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The relevance of research. The topic of education transformation is extremely relevant today, since in the last 10-20 years the approach to the role of preschool education (upbringing and education) of young children around the world has changed globally. As a result, many countries have revised approaches to preschool education, it has taken the place that this level of education deserves for the development of competitiveness of countries (Komarova, 2018). This forced the world community to reconsider its approaches to education and hold a series of congresses, conferences and symposiums dedicated to the transformation of national education systems. All the changes were the result of long-term (some were conducted since the 1960s) experiments and studies of educators and psychologists from different countries. Thus, today's transformation of the pedagogy of young children (from 0 to 8 years old) has become the result of largest scientific research (Komarova, Tishchenko, 2023). The article is devoted to the study of how the program documents changed in Russia and what studies preceded it. This is especially important today, when the program documents of the preschool education system have been radically changed three times over the past 10 years.

The purpose of the study: to present and analyze the logic of the emergence of various documents of the system of preschool education in Russia, in the creation of which great scientists were involved, what problems of preschool education and how they solved, how justified these decisions were for creating conditions for survival, upbringing and human development.

Description of the research progress. The study was based on the analysis of materials from four groups of sources. The first group consists of archival materials covering the period from 1900 to 1975, related to the activities of N.P. Sakulina and from 1908 to 2020, related to the activities of T.S. Komarova. Archival sources also include Reports of the Research Institute of Preschool Education of the Academy of Pedagogical Sciences on scientific activities prepared by T.S. Komarova as Deputy Director for Science of the Research Institute of Preschool Education for the USSR Academy of Sciences; records of T.S. Komarova about the stay of American psychologists, including Uri Bronfenbrenner at the International Psychological Congress in Moscow. The first group includes materials from meetings on the preparation of the Concept for the Development of the Preschool Education System (2022–2023) by I.I. Komarova. The second group consists of books and articles devoted to research on the history of the formation of the preschool education system in the Russian Empire, the Soviet Union and the Russian Federation. These materials were used earlier in the development of a course and a methodological manual for the State Academy of Education. The third group includes studies carried out by international research groups and international institutes on the formation of educational policy for young children (Komarova, Chabrova, 2022). This group also includes foreign dissertations devoted to the study of the Soviet experience after the publication of Bronfenbrenner's book on the Preschool Education Program in the USSR (Bronfenbrenner, 1976). The fourth group of sources is the program documents themselves, which regulate the state policy regarding preschool education and preschool education in Russia, from the middle of the 19th century to the present.

Research results. As a result of the study, material on the state of ECCE in Russia, its relationship with trends in various countries of the world was systematized. The analysis of sources allowed us to establish the continuity of different stages in the development of Russian preschool pedagogy and psychology, its orientation towards the scientific base and practical logic.

Conclusion. The world education system is changing before our eyes, and it is changing radically. The needs of these changes have been felt by most countries of the world. These changes lead to changes in educational policy, access to education, the emergence of new objects and subjects of education, the formation of a new structure of the sciences of education, pedagogy and psychology as scientific disciplines with their own assessment system, etc.

The relevance of the subject of the article. The topic of the transformation of education today is extremely relevant, since in the last 10–20 years the approach to the role of preschool education / Early Childhood Care and Education of young children around the world has changed globally. This forced the world community to reconsider its approaches to education and hold a series of congresses, conferences and symposiums dedicated to the transformation of national education systems (Komarova, 2018).

The article is devoted to the systematization of the data presented and discussed at the UNESCO World Conference in Uzbekistan, presented by 150 heads of state, ministers or representatives of ministries, heads of NGOs and international organizations in the field of early childhood education and upbringing.

The purpose of the study is to present and analyze the diversity of approaches of different countries to solving the problems of preschool education in order to create conditions for human survival and development that ensure sustainable development.

Description of the research progress. The authors analyzed the educational statistics of several groups of countries: post-Soviet countries; developing countries; developed countries; countries that have long used innovative approaches in the upbringing and education of young children, etc. The authors have published several reports on this topic (Karakchieva et al., 2022; Komarova, Chabrova, 2022). The data obtained earlier were compared with studies of certain aspects of preschool education and upbringing, developed by groups of scientists and aimed at concepts that are recognized as important in the current situation, for example, research on the neurophysiology of early childhood or the ecologization of childhood, etc. These data were also compared with those characteristics of the state of ECCE, which were given by the heads of state, ministers responsible for ECCE.

Research results. As a result of the study, material on the state of ECCE in various countries of the world, on further development directions was systematized.

Conclusion. The global education system is changing. The need for these changes has been felt by most countries in the world. These changes lead to changes in educational policy, access to education, the emergence of new objects and subjects of education, the formation of a new structure of the sciences of education, the formation of pedagogy and psychology as scientific disciplines with their own assessment system, etc.

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.