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Background. Monitoring the labor market in the field of education makes it possible to timely identify the needs of employers in teaching and management personnel, analyze the demand for professions, the functional workload of employees, identify areas of shortage and inefficient use of personnel, and investigate the impact of various economic and social factors on changes in the content of labor. Analysis of the monitoring results contributes to the preparation of conceptual solutions in the framework of the implementation of strategic objectives for the development of preschool education.

Objective. To analyze the results of monitoring the labor market in preschool education and offer recommendations for optimizing professional activities and improving the mechanisms for the professional development of preschool education workers.

Sample. The study involved 46.766 employees of the preschool education system from 81 subjects of the Russian Federation.

Methods. The following methods were used in the study: online survey, calculation of descriptive statistics, factorial (exploratory) analysis, correlation analysis according to Charles Spearman, Mann-Whitney U-test.

Results. The degree of satisfaction of preschool education workers with working conditions was determined, as a result of the analysis of the functional load of educators, the frequency of their performance of certain labor functions was established, additional, redundant and duplicating labor functions of educators were identified, the need of the preschool education system for new qualifications was clarified, factors influencing the passage of advanced training by educators were highlighted.

Conclusions. The results of the analysis are of key importance for predicting the labor market needs in the field of preschool education for new qualifications and timely solving the identified systemic problems in this area — eliminating excessive functional load of specialists and duplication of labor functions.

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.

In this paper, a number of topical issues for contemporary Russian early childhood education are considered. These topical issues have been connected with implementation of the Federal State Standard of Early Childhood Education (hereinafter – the Standard); preparation of specialists in the sphere of early childhood education; creation of subject and spatial environment. The subject of standardization has been the relations in the field of education, arising from the implementation of the educational program of early childhood education. The main purpose of educational activities regulated by the Standard is the development of personality, motivation and abilities of children in various activities and achievement of targets of early childhood education. The reports of the departmental ministry testify to the favorable situation in all main spheres including writing the principal educational programs, training specialists in the sphere of early childhood education, creation of subject and spatial environment. The authors analyzed the changes that have occurred in early childhood education since the introduction of the Standard and showed that the reforms in the field of domestic early childhood education are far from being completed. The main reason for this situation is that the text of the Standard does not contain substantive characteristics of early childhood education, which could be used as a guideline for writing educational programs and designing the subject and spatial environment.

This article argues for a turn in early years policy towards more serious attention to the emotional dimensions of nursery organisation and practice. The article describes three developing bodies of research on emotion in nursery, each taking a different theoretical perspective. The central argument of the article is that these three bodies of research converge in their findings on the importance of staff feeling cared about and understood in enabling staff to more effective in thinking about and responding to the individual children with whom they work. The article illustrates how emotion might be taken more seriously through reference to a number of developing practical initiatives arising from these bodies of work.

The author deals with events held in the school program of compulsory and extracurricular activities, which are aimed at fostering modern school interest in traditional Ukrainian culture. The article examines how the state seeks to revive the customs and rituals of its own country through education in an attempt to instill love for national traditions in the younger generation. An important step towards the revival of traditional Ukrainian culture today is to create an environment permeated with the Ukrainian language and to promote its further spread. Attention is drawn to the viewpoints of the authors of literature textbooks for Ukrainian schools who make a special point of emphasizing the importance of the Ukrainian people and the Ukrainian lands in the historical context, in the making of the first forms of national statehood. The article highlights a significant number of additional activities designed to draw attention to cultural heritage of Ukrain.

Russia is a multinational state, with a population of about 180 self-defined ethnic groups. During 1990-s the revival of ethnic consciousness of the population took place. The article addresses the issue of the formation of ethno-cultural and inter-ethnic relations based on the principles of equality and self-determination of peoples, their political and legal security, strengthening common to all peoples norms and values of tolerant behavior. The author focuses on the positive experience of regulation of interethnic relations in Russia, presents activities carried out by the Department of the National Policy, Inter-Regional Relations and Tourism of the City of Moscow Government. Particular attention is paid to the round table “The formation of a unified civil identity of preschool-age children, taking into account different national and cultural traditions of family education”, held in the framework of the V Anniversary International Scientific and Practical Conference “Early Childhood Care and Education.” Discussion at the round table showed how urgent and complicated issues of cooperation between nations are and how important it is to translate the positive experience of intercultural interaction.