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Relevance (context) of the subject of the article. The role of the play in preschool age is a priority. At the same time, the predominance of the cognitive dominant in educational standards has an adverse effect on the full living of a child of preschool childhood. When discussing the problem of standardization of education, special attention is paid to the forecasts of D.B. Elkonin, that did not loose their importance today regarding the reform of education in general and preschool education in particular. It is noted that the idea of “high standards of education”, implemented through the introduction of programs for the early development of intellectual skills in children and their preparation for the use of high technologies in the future, simplifies the development of a preschooler.

Organization of the research. The purpose of the study was to determine the presence of ontogenetically successive types of play in the system of additional education of preschoolers. The research method was a content analysis of the content of advertising products for services offered by institutions of additional education for children of early and preschool age. More than 500 advertisements have been analyzed. The analysis showed that the list of proposals is dominated by areas focused on the knowledge component, many of which prevent the formation of age-related neoplasms.

Research results. The results of an analytical study of the services offered by institutions of additional education for young and preschool children indicate the dominance of the school preparation service, the implementation of which begins from 2–3 years of age. The ratio of “developing” services for children offered by extracurricular institutions is shown, in which there is completely no orientation to the leading type of activity of a preschooler – the play. It is indicated that the implementation of both basic and additional education for preschool children in modern conditions is carried out with the predominant use of school forms and teaching aids.

Conclusions. The analysis showed that the use of school forms, methods and techniques when teaching preschoolers in preschool and additional education institutions outside the reliance on the leading type of activity deprives children of a full-fledged childhood. Limited by the framework of educational and other standards, preschool childhood today is deprived of the means to construct the image of adulthood, the image of the social future and the prospects of one’s own individual formation.

The article discusses the problem of reduced play activity of a modern preschool. An overview of the research on the importance of the play as a factor in the development of the child in the preschool period of childhood is presented. The concept of «play dysontogenesis» is introduced, which means violated, not corresponding to psychological laws development of the play in preschool age due to a number of socio-cultural and educational factors. The reasons for the occurrence of play deprivation are revealed, which have a negative impact on the normal development of the child and the formation of the main neoplasms of preschool childhood. It has been shown that the simplification of the children’s play leads to mental and personal infantilism, a decrease in the ability to plan one’s own actions, a delay in the formation of significant mental functions and personality aspects, and a socio-normative disorientation of a growing person. Based on the data of individual authors and the materials of earlier studies, we suggest a high risk of the formation of various psychological dependencies and deviations, the emergence of play addiction and other socio-behavioral deviations as a result of a lack of play in preschool age. The results of familiarization with training curricula for preschool educational institutions are discussed, which indicate the complete absence in many programs of universities of theoretical disciplines, practical courses and workshops on psychology and pedagogy of children’s play, including applied aspects of teaching future educators how to organize and accompany preschool play. The conditions for the rehabilitation of the play as a unique social, psychological, cultural and age phenomenon, proposed by E.O. Smirnova as fundamental measures in modern preschool education, are outlined.

In this paper the author explores how our ideas about early learning have developed over time and proposes a new view of pedagogy, that is not based on the traditional Model of Deprivation, but outlines a new model which goes beyond deprivation. The new model proposes that the child is not deprived of culture, rather the child is deprived of opportunities for creating culture and dealing with culture. In this new perspective the child is not viewed as passive but active. The aim of schools should be to provide an “enabling culture” in which the child is involved in reinventing, refurbishing and refreshing the culture. The paper also identifies and explores

3 antinomies which have emerged as ideas about early learning developed;

• the ‘individual realisation’ versus the ‘culture serving’ antinomy

• the ‘talent centred’ versus the ‘tool centred’ antinomy

• the ‘particularism‘ versus the ‘universalism’ antinomy.

It is argued that an exploration of these 3 antinomies can provide a useful basis for thinking about what we have learned about early learning and where we are moving in current development.

The conclusion of this paper is that children from the start must be accepted as members and as participants in the culture and be given the opportunity to make and remake the culture in each generation. The case is made that we should stop thinking about deprivation of children and start thinking about participation of children.