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The relevance of the subject of the article. The approval and implementation of the Federal Educational Program of Preschool Education is currently a particularly relevant and significant problem for the preschool education system, since it is aimed at creating in Russia a unified educational space for the upbringing and education of children from birth to admission to a general education organization, providing equal, high-quality conditions for preschool education, regardless of the child's place of residence.

The purpose of the article. To characterize the formation and development of the idea of programming in Russian preschool education and education, to reveal the features of the Federal Educational Program of Preschool Education as a regulatory document defining the vector of development of the modern system of domestic preschool education.

Description of the research progress. The purpose of the study was to identify the formation and development of education and training programs in kindergartens, to describe the specifics of the Federal Educational Program of Preschool Education. The study analyzed the program documents defining the content of preschool education and training at different historical stages. Its structural components were characterized, the content of the target, content, organizational sections was disclosed, the extensions and clarifications introduced into the Federal Program for the first time were highlighted.

Research results. A generalized retrospective analysis of the experience of developing and implementing preschool education programs from 1918 to our days is presented, and the ways of transforming the idea of programming in preschool education are outlined. An analytical review of preschool education programs revealed a sequence of expanding the content of preschool education, the emergence of new sections in their structure, justified by a change in educational paradigms, the introduction of new approaches, achievements of science and practice. The Federal Educational Program defines the basic volume and content of preschool education that are uniform for the Russian Federation and are mastered by students in organizations that carry out educational activities according to educational programs of preschool education, allows them to realize the fundamental functions of preschool education. It was developed in accordance with the Federal Educational Standard of Preschool Education, takes into account the traditions and scientific and theoretical foundations of domestic preschool education, the experience of creating and implementing educational programs of preschool education.

Conclusion. The Federal Program is the successor to the best traditions of domestic preschool education, includes educational and methodological documentation that defines the goals, objectives, content of educational and pedagogical work with children of infant, early and preschool age in modern conditions. The Federal Program ensures the unity of the content of education in all organizations engaged in educational activities for preschool education, creates conditions for the formation of traditional Russian values in children, and preserves the possibility of developing the variability of preschool education.

The article is of a theoretical pattern and summarizes the scientific statements and research of recent studies. The theoretical provisions and the program document, which substantiate the content and guide of the development of special preschool education are presented.

The relevance of the article consists in the analysis of modern preschool education for children with cerebral palsy. The article describes the mental and physical characteristics of children with cerebral palsy of preschool age, which indicate special educational needs and the need for special correctional and developmental work. The provisions on the psychodiagnostics of children with cerebral palsy are given; the principles for drawing up an individual educational route are shown. On the basis of materials of Russian studies and recommendations, the variants of educational programs that are prescribed for children with disorders of the musculoskeletal system of various severity are presented. The article also contains material on the international experience for organization of preschool education for children with cerebral palsy. Using the example of Polish preschool education, an approach is shown that includes general and special technologies and directions for teaching children. On the basis of the regulations on education in the United States, the organizational and pedagogical conditions for preschool children with cerebral palsy are shown. The author of the article considers individual educational plans that regulate the upbringing and education of children with special educational needs. The article presents a North American study that found a correlation between the mobility of children and their socialization. The results of this study and practical recommendations are presented: the overall social activity of a child in a group depends on his/her motor abilities and the development of interaction (as communication skills and interaction with other children). In conclusion, based on a comparative analysis, the similarity of the scientific positions in Russia and other countries regarding the content of preschool education for children with cerebral palsy is shown. The role of preschool institutions in the development and socialization of children with cerebral palsy has been substantiated.

Influential studies in different countries over recent years show significant changes in child-rearing culture, or parenting practices and attitudes that are considered good and correct. Studies have also been conducted in Russia but so far, they have been few. Based on the analysis of existing studies, as well as 50 interviews with mothers of preschool age children conducted in 2014-2018, the paper examines the specifics of intensive parenthood. Among these features, we have identified the following: 1) intensive methods of upbringing (which require a lot of time, money and substantial emotional work), 2) parental determinism (the belief that all actions taken with the child and all decisions related to the upbringing of the child have an impact on the rest of the child’s life) and the attitude about the critical importance of early childhood, 3) optimization of the environment around the child, control over various aspects of the child’s life, 4) reliance on scientific and expert knowledge in upbringing, rather than on personal experience or tradition. These features of modern parents in Russia are important for effective communication between parents and teachers, as well as for the development of educational programs for parents implemented by preschool organizations. Such programs can become a support for parents in overcoming the difficulties caused by the modern model of child upbringing. It is particularly important to focus not on improving the skills and knowledge of parents but on increasing the self-efficacy of parents (i.e., ensuring that they are able to cope with possible problems rather than transmitting any knowledge) and reducing anxiety.

In the article the problem of variability of exemplary educational programs of preschool education is analyzed. It is shown that a variety of educational programs contribute to the quality of preschool education and its accessibility. The problem areas of Russian preschool education are shown and the positive aspects of the introduction of variability in preschool education are analyzed. The author stresses that the variability of preschool education ensures the maximum possible degree of individualization of education, makes the educational process “child-centered”, creates special relation of personality to the objectives, content and process of education. The author gives a generalized characteristics of exemplary educational programs, which to date have been developed under the Russian Federal Standard of Preschool Education.

The article describes the HeadStart program (USA), which is in use for over 40 years in working with preschool children from low-income families. The program includes projects to help the families of migrants, seasonal workers and indigenous people of America. The program provides access to healthcare and healthy nutrition, financial support, employment assistance, and offers parent-child study groups. The examples of program’s standards are provided. Family involvement in education and upbringing of children is considered to be a specific type of work to reduce the risk of child neglect and child abandonment. If children from socially disadvantaged families are provided with an access to resources outside of their families, they develop much faster. The article addressed the issue of evaluating the effectiveness of such programs in the long term. The program fosters personal growth.