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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.

Parents, teachers and researchers are wondering how the digital and technological world affects young children between 0 and 6 years of age at home. This study aims to show the use they make of it, the characteristics of this use, and the relationship that children establish with technologies, as well as to find out whether there are rules for this use and who sets them. A mixed quantitative-qualitative methodology, using the “questionnaire on the use of technology at home”, semi-structured interviews, and analyses of Early Childhood Education Assemblies (ECEA), generated very significant results. For instance, despite the quick incorporation of tablets or video game consoles, TV is still the favorite device of the youngest population, followed closely by mobile phones. The results indicate that these children spend an average of 92 minutes per day watching TV. In addition, 92% of them have a tablet and spend an average of 60 minutes per day using a computer or a tablet. It can be concluded that children start accessing and using ICT at the age of two.

The article presents the results of a study on the integration of children’s reading and playing practices implemented within the framework of the Federal innovation platform – kindergarten No. 8 of the Central District of St. Petersburg on the topic “Designing Practices for the Education of Preschool Children in a Changing Sociocultural Situation”.

The aim of the study was to study the possibilities of enriching the practice of subject-role play of children in various age groups (3-7,5 years) as a result of testing the technology of productive reading when children get acquainted with the modern world bestseller of children’s literature, J. Donaldson “Snail and Whale”. It was found that the technology of productive reading has a high developing potential both for organizing children’s perception of the book and understanding its meaning, and for the natural display read in the conditions of play activity. The monitoring and quality analysis of playing activity of children 3-7,5 years revealed that the implementation of the technology of productive reading with preschool children allows, on the one hand, to consider the game as a way of interpreting literary works and on the other hand, to support the game based on the read.

The obtained results show that the implementation of the research plan contributed to the fact that the development indicators of the children’s game begin to approach the normative in the situation of the “zone of proximal development” and the further accumulation of play practice will contribute to the achievement of the normative indicators of the role-playing game in the “zone of the actual development of children”. It is also important that the reliance on the content and structure of the literary text allows the teacher to feel more confident in situations of play interaction with children, as an adult and a child interact in a single story context.

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.

The relevance of the study has been determined by necessity of actualization in modern conditions of development of non-public sector of early childhood education which will allow partially to solve problems of shortage of places in early childhood educational institution, will expand possibilities of realization by citizens of the right to accessible and qualitative education. In order to achieve the goal, the following methods have been used: content analysis of documents, the method of collecting and structuring information, the structural method of presentation of the material. The article analyzes the legal framework governing educational activities in early childhood educational institutions of the non-public sector. In this article, results of legal regulation of the relations connected with realization of educational programs of early childhood education and rendering of services on supervision and care of children of early childhood age by private educational organizations and individual businessmen are reflected.

The best Russian and international practices in the implementation of early childhood education programs, which scored the highest number of points according to the used criteria and indicators of analysis, are also presented: the legal framework for the provision of practice, the substantive justification of the availability and quality of early childhood education, methodological approaches to ensure accessibility and quality of early childhood education, description and analysis of existing practices to support the non-public sector in early childhood education, organizations.

It has been established that the development of a legal framework regulating the educational activities in a non-public sector of early childhood education institution and the usage of best Russian and international practices will make the non-public sector of early childhood education a powerful tool both in meeting parental demands for early childhood education and in eliminating the queue for enrollment into the early childhood education organizations.

The article discusses the results of the study of the emotional well-being of 6-7 years old children of kindergartens in Moscow. The data were obtained through a questionnaire survey of children and their parents using the supplemented Children’s Barometer methodology, consisting of 22 questions for a child and 8 questions for a parent. The study was attended by 151 parent-child couples; children from 15 groups of 5 different preschools. Emotional well-being is based on satisfying the needs of the child, both basic and essential for the age at hand, and essential for personal development including personal relevance, recognition in the group, autonomy and initiative. It was important for us to hear the “voice of the child”, attitude towards kindergarten, what makes child happy and discomforting. It was found that children of 6-7 years old can express their opinion and attitude to what is happening in kindergarten. Organized forms of activity are less interesting for children than free activity; there are discrepancies between children’s and adults’ assessment of issues important for the child; children remember conflicts in kindergarten and it is important for them how the teacher resolves the children’s conflict. The educational environment and style of interaction between adults and children in groups implementing different pedagogical systems influences children’s attitude towards kindergarten, which was shown in significant statistical differences.

Changes in the world’s education system and new conditions for the existence of the education system have radically affected the infrastructure of education institutions. Many legal acts, conferences, publications, etc. are devoted to its changes. Much less attention has been paid to such a crucial element of the education system, which sets spatial, substantive, aesthetic and programmatic norms of life activities, which is a link between education and the human community, as architecture. Teachers, speaking about the role of the environment in education, rarely pay attention to architecture. Nevertheless, the space of the kindergarten has a significant impact on the creation of the environment. In different historical periods, there were different views on where children should be, what kind of education they should receive and who should provide it. Depending on the era, the answers to these questions differed significantly. The author focuses on modern trends in the construction of kindergartens and schools, the risks that arise in the construction of standard buildings and shows what requirements should the space of a modern kindergarten meet, reveals how changes in education generate new trends in architecture.

This article analyzes the attitude of respondents to the profession of Early Childhood Education Teacher. Respondents were preschool teachers (n = 203) and parents of preschoolers (n = 706). The basis for the empirical study was the Kazan Center for Social and Humanitarian Education, which is being implemented within the framework of the experimental site of FEDI RANEPA. The study was conducted over September and October 2018. A questionnaire method was used to collect information. The research has shown that to be recognized as a professional, significant for the progressive development of society, the early childhood education teacher fulfills his/her social order, but is assessed by public opinion as a person who does not have the opportunity to rise to a high level in the social hierarchy. Despite the fact that the respondents, i.e. the teachers of early childhood educational institutions belong to the low-income strata of the Russian society and the absence of a high socio-economic status, their ideas about their profession are generally positive. The authors suggest that the positive interpretation of the external assessment of their profession by the respondents is a mechanism for conscious increase of professionalism. An early childhood education teacher is a creative profession and a positive self-esteem of the prestige of the work in the field of early childhood education work can be linked to the processes of self-actualization and self-realization. On the other hand, overestimated perceptions of the prestige of the profession help early childhood education teachers to form their symbolic capital.

Responding parents demonstrate trust in public early childhood educational institutions, which is defined by paternalistic orientation of parents in relations with teachers and administration of preschool educational institution and is interpreted by the authors as loyalty of respondents to government. The authors note that the prestige of the profession of an early childhood education teacher has different meanings for its bearers, for those who use educational services, and for society as a whole.

The article is devoted to the study of creativity of a teacher of preschool education. The aim of the research was to study the influence of motivating factors on the professional creativity of teachers. The developing subject-spatial environment was considered as the main indicator of the manifestation of creativity in the work of the teacher. Particular attention is paid to the influence of the transformation of the subject space

of the group on the creative development and change in the attitude of the teacher to professional activities. The developing subject-spatial environment of the kindergarten is viewed from several sides: as a product of the teacher’s creativity, as a place of interaction between the teacher and children, as an application area of ​​the teacher’s creative abilities.

The article was prepared on the basis of experimental research using questionnaires for teachers and monitoring their work. The study was conducted on the basis of two preschool institutions in the city of Ivanovo, Ivanovo Region. 16 teachers took part in the study. As a toolkit, scales for assessing the conditions of creative activity of children in independent activities and art classes were used. To study the changes in the sources of professional motivation of teachers, a questionnaire developed by D. Barbuto and R. Skoll was used. The study consisted of two stages, at each of which a new motivating factor was introduced. After each stage, the sources of teachers’ professional motivation were measured, the state of the group’s developing environment was assessed, and the interaction in the art class was chosen as the most creative type of educational activity. As motivating factors, a professional competition and the involvement of teachers in the work on the dissemination of experience were used.

The results of our study showed that the use of the mentioned motivating factors contributed to the launch of the creative cycle among teachers, which resulted in creative changes in the organization of the subject space of groups, improving the interaction of the teacher and children in the arts classes. Creative manifestations in the subject space and interaction with children were reflected in the motivational sphere of teachers.

Methodology. This paper presents the results of reflection on the assumptions for the development of science and practice of child-rearing based on the review of activities of the public movement on the organization of the early childhood education at the turn of the XIX and XX centuries.

Methods and organization of the study. The paper is based on the review of the records of the Early Childhood Education Department and the Museum of the Herzen State Pedagogical University of Russia and historical articles on the formation of the early childhood education. A narrative method has been used to highlight the activities of public movements in support of the early childhood education. The comparative method has been applied to identify the general activities of the public movement in the city of St. Petersburg in support of the initial child-rearing. A retrospective analysis revealed the assumptions for the development of the Russian system of the early childhood education.

Results. The activities of the following public movements have been described: the Movement for Promoting Initial Education (hereinafter the International Froebel Society, IFS), Movement for Early Childhood Education and Movement for Free Education. The ideas of teachers who are participants of various public movements standing by the creation of the system of national childhood education and setting standards for training specialists for work with children have been highlighted. The role of a public movement in the development of the theory and practice of the childhood education has been explained.

Conclusion. A review of the activities of the public movements in support of the childhood education helps to understand the basic assumptions for the development of academic insights related to the upbringing and development of a child and to reveal the traditions of national experience in preparing the kindergarten specialists that originated from the public movement at the turn of the XIX and XX centuries and which were crystallized in the activities of the Pedagogical Institute of Early Childhood Education.

This paper describes the contents and working techniques of the author’s Amares Naturkindergarten in Germany. The originality of this kindergarten lies in the absence of an educational program, in the participation of children in various serious activities and in the specific organization of the educational environment.

The characteristics of the body space environment have been presented, where, unlike the national tradition, the maintenance of order is not considered as a special value since the independent activity of children is not quiet compatible with the order and invariance of the environment. The priority of a safety for children, generally accepted for the kindergartens, a barrier against possible risks, have been replaced by a toughening up, a transfer to the child’s own concern about their safety.

The examples of a child activities, including the creation of feasible products (a museum, a garden, a piece of chalk, etc.), experimentation, household economic activities, and of course play have been described. The education and child-rearing have been included in various types of a child activities. There are no traditional studies in this kindergarten. The work of teachers has been focused not at the transfer of knowledge but at fostering the independence and creative orientation of a child. With the support of teachers, preschoolers practically do everything themselves, which contributes to the development of the most important personal qualities. The role of parents is particularly emphasized as they observe the children’s enthusiasm, actively help the kindergarten staff and defend their right to such a teaching practice which is ingenious for Germany.

In conclusion, the authors note that the methods of education used in Amares Naturkindergarten fully comply with the requirements of the Russian Federal State Standard for Early Childhood Education as they have been focused on the development of a child personality, the education of independence, initiative and responsibility.