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The relevance of the subject of the article is due to the changes taking place in the world in the field of economy, management, resources, technologies, information, which could not but lead to the transformation of the education system. Today we are at the epicenter of this transformation, as evidenced by the 5th UNESCO Forum on Transformative Education for Sustainable Development, Global Citizenship, Health and Well-being. In the process of transformation, the participants in the educational process are changing: parents, teachers, preschoolers, kindergartens, pedagogical technologies, educational organizations. These processes are carried out in real time, and we are not always able to track and analyze them.

The purpose of the article is to show the results of a study of the transformation of museums from centers of storage of the tangible and intangible heritage of mankind, in the process of change, into non-formal and informal education centers with a set of educational tools and technologies peculiar to various types of museums, and the results of the impact of educational work of museums on children.

Research progress. The article presents the experience of museums as part of the modern process of preschool education based on the analysis of publications of researchers in the field of museum pedagogy. In the course of the research, publications of scientists were studied, both identifying and summarizing trends in the development of the educational activities of museums (for 1990-1999, and for 2000-2007), as well as individual works.

The results of the study show that the attention of museum teachers, especially in recent years, is directed to young children, for whom the museum becomes an alternative educational platform due to the resources that are already available in the museum and mastered as educational resources; due to programs based on museum and educational technologies to the greater willingness of museum teachers to implement new tools and technologies into their programs; by focusing on interactive forms of interaction; by involving the family more widely in museum activities, etc.

Conclusion. The current structure of education in the world is seriously destabilized due to the growing dissatisfaction with the results of the formal system, the lack of demand for trained personnel by the modern economy, the spread of informal forms of primary education and funding crises at the state and local levels. New horizons are being opened up by technological advances in communication, content sharing, and cultural expectations for access, empowerment, and personalization. A new era has begun, characterized by new economies based on various methods of sharing and using educational resources. In these conditions, the efforts of state educational policies are gradually turning to non-formal and informal education, the leaders of which is museums. This work should be taken into account at the state level today.

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.

Background. Digitalization has a profound psychosocial impact on young children; however, the dominance of Western educational models often ignores cultural specificities and the context of local communities, especially in rural Africa. Against the backdrop of growing digital inequality and the need to protect children’s psychosocial well-being, there is a pressing need to develop and implement culturally responsive approaches to early childhood education that draw on traditional African values, indigenous pedagogies, and community practices.

Objective. To explore the Afrocentric conceptualization of young children’s psychosocial well-being and digitalization practices within Cameroon’s community-based early childhood education system, and to substantiate the role of community preschool centers as an institution for protecting and supporting children in the digital age.

Methods. The study employs a set of theoretical methods: analysis of psychological and pedagogical literature, regulatory documents, and educational development strategies (drawing on the example of Cameroon and UNESCO international recommendations); comparative analysis of Western and Afrocentric pedagogical approaches; and a bioecological approach to examining the child’s developmental environment.

Results. A research gap concerning the influence of culturally conditioned beliefs and rural geography on the implementation of digital resources in the African context has been identified. The key characteristics of Afrocentric child development (holistic personality, communal learning, and learning through participation) have been analyzed. The effectiveness of the community preschool center model in Cameroon has been substantiated; these centers serve as an institutional buffer that balances digital interaction with traditional socio-emotional learning. The strengths of this model have been highlighted: a safe environment, close collaboration with local councils, a play-based curriculum, and an emphasis on health and nutrition. The necessity of moving away from the exclusive dominance of Western epistemologies toward documenting and integrating local indigenous practices has been demonstrated.

Conclusions. The community-based approach to early childhood education in Cameroon implements the principles of inclusion and cultural appropriateness, ensuring the protection of the psychosocial well-being of vulnerable groups of children (including refugees and children from poor families) in the context of digitalization. The key success factor and innovation is parental education and the involvement of parents in the upbringing process. For the sustainable development of early childhood systems in Africa, it is necessary to generate and promote indigenous research and pedagogical practices that reflect local value systems, rather than uncritically borrowing Western standards.

Background. Heritage games may offer culturally responsive ways to strengthen preschoolers’ meta-skills that support early mathematics and science learning, yet evidence from Central Asia is limited.

Objective. To examine whether a traditional Kazakh game, Asyk atu, improves metacognitive regulation and self-regulation behaviours in Kazakh-speaking preschoolers.

Sample. 108 children aged 5–6 years (66% girls; mean age 5.46 years) from four intact kindergarten groups in Almaty; the sample reflected the usual composition of classrooms.

Methods. Cluster pretest–posttest quasi-experiment (September 2024–May 2025); 101 children completed posttesting. The intervention included 72 teacher-led 30-min sessions twice weekly integrating explicit planning–monitoring–evaluation prompts into Asyk atu play, while comparison groups continued usual practice. Metacognitive regulation (0–24) was coded from a standardized play-based problem-solving task, and meta-understanding (0–8) from a four-item reflective interview.

Results. For 5-year-olds, metacognitive regulation increased from 10.6±3.4 to 15.07±3.0 in the intervention group versus 10.7±3.2 to 11.5±3.1 in the comparison group (Δ=3.67; p=0.018; d=0.78). For 6-year-olds, gains were 12.35±3.2 to 16.12±2.9 versus 12.4±3.1 to 13.0±3.0 (Δ=3.17; p=0.041; d=0.61). Meta-understanding improved in the intervention group, but between-group differences were not statistically significant.

Conclusion. A year-long, low-cost Asyk atu program embedded in routine preschool practice produced moderate-to-large improvements in observed metacognitive/self-regulation behaviours.

Background. In the context of the modern technological transformation of society and increasing demands on the quality of engineering and technical personnel, turning to historical and pedagogical experience is particularly important. The period of the 1920s and 1930s in Russia represents a unique stage in the development of the polytechnic education system, when the task of preparing the younger generation for work in the context of industrialization was first extended to the preschool level. An analysis of the genesis of this phenomenon allows us to identify productive ideas and practices relevant to solving modern problems of developing technical creativity and early career guidance for preschoolers.

Objective. To scientifically understand the concept and experience of polytechnic education for preschoolers in kindergartens in Russia in the 1920s and 1930s.

Methods. A retrospective analysis of the conceptual ideas of polytechnic education for preschoolers and the corresponding pedagogical experience in the context of their contribution to the development of the theory and practice of Russian preschool education and its application in modern conditions.

Results. The theoretical foundations of polytechnic education for preschoolers in the 1920s and 1930s are revealed, a systematized analysis of the diverse practical experiences of its implementation in Russian kindergartens is conducted, and the methods, tools, and organizational forms, as well as the challenges and achievements of the period under review, are identified.

Conclusions. The concept of polytechnic education in the 1920s and 1930s, despite its ideological bias, laid the foundation for developing preschoolers’ technical outlook, constructive thinking, and interest in transformative activities. Historical experience shows that the effectiveness of this approach was ensured by the integration of theoretical education with children’s practical activities, the connection of kindergarten with the industrial environment, and specialized teacher training. Freed from excessive ideological bias, this experience represents a valuable resource for modern practice. Its elements can be creatively rethought and applied in developing functional literacy and soft skills in preschoolers, as well as within the framework of introducing a STEM approach aimed at developing children’s research and constructive abilities.