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The article analyzes modern studies of the play of preschool children, identifies a set of conditions necessary for its development, including three groups of parameters: characteristics of the subject-spatial environment, teacher–children interaction, support for children’s interaction. The crisis of the play disappearance is seen as an opportunity to establish a dialogue between researchers from different countries, rethink existing programs, eliminate the contradiction of the visibility of the play and at the same time its absence in kindergarten, and strengthen the conditions that support the true game. The greatest educational potential has an open, transformable environment that challenges the child, and the partner position of an adult who does not exploit the game for educational purposes, but supports children’s interaction and co-construction of the game plan. For optimal support of the game at preschool age, the teacher must also provide access to a variety of multifunctional materials, structure the program so that children have enough free time to play during the day, create conditions for communication and joint play of children of different ages.

Problem. The provision of preschool education to citizens is one of the most important directions of social policy of Russia. The main problem which needs to be addressed is the shortage of places in preschool organizations, especially for children under three, and overcrowded preschool groups.

The aim of the study is to determine the place of the South Federal District regions in the national rating of regions according to the degree of development in preschool education. The key indicators included in the rating are the scope and security of the children in preschool education, the fullness of groups, and the quality of facilities and teaching staff. The author uses the official data from 2016and compares the results with previous research of other authors in 2012. In addition to the official data the author uses the national Russian survey “Comprehensive survey of living conditions of the population” conducted in 2014, which reveals the satisfaction of citizens with children in different regions of the South Federal District with preschool education.

The results of the study indicate a low quality of preschool education in the regions of the South Federal District. The worst indicators in particular are the low enrollment of children into preschool organizations and at the same time overcrowded groups in the existing institutions. Despite the obvious positive results of the modernization program for preschool education in the district, the regions still lag behind the average for the country’s. The stumbling block on the way to an improvement of the system is the settlement system in the district which is characterized by a low urbanization rate, lack of middle size cities and the prevalence of one large main city per region, where the majority of kindergartens are concentrated. The author also analyses the trends in this market and opportunities for private education in the examined regions.

Conclusion. One of the ways of solving the problem of preschool education is the support of nongovernmental educational organizations and the development of a public-private partnership. This could not only increase the availability of preschool education, but could also create new jobs for young mothers. Experiences in other countries demonstrate that this strategy works most efficiently in rural remote areas, which is particularly relevant for regions of South Federal District.

This article deals with the nature of partnerships with parents as a condition for the quality of preschool education. According to the legal framework, parents are customers of preschool services and interaction with them should determine the efficiency of educational organizations. Preschool organizations in the Association of Educators and Psychologists of the Education Division in Leninskiy District in Yekaterinburg regularly examined the understanding of educators about transformations in the modern parent-child relationship. The results of this monitoring show that in the last few years the main problem of interaction within families is parents’ delegation of their own responsibility for the child and the development of “parental helplessness”. Therefore, most preschools focus on the improvement of psychological and pedagogical culture for the young parents. The main goal of the work in kindergarten №26 Yekaterinburg’s Leninskiy District was to train educators for interaction with a child’s family in accordance with the ECERS-R. The conditions of a partnership between the kindergarten and the families of the children were defined on the basis of observation, questionnaires, monitoring and the sub-scale “Parents and Staff” of the ECERS-R. The research consisted of many stages and included an introduction to the concept of quality in the field of education, the design of a common criteria for work with families and modern mechanisms for interaction with the parents. As a result, the system of partnerships with parents was designed. It creates the conditions for various types of family involvement in the child’s life in kindergarten and a regular informative exchange between parents and educators for the improvement of the parent-child relationship. The article presents the specific practical experience of a partnership between educators and parents and the issues of implementation in the kindergarten curriculum.

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.

The article reveals organizational issues of introducing the preschool education FSES in kindergartens based on its three main core/innovative objectives: positive socialization, development individualization, support of children’s initiative. The author stresses the particular type of the Standard which is associated with support for childhood diversity, the need to pursue common strategic activities in the present day pre-school educational system while reinforcing the diversity principle. The author provides examples of activities that should be planned and implemented to ensure the introduction of the preschool education Federal State Educational Standards in kindergartens: to create a government and state-controlled system of kindergarten management; to streamline state and public management in preschools; to study main regulations on the Federal Educational Standards introduction in pre-school education; to study manuals and aids on organizing joint partnership activities between adults and preschool children; to organize and attend model lessons with preschool children; to create a system of staff development at the kindergarten level; to analyze the developing object-spatial environment in preschool education and see if it corresponds to the development of initiatives in children; to collaborate with kindergarten staff in selecting, analyzing and evaluating partial programs; to study the needs and interests of preschoolers’ parents; to monitor social studies; to plan the content and ways of monitoring the preschool Federal State Education Standard implementation in kindergartens.