The article considers the issues of innovation management in preschool institutions. The author provides a scientific basis for the approaches to the development of models for managing innovative processes. The directions that ensure the implementation of the tasks of the innovative development of an educational institution are highlighted, such as the restructuring of the content of preschool education, the organization of partnership of the teaching staff with parents, and methodological support for teachers.

The article deals with the approaches to the issue of organization of network interaction formsof preschooland additional educational institutions. The stages in development of preschool educational organizationare describedbased on the potential of additional education. The article proves the value of network partnership to ensure the unity of approaches in the educational practice in the development of a child’s individual characteristics, updating the content and methods of preschool and secondary education.

In the conditions of the professional standard of a teacher the holistic approach is appropriate, which is researched as the mechanism of mastering pedagogic activity by future teachers. It is displayed in changing the structures of psychological reality and is understood as the process of transformationof the empiric world picture intothe professional and pedagogical one, in which the student acts as an active subject capable tocreate the professional and life positions.

There is substantiated the urgency of creating the model of the educational cluster that favours the consolidation of their participants for improvement of the quality of preschool educational services and organizational and economic mechanisms of management of a preschool educational institution. There are marked out the levels and forms of social partnership in the conditions of implementation of the federal state educational standards of preschool education; determined the mechanisms of motivation of market participants’ involvement into the system of social partnership.

There is considered the role of methodological culture of a future teacher as the readiness to work in studentoriented paradigm, achievement of unity between the two types of pedagogical work: cogitative and practical. There is regarded the specificity of future teachers methodological culture

There are considered the issues of formation of a pre-school childs world picture as an integral phenomenon of a cognitive personal sphere. There is marked out that world picture exists and functions at three stages - sensory and perceptive, intellectual, personal.

There are regarded the issues of specialists training for preschool education sphere in the conditions of innovative development of economics, increase of demands of the society for quality education.