DEVELOPMENT OF PRESCHOOL EDUCATIONAL ESTABLISHMENTS OF VARIOUS TYPES IN UKRAINE (the second half of XX century - the beginning of XXI century)

The article discovered evolutionary changes in the system of pre-school educational institutions of various types in Ukraine during the second half of the twentieth century (1950) and at the beginning of the XXI century with relevant trends, interrelation and contradictions in the light of topical issues of the modern development of the system of pre-school educational institutions of different types of Ukraine and the prospects for further development; discovered the theoretical guidelines and framework of various types of PEE system; the results of the influence of socio-economic, socio-cultural background and socio-political and socio-pedagogical factors on the development of the system of different types of PEE in Ukraine during the second half of the twentieth century and beginning of the XXI century; identified and characterized the periods and stages of development of different types of PEE in Ukraine during the second half of the twentieth century and beginning of the XXI century; identified lead trends of development of system of different types of PEE in Ukraine during the second half of the twentieth century and beginning of the XXI century; grounded strategy for further development of the system of pre-school educational establishments of various types in Ukraine on the basis of the positive experience of its development in the past. It selected strategies for further modernization of the system of different types of PEE in Ukraine, in particular the introduction of changes to the legislative provision of PEE type at the level of the law "On Pre-School Education" (new edition), saving network PEE different types of state and communal forms of ownership; providing variation structure (internal organization), purposes functioning of PEE different types; preservation and restoration of the network PEE state and communal forms of ownership for young children; recovery process of integrating the efforts of scientists of related sciences (medicine, psychology, preschool pedagogy, special pedagogy and correction pedagogy) as the driving force (system-factor) in the development of various types of PEE system.