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Background. We are living in challenging times, with an urgent need for transformation that requires new and sustainable ways of living. Young children are exposed to these global challenges. This study responds to the need for further understanding of how education for sustainability (EfS) is being handled in early childhood education (ECE).

Objective. This study investigated ECE teachers in the process of implementing early childhood education for sustainability (ECEfS). This was initiated by the 2019 revised Swedish National Curriculum for the preschool, where education for sustainable development is included as an overall value and objective.

Design of study. The data presented in this article was obtained in May 2021. An initial questionnaire was emailed to all Ifous participants. One hundred fifty-three teachers (76.5%) responded. The intention of the questionnaire was twofold: first, to investigate what the teachers considered to be education for sustainability in ECE; and second, to scrutinize the teachers’ knowledge base, for the further planning of the research and development program. Content analysis was used to analyze the data.

Results. The findings of the study showed a tendency to describe education for sustainability as “business-as-usual” rather than treating EfS as a new field, and to contend that the teachers addressed EfS before it became a compulsory task in 2019. There were few connections made to the UN Sustainable Development Goals (2015) and to the ongoing pandemic. A common trend when describing the content and activities was to divide the content into three areas, following the three dimensions of sustainability. The teachers described the physical changes and pedagogical changes made after the revision of the national curriculum.

Conclusion. The teachers in the study were interested in EfS, and some articulated a longing for more knowledge about ECEfS and for transformative change. The teachers also showed the need for courage and professionalism to lead the way in finding the relevant content and activities for EfS. The teachers were struggling to find new ways to meet the demands from the governing documents especially during a planetary crisis.

This article analyzes the attitude of respondents to the profession of Early Childhood Education Teacher. Respondents were preschool teachers (n = 203) and parents of preschoolers (n = 706). The basis for the empirical study was the Kazan Center for Social and Humanitarian Education, which is being implemented within the framework of the experimental site of FEDI RANEPA. The study was conducted over September and October 2018. A questionnaire method was used to collect information. The research has shown that to be recognized as a professional, significant for the progressive development of society, the early childhood education teacher fulfills his/her social order, but is assessed by public opinion as a person who does not have the opportunity to rise to a high level in the social hierarchy. Despite the fact that the respondents, i.e. the teachers of early childhood educational institutions belong to the low-income strata of the Russian society and the absence of a high socio-economic status, their ideas about their profession are generally positive. The authors suggest that the positive interpretation of the external assessment of their profession by the respondents is a mechanism for conscious increase of professionalism. An early childhood education teacher is a creative profession and a positive self-esteem of the prestige of the work in the field of early childhood education work can be linked to the processes of self-actualization and self-realization. On the other hand, overestimated perceptions of the prestige of the profession help early childhood education teachers to form their symbolic capital.

Responding parents demonstrate trust in public early childhood educational institutions, which is defined by paternalistic orientation of parents in relations with teachers and administration of preschool educational institution and is interpreted by the authors as loyalty of respondents to government. The authors note that the prestige of the profession of an early childhood education teacher has different meanings for its bearers, for those who use educational services, and for society as a whole.

The article is devoted to the study of creativity of a teacher of preschool education. The aim of the research was to study the influence of motivating factors on the professional creativity of teachers. The developing subject-spatial environment was considered as the main indicator of the manifestation of creativity in the work of the teacher. Particular attention is paid to the influence of the transformation of the subject space

of the group on the creative development and change in the attitude of the teacher to professional activities. The developing subject-spatial environment of the kindergarten is viewed from several sides: as a product of the teacher’s creativity, as a place of interaction between the teacher and children, as an application area of ​​the teacher’s creative abilities.

The article was prepared on the basis of experimental research using questionnaires for teachers and monitoring their work. The study was conducted on the basis of two preschool institutions in the city of Ivanovo, Ivanovo Region. 16 teachers took part in the study. As a toolkit, scales for assessing the conditions of creative activity of children in independent activities and art classes were used. To study the changes in the sources of professional motivation of teachers, a questionnaire developed by D. Barbuto and R. Skoll was used. The study consisted of two stages, at each of which a new motivating factor was introduced. After each stage, the sources of teachers’ professional motivation were measured, the state of the group’s developing environment was assessed, and the interaction in the art class was chosen as the most creative type of educational activity. As motivating factors, a professional competition and the involvement of teachers in the work on the dissemination of experience were used.

The results of our study showed that the use of the mentioned motivating factors contributed to the launch of the creative cycle among teachers, which resulted in creative changes in the organization of the subject space of groups, improving the interaction of the teacher and children in the arts classes. Creative manifestations in the subject space and interaction with children were reflected in the motivational sphere of teachers.

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.

This paper describes the contents and working techniques of the author’s Amares Naturkindergarten in Germany. The originality of this kindergarten lies in the absence of an educational program, in the participation of children in various serious activities and in the specific organization of the educational environment.

The characteristics of the body space environment have been presented, where, unlike the national tradition, the maintenance of order is not considered as a special value since the independent activity of children is not quiet compatible with the order and invariance of the environment. The priority of a safety for children, generally accepted for the kindergartens, a barrier against possible risks, have been replaced by a toughening up, a transfer to the child’s own concern about their safety.

The examples of a child activities, including the creation of feasible products (a museum, a garden, a piece of chalk, etc.), experimentation, household economic activities, and of course play have been described. The education and child-rearing have been included in various types of a child activities. There are no traditional studies in this kindergarten. The work of teachers has been focused not at the transfer of knowledge but at fostering the independence and creative orientation of a child. With the support of teachers, preschoolers practically do everything themselves, which contributes to the development of the most important personal qualities. The role of parents is particularly emphasized as they observe the children’s enthusiasm, actively help the kindergarten staff and defend their right to such a teaching practice which is ingenious for Germany.

In conclusion, the authors note that the methods of education used in Amares Naturkindergarten fully comply with the requirements of the Russian Federal State Standard for Early Childhood Education as they have been focused on the development of a child personality, the education of independence, initiative and responsibility.