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The article deals with the importance of preschool children’s literary development in an individual’s socialization at the present stage. Literary development is construed by the author to preschoolers’ mastery of all the riches of their native language to express the thoughts and feelings they attain by reading children’s literature, and mastery of communication culture, ability to come into contact with and engage in a dialogue with adults and their own peers and use speech etiquette. Children’s literature is a powerful educational tool, it should become a developing environment and provide education to preschool children, making it possible to diversify and create a complete educational environment of childhood both in a kindergarten and at home. The author offers a program which has been developed by kindergarten teachers in Mozhaisk. It aims at developing children’s interest in reading, their love for literature, exposing senior preschool children to Russian literary culture. The author notes that this program is an example of reading literary works in the educational process, the contents of which are organically included in the direct educational activities through organizing various types of children’s activities.

The issue of pre-school education quality has a long history in Russia as its system of preschool education has traditionally been in existence for a long time. On the strength of international practice the author shows that quality assessment of preschool education programs is applicable to different objects and based on different perceptions of quality. The article describes the ECERS (Early Childhood Environment Rating Scale), an integrated assessment of education quality in preschool educational establishments, in particular, its latest version – the ECERS-R Scale, which has been translated, adapted and tested in different regions of Russia. The author notes that the ECERS scales present a very interesting tool for studying the quality of preschool programs, especially in view of global comparative research since they are indisputable leaders in the amount of countries in which they are used. In addition to high reliability and validity, the Scales have a high level of quality development tools in terms of their reliance on the humanistic pedagogy of early childhood development. This experience proves to be highly beneficial in the Russian context because the Federal State Educational Standard for pre-school education introduced five educational areas which are almost identical to those on the list of subscales and indicators contained in these tools.