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The article deals with issues related to the assessment of the quality of early childhood and preschool education. Testing of approaches shows the efficacy of the assessment of structure in union with the educational process and the educational outcome. According to the Federal State Educational Standard for Preschool Education the quality of educational process is correlated to the curriculum, methods and techniques of positive socialization, models for the organization of educational activity, the concept of social partnership and network interaction between institutions etc. The quality of education is a way of achieving the goals of the Federal State Educational Standard for Preschool Education: positive socialization, the individualization of education, support for children’s initiatives. The system of evaluation for preschool education quality is based on the pedagogical structure for the individualization of education - conditions of support and encouragement as well as the design of possibilities. The achievement of the targets as a result of the implementation of the Program is directly connected to the creation of a social situation for the development of the child. The solution to the problem of the quality of education is reflected in educational initiatives that focus on strengthening the position of professional development for teachers. The tools, indicators and criteria for the quality assessment must take into account the specifics of the early childhood and preschool periods.

This article describes the development of the system of special schools and preschools Russia towards the deepening of differentiation in accordance with an important principle of modern pedagogy – the achievement of the highest possible individualization in education. Unfolded in recent years, the integration of disabled children into regular educational institutions, particularly in the form of inclusion, is directly opposite this principle of pedagogy and ignores the patterns of mental activity in disabled children. It is also amazing that the realization of this integration was brought in by non-experts, showing a lack of understanding of these laws/patterns: through the introduction of inclusion they ruined the inclusive education of children with impaired speech, who, studying in a regular school, had received speech therapy in school speech therapy centers. Data is provided on the 35 year long experience of implementing integration in the US and the 30 year experience in the UK. In both countries there is no consensus among experts on the feasibility of integration, especially in the form of inclusion. A disabled child in a regular school loses most of the funds and conditions, which provide special education, while he, wherever he studies, remains the object of special education. There is no conclusive research that would prove that even one of the claimed benefits of inclusion has been achieved. Moreover, increasing attention to the adaptation of textbooks convinces us that the basic idea of inclusion – the education of a disabled child in the same class with normally developing children, and the same curriculum and the same textbooks for most disabled children – is untenable.

In article strategy of social partnership with parents taking into account the DO FGOS innovative installations – positive socialization, a development individualization, support of a children’s initiative are considered. The algorithm of actions of administration and teachers on effective interaction of kindergarten with a family in the context of “culture of advantage” as a resource of realization of FGOS is presented TO. Ways of realization of idea of network interaction of the preschool educational organization with cultural institutions, ideas of social partnership as fundamental in system of preschool education are shown. The standard and legal basis of a question is reflected in the relevant articles Federal Laws “About Education in the Russian Federation”, in the Constitution of the Russian Federation, in the Convention of the UN on the rights of the child. It is emphasized that as a methodological basis of social partnership with parents the basic provisions of domestic scientific psychology and pedagogical school presented by approaches to a problem of development of the child act: cultural historical, activity, personal.