The manuscript is devoted to the actual problem of new type preschool educational institutions’ educational activity. The terminological apparatus of the research is specified.
Status value of new type preschool educational institution has been described. «New type preschool educational institution» has been defined. There are some differences between preschool educational institution of a new type and traditional one. To preschool educational institutions of a new type were assigned: governmental preschool educational institution specializing inpriority direction, or provides the additional educational services for preschool children (by parents request and agreement); private educational center consisting of preschool children groups which provides educational service; preschool educational institution, which works by author’s method or technology; private institution (business entity or physical person-entrepreneur), which provides services in preschool educational sphere.
The essence of the concept «educational activity of a new type preschool educational institution» is substantiated. The main components of it are identified (preschool child life organization, education, upbringing and development of the child).
The modern system of preschool education and the peculiarities of the educational process organization for preschool children in Ukraine and in foreign countries, in particular, in Italy, Great Britain (England, Wales, Northern Ireland, Scotland), Poland, Germany, and Sweden are analyzed.
Analysis of literature sources and manuscripts has been made and it is proved that the majority of scientific works consider only peculiarities of preschool educational institutions activities in traditional way in Ukraine. At the same time the historical aspects of new type preschool educational institutions development in Ukraine particularly were not considered in historical and pedagogical literature.
On the basis of retrospective analysis of legislative documents, archival materials, manuscripts and their generalization four stages of the creation of new type preschool educational institutions in Ukraine in researched period of the end of XX – beginning of XXI century are defined in the manuscript.
The first stage (1984–1992) – beginning of preschool education reformation, which is conditioned by modernization of preschool education content. The second stage (1993–2000) is characterized by upgrade and enlargement of preschool educational institutions. The third stage (2001–2011) of active development of new type preschool educational institutions is characterized by focusing of preschool educational system on the uninterrupted continuity of children education and training. The fourths stage (2011–2016) is settlement of preschool educational institutions activities of different types, forms of ownership and subordination.
On the basis of the analysis, the factors that contributed to the emergence of a new type of preschool educational institutions at the end of the XX – the beginning of the XXI century in Ukraine (social, political, pedagogical) were identified.
In order to determine the positive organizational and pedagogical conditions of educational activity of preschool educational institutions of a new type, a program of its study was compiled, which includes a factor-criterial model of evaluation with measurement methods. Its structural elements were determined by the following factors: ensuring the life of the child; possession of pedagogical teaching technologies; education of the child’s personality; health status and child development.
The analysis of the domestic and foreign experience of the educational activity content of preschool institutions has been analyzed, which allowed to determine the effective forms, methods and organizational and pedagogical conditions of educational activity of new type preschool educational institutions.
The concept «organizational and pedagogical conditions of educational activity» of the new type of preschool educational institutions is specified. The organizational and pedagogical conditions of educational activity of preschool institutions have been theoretically substantiated and experimentally verified, namely: 1) ensuring the variability of goals and forms of organization of educational activities; 2) organizing the life of preschool children in a development space; 3) creating a project of image-promotion of a new type preschool educational institution. To implement the developed model for ensuring the effectiveness of educational activities of a new type preschool educational institution, three stages are identified: organizational, practical and generalization.
