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This article deals with the nature of partnerships with parents as a condition for the quality of preschool education. According to the legal framework, parents are customers of preschool services and interaction with them should determine the efficiency of educational organizations. Preschool organizations in the Association of Educators and Psychologists of the Education Division in Leninskiy District in Yekaterinburg regularly examined the understanding of educators about transformations in the modern parent-child relationship. The results of this monitoring show that in the last few years the main problem of interaction within families is parents’ delegation of their own responsibility for the child and the development of “parental helplessness”. Therefore, most preschools focus on the improvement of psychological and pedagogical culture for the young parents. The main goal of the work in kindergarten №26 Yekaterinburg’s Leninskiy District was to train educators for interaction with a child’s family in accordance with the ECERS-R. The conditions of a partnership between the kindergarten and the families of the children were defined on the basis of observation, questionnaires, monitoring and the sub-scale “Parents and Staff” of the ECERS-R. The research consisted of many stages and included an introduction to the concept of quality in the field of education, the design of a common criteria for work with families and modern mechanisms for interaction with the parents. As a result, the system of partnerships with parents was designed. It creates the conditions for various types of family involvement in the child’s life in kindergarten and a regular informative exchange between parents and educators for the improvement of the parent-child relationship. The article presents the specific practical experience of a partnership between educators and parents and the issues of implementation in the kindergarten curriculum.

This article presents the findings of research on the quality of early childhood education and care in Moscow. This research is based on insight into the quality of early childhood education and care built in to The Federal State Educational Standard for Preschool Education and the cultural-historical ideas of L. Vygotsky. The main aim of this field research is to investigate “the strong points” and drawbacks of early childhood education and care in the capital city. The Early Childhood Environment Rating Scale (ECERS-R) is used as an instrument of field research. The results are based on a random sample of 36 preschools and kindergartens in one of the districts of Moscow. The research gathers data about the most comfortable and least comfortable aspects of the learning environment in the preschools and kindergartens of Moscow. Taking into consideration the requirements of the Federal State Educational Standards, the findings of the research revealed that the most important line of learning environment development in preschool and kindergarten are individual early care and education program, support for the independence of children, the creation of a more available and mobile environment, and optimal conditions for the development of thinking, imagination and child creativity.