The article reveals the State demographic and family policy of the Republic of Sakha (Yakutia), provides regulatory legal acts of the Russian Federation and the Republic of S(Y) on family policy. The authors of the article examine the demographic and social and pedagogical features of the educational potential of the family. The works of researchers who have studied the national characteristics of the family culture of the peoples of the North-East of Russia are analyzed.

The article presents the sociocultural language environment of the Republic of Sakha (Yakutia), also it provides legal acts on the language policy of the Russian Federation and the Republic of Sakha (Yakutia). The polylingual education of preschool children in the Republic of Sakha are built on by two models: The model “Tyl uyata — The language nest” provides for the organization of a monolingual educational environment throughout the preschool age. In this case is necessity to involve to a second language from the middle group of the kindergarten with specially organized activity, which contributes to a clear separation of languages. The model “Biir kihi — biir tyl — One person — one language” is characterized by the principle of parallel teaching of two languages to children from early preschool age. The model “Tyl uyatyttan tyllanyy — Teaching a second language based on the native language” — the complete acquisition of one (native) language by a child is used as the foundation for learning a second and third language for the development of successful bilingual education. A monolingual educational environment is organized until the full development of the child’s speech.

The article examines the possibilities of integrating formal, non-formal and informal education in the context of digitalization. The analysis of the infrastructure of the Republic of Sakha (Yakutia) presented in the article shows that a significant part of schools are in conditions of limited resources, both financial and material, and territorial remoteness and logistical inaccessibility often become a barrier to the preservation and development of unique educational traditions. All this taken together speaks of the need to search for new methods, forms, means of teaching and education. All these new methods, forms of means in modern education are associated with the development of the digital educational environment.