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This paper presents the results of the national research dedicated to the comprehensive study of the developing environment in early childhood educational organizations of the Republic of Uzbekistan. It also reveals the main directions of its study in the context of the conceptual ideas of the Public Curriculum of the Republic of Uzbekistan, identifies factors that can improve the quality of design of developing environment in early childhood educational organizations.

The purpose of the study was to analyze key indicators for assessing the quality of the developing of environment in early childhood organizations in Uzbekistan in the context of modernization of the early childhood education system of the Republic of Uzbekistan.

The main method of research is a comparative analysis of existing approaches to the design of the developing of environment of early childhood organizations in Uzbekistan. The subject of the analysis is a phenomenon of the environment, assessing the understanding of its significance and content for the development of early childhood and preschool children, and identifying key factors that determine its quality.

The results of the study contain a systematic analysis of the quality of the developing of environment of early childhood organizations in Uzbekistan, identify trends in changes in the understanding of the environment as a condition and means of development of children before school, and identify key parameters of the quality of the environment, consistent with cultural and historical values, national and regional traditions, features due to nature, climate, and the specifics of industrial life of the area.

The research makes it possible to identify existing practices in the design of development of the environment in early childhood educational organizations, to propose an artistic and aesthetic approach to the design and filling of the early childhood organization’s space, and to understand the characteristics of the development of the environment in regard of the national preschool education system, as well as identify its innovative trends.

The relevance of the study has been determined by necessity of actualization in modern conditions of development of non-public sector of early childhood education which will allow partially to solve problems of shortage of places in early childhood educational institution, will expand possibilities of realization by citizens of the right to accessible and qualitative education. In order to achieve the goal, the following methods have been used: content analysis of documents, the method of collecting and structuring information, the structural method of presentation of the material. The article analyzes the legal framework governing educational activities in early childhood educational institutions of the non-public sector. In this article, results of legal regulation of the relations connected with realization of educational programs of early childhood education and rendering of services on supervision and care of children of early childhood age by private educational organizations and individual businessmen are reflected.

The best Russian and international practices in the implementation of early childhood education programs, which scored the highest number of points according to the used criteria and indicators of analysis, are also presented: the legal framework for the provision of practice, the substantive justification of the availability and quality of early childhood education, methodological approaches to ensure accessibility and quality of early childhood education, description and analysis of existing practices to support the non-public sector in early childhood education, organizations.

It has been established that the development of a legal framework regulating the educational activities in a non-public sector of early childhood education institution and the usage of best Russian and international practices will make the non-public sector of early childhood education a powerful tool both in meeting parental demands for early childhood education and in eliminating the queue for enrollment into the early childhood education organizations.

This paper addresses the problem of development of giftedness of young children. Early childhood age, viewed from the perspective of talent, is one of the priorities for the world’s pedagogical and psychological science. At the same time, in Russia, most of the concepts of giftedness are focused on other levels of education, including the current Concept of the National System for Identification and Development of Young Talents. The Government of the Republic of Sakha (Yakutia) has always been focused on the development of children’s and young people’s talents. Its new vector is the early development of children’s giftedness, starting from early childhood age. The pilot project involves 107 early childhood institutions and 14 primary schools in Yakutia. All subjects of the educational model take part in the support of gifted children: parents, educators, tutor’s assistants, specialists and administration of preschool institutions, children and social partners. The work with children’s talent is based on the idea that five pillars of education, i.e. music, chess, drawing, languages and sports that should become the basis for education of human talent. Early childhood organizations create conditions for mass manifestation of children’s abilities across different areas, which allow to count on the manifestation of hidden or potential giftedness as a result of certain volitional qualities and awakened interest in any kind of activity. Each educational organization builds its own educational model of work according to this concept. The author of the article analyzes the work performed, which is based on the principles of consistency, openness and cultural congruence. Implementation of these principles allows the child to develop its intellectual and creative potential.

Methodology. This paper presents the results of reflection on the assumptions for the development of science and practice of child-rearing based on the review of activities of the public movement on the organization of the early childhood education at the turn of the XIX and XX centuries.

Methods and organization of the study. The paper is based on the review of the records of the Early Childhood Education Department and the Museum of the Herzen State Pedagogical University of Russia and historical articles on the formation of the early childhood education. A narrative method has been used to highlight the activities of public movements in support of the early childhood education. The comparative method has been applied to identify the general activities of the public movement in the city of St. Petersburg in support of the initial child-rearing. A retrospective analysis revealed the assumptions for the development of the Russian system of the early childhood education.

Results. The activities of the following public movements have been described: the Movement for Promoting Initial Education (hereinafter the International Froebel Society, IFS), Movement for Early Childhood Education and Movement for Free Education. The ideas of teachers who are participants of various public movements standing by the creation of the system of national childhood education and setting standards for training specialists for work with children have been highlighted. The role of a public movement in the development of the theory and practice of the childhood education has been explained.

Conclusion. A review of the activities of the public movements in support of the childhood education helps to understand the basic assumptions for the development of academic insights related to the upbringing and development of a child and to reveal the traditions of national experience in preparing the kindergarten specialists that originated from the public movement at the turn of the XIX and XX centuries and which were crystallized in the activities of the Pedagogical Institute of Early Childhood Education.

Problem. The provision of preschool education to citizens is one of the most important directions of social policy of Russia. The main problem which needs to be addressed is the shortage of places in preschool organizations, especially for children under three, and overcrowded preschool groups.

The aim of the study is to determine the place of the South Federal District regions in the national rating of regions according to the degree of development in preschool education. The key indicators included in the rating are the scope and security of the children in preschool education, the fullness of groups, and the quality of facilities and teaching staff. The author uses the official data from 2016and compares the results with previous research of other authors in 2012. In addition to the official data the author uses the national Russian survey “Comprehensive survey of living conditions of the population” conducted in 2014, which reveals the satisfaction of citizens with children in different regions of the South Federal District with preschool education.

The results of the study indicate a low quality of preschool education in the regions of the South Federal District. The worst indicators in particular are the low enrollment of children into preschool organizations and at the same time overcrowded groups in the existing institutions. Despite the obvious positive results of the modernization program for preschool education in the district, the regions still lag behind the average for the country’s. The stumbling block on the way to an improvement of the system is the settlement system in the district which is characterized by a low urbanization rate, lack of middle size cities and the prevalence of one large main city per region, where the majority of kindergartens are concentrated. The author also analyses the trends in this market and opportunities for private education in the examined regions.

Conclusion. One of the ways of solving the problem of preschool education is the support of nongovernmental educational organizations and the development of a public-private partnership. This could not only increase the availability of preschool education, but could also create new jobs for young mothers. Experiences in other countries demonstrate that this strategy works most efficiently in rural remote areas, which is particularly relevant for regions of South Federal District.

The article describes the main areas of the formation of educational development in the Astrakhan province during nineteenth - early twentieth century, the relationship of history of the region with the development of education in Russia. Authors describe the role of religion in the development of public education. Attention is given to the development of education among the various nationalities of Astrakhan - Tatars, Kazakhs and Kalmyks. The authors concluded that the system of early childhood care and education, regardless of their ethnic origin was aimed at initial socialization of children, teaching them the skills to communicate with their peers as well as solving the problem of employment of their parents. It is concluded that in the development of pre-school education the role of ethno-religious dimension is large enough, but it is insignificant.