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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.