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The contemporary world is nothing like it used to be just 10 years ago. The parameters of the new world are determined but not limited to the Fourth Industrial Revolution. This paper addresses the immediate term which defines the political outlook, medium-term forecasts (technological) and long-term forecasts (determined by changes in space scales). At some second and third level, as a rule, the education system in general and the system of the early childhood education, in particular, ceases to consider the changes taking place. Similarly, the process of digitalization is approached, which is suggested to be implemented in the near future. At the same time, there are certain regularities and correlations between various levels of forecasting so we have to consider their influence on the education system and its technological changes. The paper concludes that it is essential to reflect on all three levels of forecasts when developing educational policies, otherwise there is a risk of failure to provide education for children living in the Age of Fourth Industrial Revolution.