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This article is devoted to the changes taking place in ethnopedagogy, as a section of pedagogical science, under the influence of changes in economics, management, technology, philosophy, science, education, etc. Ethnopedagogy is a science that studies the existing experience of ethnic groups in the upbringing and education of children.

The subject of ethnopedagogy is the people, whose self-development is carried out through the self-organization of the ethnos and the organization of national education. The modern world poses such questions to society that are the object of ethnopedagogy: the growing problems of migrants and their interaction with the indigenous population; the problems of weakening communication in the form in which they led to human development, and how this should affect the further development of our species; patterns in the development of the brain and their relationship with the formation of a person and a tribe; family problems that often lie in our past, etc.

The formed structure of ethnopedagogy as a science is undergoing significant changes today. Its constituent sections are increasing, new ones are appearing, such as paleogenetics, paleoanthropology, evolutionary psychology, and many others. Modern pedagogy needs to update ethnopedagogical knowledge. This is an important part of the overall transformation of education.

Embracing a wide gamut of pedagogical knowledge and experience and practiced on a daily basis through works of folk art, traditions, customs, children’s games and toys, folk pedagogy contributes to the solution of issues related to physical education and development of preschool children. The article considers the possibilities of using traditional pedagogy in the process of physical education for preschool children. Special attention is paid to folk outdoor games that stimulate children’s motor and speech activity. Skill acquisition in playing action-oriented games contributes to the formation of a value approach to a healthy lifestyle and that of self-regulation in a child’s motor sector. The author provides specific examples and recommendations on using outdoor games when working with preschool children.