PhD in Economy, Senior Research Fellow Institute for Applied Economic Research, Center for the Economics of Lifelong Education, RANEPA, Moscow, Russia
The relevance of the topic of the article is determined by the fact that due to the unprecedented scale of changes in the world of technology and information, which entailed to radical changes in life, the question arose not only about the new digital culture, which significantly affects the formation of new values and which could not but lead to transformation education systems. The changes had a huge impact on society, which faced the need to evaluate these changes from the point of view of ethics, since only guided by moral and ethical norms can one assess the permissibility of introducing scientific discoveries, which most people do not know about, very often do not understand, and therefore cannot evaluate, how safe these systems are for them, for their children, for the planet as a whole. But this is only one aspect. Today, as we can see, more is known about values than we knew 20-30 years ago. However, each culture has certain values, and they are by not always common to all, even in the global world of the pre-Covid period. Today, the issue of values has become very acute and has divided countries and peoples more than military operations.
The aim of the article: to present the results of a study carried out by a group of scientists in the field of preschool education from various institutions related to the mechanism of transferring moral values to preschool children based on the construction of a space for children’s realization (SCR) by kindergarten teachers.
Description of the study. The study was carried out in several stages. At the first stage, a bibliography of the problem of values was developed in relation to small children (from 0 to 8 years old). The second stage is the analysis of the existing goals and methods of values research, the tasks and mechanisms to be solved, approaches to the identification and classification of values. The third stage is the development of a pilot questionnaire (December 2021) in which 818 respondents from 78 regions of the Russian Federation participated. Based on the results of processing this questionnaire, a questionnaire was prepared for the ECCE Region Conference in the Republic of Sakha (Yakutia), in which 1687 people took part. For the ECCE Region Conference in the Republic of Tatarstan, which was attended by 516 people and, finally, the questionnaire for the ECCE Region Conference in the Central Asia, which was attended by 83 people.
Conclusions. This article is the first generalization of the results of the conducted research, in fact, the first step that allows us to assess how we implement public policy. Have we really chosen the right mechanisms to support preschool education? The study made it possible to formulate a model of values that is important for the development of the country and the pedagogical community, as well as to determine the mechanisms for working with it. The current structure of education in the world is seriously destabilized due to growing dissatisfaction with the results of the formal system, the lack of demand for trained personnel in the modern economy, the spread of informal types of primary education, and funding crises at the state and local levels. The study of values at an early age is one of the important tasks for educators, sociologists and the state.
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.