is undergoing significant educational reforms aimed at modernizing the sector and increasing access to early education. The government is focusing on improving school infrastructure, enhancing teacher training, and incorporating digital learning. These reforms emphasize critical thinking, problem-solving, and STEAM education while maintaining Islamic values. The introduction of kindergartens across the country aims to improve early literacy and numeracy skills.

Although early childhood education is not yet mandatory, the Saudi government recognizes its importance in preparing children for primary education. The Ministry of Education has launched initiatives to increase kindergarten enrollment and align its curriculum with international standards. Private sector involvement is also expanding, with international schools offering diverse curricula, including Montessori and IB (International Baccalaureate).

Challenges include limited accessibility in rural areas and the need for more trained educators. However, with continued investment and policy changes, Saudi Arabia aims to create a balanced early education system that integrates modern pedagogy with cultural and religious traditions.

サウジアラビアの幼児教育は、伝統的に家庭学習と宗教教育を中心として発展してきました。しかし、「ビジョン2030」のもとで、教育セクター全体の改革が進行中です。政府は学校インフラの整備、教員研修の充実、デジタル学習の導入を推進し、幼児期から批判的思考や問題解決能力を養うことを目指しています。

現在、幼児教育は義務教育ではありませんが、政府はその重要性を認識し、幼稚園の普及に取り組んでいます。教育省は国際基準に沿ったカリキュラムを開発し、幼児教育の普及率向上を図っています。また、モンテッソーリ教育や国際バカロレア（IB）など、多様な教育プログラムを提供する民間の幼稚園も増加しています。

課題としては、地方部での教育へのアクセスの制限や、十分な資格を持つ教員の不足が挙げられます。しかし、継続的な投資と政策改革により、サウジアラビアは伝統的な価値観を維持しつつ、現代的な教育手法を取り入れたバランスの取れた幼児教育システムの構築を目指しています。

Indonesia’s early childhood education system is primarily overseen by the Ministry of Education and Culture and the Ministry of Religious Affairs, which regulate both general and Islamic-based preschools. Early childhood education is not mandatory but serves as a preparatory stage for primary school. It includes Taman Bermain (playgroups for children aged 2–4) and Taman Kanak-Kanak (TK) (kindergartens for ages 4–6), divided into TK-A and TK-B levels.

Approximately 99.35% of kindergartens in Indonesia are privately operated, often run by religious or community organizations. The curriculum emphasizes social skills, early literacy, numeracy, and moral values, integrating play-based learning approaches.

The rise of EdTech platforms such as Ruangguru and Zenius has expanded access to preschool education through online learning. These platforms provide digital resources to enhance early childhood education, especially in remote areas.

Despite increasing participation, challenges remain, including unequal access to quality education and teacher training gaps. Government initiatives aim to expand early education programs, improve facilities, and integrate STEAM-based learning