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The article describes the experience of applying the ideas of the cultural-historical approach in the field of support and determining the effectiveness of innovative educational organizations of the preschool education system. The author deals with the perspective of the cultural-historical approach, the cycle of innovative development of organization and contours the social situation of development, zone of actual development, zone of proximal development and the space of creativity realization in the process of determining the effectiveness of regional innovation platforms of preschool education. In the context of the listed scientific concepts, the innovative processes implemented by the regional innovation platforms are defined and their quality conditions are monitored. The materials presented in the article may be of interest to specialists who support innovative educational organizations of the preschool education system and serve as a starting point in organizing and conducting scientific and experimental work in this field.

The following article is devoted to the study of parents’ attitude to the content and forms of the educational process in preschool institutions. Particular attention is paid to the analysis of the following three aspects: an assessment of parents’ overall satisfaction with the educational process; an assessment of the parental stance on the quality of education in kindergarten; the parental stance on the efficiency of teaching and development of the child’s personality in kindergarten. The article is based on a questionnaire survey of 486 parents of senior preschool aged children attending kindergartens in Moscow. The questionnaire used in the research was developed by the group of the Center for the Sociology of Education of the Russian Academy of Education. The respondents were given a wide range of questions related to their attitude to the system of preschool education, their life values, characteristics of child-parent relations, etc. The article analyzes the particularities of parents’ attitudes toward the educational process in preschool institutions, depending on the influence of socio-demographic (sex, age) and socio-stratification (financial status, level of education, two or one-parent family) factors. The results reveal the clear domination of positive parental characterization of the content and form of classes conducted in the kindergartens of Moscow, as well as positive characterization of the professional qualifications of the teachers. The received materials also testify that the overwhelming majority of modern parents of preschool children highly appreciate the quality of the child’s education in kindergarten in various directions (development of speech, literacy, development of elementary mathematical representations, formation of ideas about nature, design, aesthetic development, physical culture, patriotic education). The data given in the article allows us to conclude that parents with low material status tend to estimate the positive influence of the kindergarten on the development of their child significantly below those of other social classes.