The development of benevolent relationships between people of different races and ethnicities living in the same areas, such as the city of Moscow is highly relevant modern issue can be beneficially addressed in early childhood. This article discusses challenges of multicultural education in Moscow preschools and kindergartens. Folk tales characterized as an early precursor of a textbook for children who do not attend a school and cannot read. The article depicts the ability of folk tales to introduce young children to different ethnic cultures such as everyday lives and households, traditions, and models of behavior. Data collected in Moscow preschools and kindergartens is presented and discussed. The objectives of this research were to study, analyze and draw conclusions from the collected data to find out what folk tales are used in preschools of multicultural Moscow. It was concluded that full potential of folk tales was never utilized in multicultural education. Furthermore, objectives to make new pedagogical technology for multicultural education based on folk tales were defined based on this study.

Identifies approaches for improving and enhancing the quality of pre, basic, and additional school’ engineering education according to key paradigm "Industry 4.0" based on the development and wide application of information and communication technology with opportunities in research areas of Industrial Informatics. As an example of implementation, innovative research and educational project of the Digital engineering school is considered, including designed for the practical implementation of continuous engineering education "School-University-Enterprise". The main objectives of the project "Digital engineering school" are formulated and disclosed, the approach to teaching programming in high-level languages using microcontrollers and microprocessor technology is highlighted, practical recommendations are given for its implementation in the structure of school education for both students and teachers.

Digital technologies have a strong impact on changes in the educational environment and activities. In the context of such changes, aggravated by the spread of coronavirus infection and the transition of schools to distance learning, teachers and students are facing the need to actively master digital tools and educational platforms. The authors aim at analyzing the professional gaps of teachers associated with digital literacy and the ability to effectively use digital technologies in educational activities. The conducted sociological research and the results obtained allow the authors to study the existing internal teachers’ gaps and show the main problems in the organization of educational activities in the context of the transition to distance learning and the existing gaps in the use of digital technologies by school teachers. Based on the results of the study, the authors have identified the key areas of the professional development of teachers. They have developed educational programs aimed at skill development and further training of teachers in the Russian Federation and foreign countries on such topics as the digital educational environment and the use of open educational resources, methods of using digital technologies in the organization of educational activities, methods and techniques of organization feedback, pedagogical communication in the digital environment, and information security and ethics in the digital environment. The authors have determined the conditions for the professional development of teachers in the process of skill development and further training, as well as self-education (including spontaneous training in the workplace).The authors believe that the increase in teachers’ digital literacy, based on filling their professional gaps, will help to improve the quality of general education and create conditions for the elimination of the digital divide of the population.

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