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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.

The purpose of the article is to show the results of a study on the diagnosis and development of historical memory among future teachers of preschool organizations studying in Russian regions with state national-Russian bilingualism. The empirical basis of the study was the pedagogical departments of the universities of Tatarstan, Chuvashia, and Mari El. In the course of diagnosing the level of development of historical memory among future teachers, it was found that more than half of them do not have historical memory, a third of students admit that they are not ready to form historical memory in their future students in educational institutions, many have a poor understanding of events that have historical significance for the country are lost in the concepts of a large and small Motherland characteristic of a bilingual environment.

The problem is that universities practically do not conduct diagnostic monitoring of the development of historical memory; many teachers ignore these issues when students master worldview and communication modules; there is no effective strategy for the formation of historical memory as a basic basis for the education of patriotism and citizenship in classes in the disciplines of the general cultural block. In total, 1886 students and 12 university teachers took part in experiments (diagnostic and formative) over 5 years (2019–2023).

The research methods used were questionnaires, testing, pedagogical observation, pedagogical experiment, generalization of research results at interregional scientific and practical conferences, and mathematical data processing.

The main results of the study were problem areas in the formation (unformation) of students’ historical memory in the conditions of state national-Russian bilingualism, a pedagogical strategy for the development of historical memory in the process of mastering the disciplines of the general cultural block, and methodological recommendations for the formation of historical memory in bilingual regions.

Conclusions. In universities with state national-Russian bilingualism, it is necessary to carry out diagnostic monitoring of the development of students’ historical memory, identify problem areas of this development, and design pedagogical strategies for patriotic education based on the data obtained. Promising areas of pedagogical research can be models, technologies, means of forming historical memory when mastering disciplines of both general cultural and professional blocks, as well as the formation of historical memory in the conditions of scientific research or teaching practice.