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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.

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.