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The relevance of the article. Relevance. In today’s rapidly developing world, where sustainability and environmental awareness have become major global issues, special attention should be paid to early childhood education and the promotion of sustainable values. One of the key tools in this process is high-quality children’s media content.

Research objectives. The article examines the importance of high-quality content in children’s media to promote sustainable values and improve early childhood development. The necessity of creating high-quality content in the media for young children is discussed, high-quality content is determined and evaluated, and how it can raise awareness and cause changes in social behavior is investigated.

Research progress. The article takes a case study approach and analyzes Kozalak Preschool, an animated series created by the author of the article that models sustainable practices and encourages children to connect with nature. The series, created as part of the Increasing Quality of and Access to Early Childhood Education Services Project (ECE) in Turkey and serves as an example of how quality content can promote sustainable behavior and support early childhood development.

Conclusions. High-quality content serves as a powerful tool for promoting sustainable development and shaping a more optimistic future. Through the integration of educational elements, positive role modeling, socio-emotional learning and an emphasis on environmental awareness, children’s media can help young minds become catalysts for change. By cultivating an understanding of sustainable development and strengthening commitment to environmental protection, high-quality content in children’s media can have a long-term impact on their development and inspire them to become active defenders of our planet.

Background. We are living in challenging times, with an urgent need for transformation that requires new and sustainable ways of living. Young children are exposed to these global challenges. This study responds to the need for further understanding of how education for sustainability (EfS) is being handled in early childhood education (ECE).

Objective. This study investigated ECE teachers in the process of implementing early childhood education for sustainability (ECEfS). This was initiated by the 2019 revised Swedish National Curriculum for the preschool, where education for sustainable development is included as an overall value and objective.

Design of study. The data presented in this article was obtained in May 2021. An initial questionnaire was emailed to all Ifous participants. One hundred fifty-three teachers (76.5%) responded. The intention of the questionnaire was twofold: first, to investigate what the teachers considered to be education for sustainability in ECE; and second, to scrutinize the teachers’ knowledge base, for the further planning of the research and development program. Content analysis was used to analyze the data.

Results. The findings of the study showed a tendency to describe education for sustainability as “business-as-usual” rather than treating EfS as a new field, and to contend that the teachers addressed EfS before it became a compulsory task in 2019. There were few connections made to the UN Sustainable Development Goals (2015) and to the ongoing pandemic. A common trend when describing the content and activities was to divide the content into three areas, following the three dimensions of sustainability. The teachers described the physical changes and pedagogical changes made after the revision of the national curriculum.

Conclusion. The teachers in the study were interested in EfS, and some articulated a longing for more knowledge about ECEfS and for transformative change. The teachers also showed the need for courage and professionalism to lead the way in finding the relevant content and activities for EfS. The teachers were struggling to find new ways to meet the demands from the governing documents especially during a planetary crisis.

This paper presents the results of the national research dedicated to the comprehensive study of the developing environment in early childhood educational organizations of the Republic of Uzbekistan. It also reveals the main directions of its study in the context of the conceptual ideas of the Public Curriculum of the Republic of Uzbekistan, identifies factors that can improve the quality of design of developing environment in early childhood educational organizations.

The purpose of the study was to analyze key indicators for assessing the quality of the developing of environment in early childhood organizations in Uzbekistan in the context of modernization of the early childhood education system of the Republic of Uzbekistan.

The main method of research is a comparative analysis of existing approaches to the design of the developing of environment of early childhood organizations in Uzbekistan. The subject of the analysis is a phenomenon of the environment, assessing the understanding of its significance and content for the development of early childhood and preschool children, and identifying key factors that determine its quality.

The results of the study contain a systematic analysis of the quality of the developing of environment of early childhood organizations in Uzbekistan, identify trends in changes in the understanding of the environment as a condition and means of development of children before school, and identify key parameters of the quality of the environment, consistent with cultural and historical values, national and regional traditions, features due to nature, climate, and the specifics of industrial life of the area.

The research makes it possible to identify existing practices in the design of development of the environment in early childhood educational organizations, to propose an artistic and aesthetic approach to the design and filling of the early childhood organization’s space, and to understand the characteristics of the development of the environment in regard of the national preschool education system, as well as identify its innovative trends.

Background. The growing problems in the upbringing and education of children, which are a global trend, require a more careful look, on the one hand, at the 1960s-80s, when most of the current problems did not exist, and, on the other hand, at the XXI century, where development problems are increasing, both in their “assortment” and in quantitative coverage of the younger generation.

Objective. To analyze the conditions and characteristics of preschool childhood in the 1960–80s. and critically correlate them with the characteristics of a given age period in the XXI century.

Methods. To achieve this goal, the following research methods were used: phenomenological method, symptomological approach, analysis, generalization, comparison.

Results. The conducted research made it possible to identify eight key conditions / characteristics of full-fledged living by children of the first seven years in the 1960s-80s, as well as to identify the nature of changes in these conditions in the XXI century, which become the causes of increasing development problems in the modern younger generation.

Conclusions. A critical examination of the conditions and characteristics of preschool childhood in the 1960s–80s. indicates that for the first time children had the opportunity to fully live out their first seven years, which is the basis for subsequent human development. The absence of wars and mass repression, social stability, safe space, children’s play culture, minimal involvement in the technological environment, healthy physical maturation became the conditions that allowed children to successfully move to the apprenticeship stage and effectively advance in their education in the early school years. Since the late 1980s., the designated conditions for full-fledged living by children in the first seven years of life began to come under attack. This is due both to negative changes in the geopolitical and environmental situation, and to the initiatives of adults who, ignoring age patterns, are intensively introducing early development methods, immersing children in the virtual world.