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Relevance of the article. The topic of digital transformation is extremely relevant today, but its use in relation to young children, that is, from 0 to 8 years old, always raises many questions from those who are responsible for their health and development. Representatives of science adhere to diametrically opposite points of view on this problem. Some believe that technology harms children, others believe that since humanity has received a similar direction in development, despite the negative impact of digital transformation, its use is inevitable and children will have to immerse themselves in the world of technology. To answer the question of what is right and what is not, we have to understand in detail the processes taking place. However, the topic of digital transformation, the adoption of the Digital Transformation of Education program forces us to take urgent measures that are not always justified. Serious research is required to substantiate them.

The purpose of the study is to identify the manifestations of digital transformation in preschool organizations and systematize them, taking into account: the main directions of development of digital technologies that are used in the upbringing and education of small kids; research on children’s behavior, their physical condition, the development of cognitive and non-cognitive abilities depending on digital technologies; changing children’s preferences in the use of digital technologies depending on the digital transformation of society.

Description of the research progress. The research of information technologies has been conducted since 2000 and consisted in constant monitoring of foreign and Russian legislation on this topic, translation of publications, correspondence with authors, clarification of details.

The results of the study. As a result of the research, material was collected from surveys conducted by various foundations and universities on the use of new technologies by children.

Conclusion. At the present stage of development, the range of digital technologies that children use from an early age has greatly expanded. The approaches of the education system and the parent community have not changed. The threats that technology brings with it and that researchers and society have seen and recorded before have changed a lot.

The article deals with the immediate prospects for those teachers employed in children public organizations (CPO) in the context of implementing the Federal Preschool Educational Standard for the education of disabled infant and young children with various developmental disorders. It presents practiceoriented materials designed to help CPO educators in their work with special needs children in infant and early ages. Some infants and young children with developmental deviations have not been diagnosed as yet and neither have the peculiarities of their deviant development been identified. This has had a negative impact on their development in leaving out sensitive and favorable periods for leveling off their development. CPO teachers working in infant and young children groups may be the first to reveal such children’s individual characteristics and special educational needs. They are in a position to choose a differentiated approach to organizing the type of interaction these children require. The main objective of this article is to help a preschool teacher to acquaint oneself with the organization and content of the psychological and pedagogical corrective educational process in regard to physically challenged infant and young children in CPOs.