Nguyen Thi Lan Vy

Background. Since Russia and Vietnam are multinational countries, existing national strategies and regional policies in the organization of a multicultural environment (hereinafter OMCE) are a priority. Their implementation ensures the uniform development of the countries in all areas. OMCE in education, including preschool, plays an important role in the context of modern international integration and ethnocultural diversity for the formation of children’s personalities.
Objectives. The study aims to identify the main characteristics of organizing a multicultural environment in preschool education in Russia and Vietnam according to the hierarchical levels of this process, based on the assessment of the distinctive state strategy, historical traditions, and national experience of the countries (mega level), regional policies for implementing alternative megacultural models of its provision (meso level), and the analysis of the corporate tactics of an individual preschool organization (micro level).
Methods. The main research methods include: retrospective analysis of the periods of formation and development of preschool education, synthesis of regulatory documents, programmes, and methodological approaches aimed at creating conditions for OMCE in preschool education in Russia and Vietnam.
Results. The key features of the OMCE in preschool education in Russia and Vietnam were identified at the macro-, meso-, and micro-levels. The findings suggest the possibility of mutual application of the successful experiences of Russia and Vietnam in modernizing preschool education, taking into account the multicultural context.
Conclusions. The description of work on organizing a multicultural environment in preschool education is based on existing state policies/strategies, regional policies, and individual projects/tactics in preschool educational institutions in Russia and Vietnam. The theoretical, and practical significance of the research are linked to the fact that the analysis of existing models in the two countries has formed a comprehensive perspective in the process of modernizing preschool education, from which further development of the research can be considered through the exchange of experience.