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The article raises the question of early education of preschoolers, starting with infancy. This period is of particular importance when it comes to identifying problems in a child’s development. In some cases it is possible to prevent the occurrence of a child’s limited health capacity with the help of early detection of development disorders and timely psychological and pedagogical help provided to the child along with counseling for the child’s family. The article also states the statistical data on the coverage of pre-school education in Russia and European countries. Further, the article presents organizational and methodological approaches to the performance of the structural divisions focused on helping children with developmental problems: lekoteks, early help services, playing facilities for children’s development and counseling centers.

Differences between preschool education in Russia and in Germany are discussed. The authors report on the forms and types of preschool education in these countries, the programs on which work of preschool education is based, issues that teachers are faced with. According to the authors one of the main tasks of the development of preschool education – is strengthening the family as a social institution. Therefore in both countries a system of public preschool education focused on the child who is brought up in a family environment is established. In Germany in contrast to Russia preschool establishments work not in accordance with specific programs, but in accordance with the “concept of education”, which gives ample opportunity for creative teachers. Authors analyze problems of migrant workers, which are common for both countries, and consider possibilities of bilingual education.