Family kindergartens (hereinafter FK) is one of the new forms of preschool education, which appeared under the influence of a range of socio-economic and other factors. Family pre-school institutions is very diverse [1-5]. Some of the FK  function as a public Association, whose parents or themselves are the first educators of their children and the children of neighbors or actively participate in the life of their children directly in FK  (spend the holidays for preschoolers, lead them in games, organize study groups, equipping the room, etc). Among them is family group at home in Australia, the so-called open kindergartens in Scotland, etc.

Many FK are a division of a state preschool educational institution or a special family centers, and parents-educators, hosting in-home family daycare, are full-fledged employees of such institution, receive a salary, are entitled to leave and other benefits. In Canada in recent years have moved towards creating FK  under the auspices of the Center «family day», with which family caregivers sign the contracts. In Germany there are «parent centers» with a flexible schedule of work and contributing to the solution of problems of education of preschool children and assist their parents. In many cities of Russia actively used the model of «Family daycare-based pre-school educational institutions»[4, p. 32-36].

In some remote and rural localities are visiting or seasonal FK, located in the apartment of one of their pupils parents and to which 2-3 times a week are invited for consultations and training professional teachers according to schedule (Swiss home groups in sparsely populated mountainous areas, seasonal groups in Australia, etc.) [4].

The main areas of work of the FK are as follows: 1) implementation of the supervision and care of preschool children (group short-term care at home (Australia); 2) general developmental orientation in Kazakhstan, the FK for a large family (Russia); 3) ethno-cultural development and education of preschool children (multi-family groups for children of a certain nationality (Australia), FK  language in Finland and so on; 4) psychological-pedagogical support of children with special needs (FK «Home care» in Australia, FK in Canada, etc. [1-2; 4].

Very diverse mode of operation of the FK. In a separate FK children can visit the garden daily or selectively. For example, in FK Finland practiced irregular stay, i.e. children visit the facility every day, but only on certain days or during certain weeks. Practiced flexible or fixed schedule mode: brief duration (group short-term care at home, evening, daily family daycare, is family group in Australia, open kindergartens in Finland; full day (family daycare full day in Australia) FK full day in Finland; day and night stay (some FK in the USA) and so on[4, p. 32-36].

Particularly noteworthy are the so-called open gardens, equipped with everything necessary in the yards of residential areas, squares, parks, where parents can bring their children for a walk. The teacher takes back all comers for a few hours. Their main aim to enhance the interaction between children and adults, to promote the education of parents, etc. These gardens received a high rating in Scotland.

Summarizing the above stated, it should be noted that the FK of different types are successfully operating in many countries in the regime of short stay, full day care, etc. Summarizing the lessons learned, it should be emphasized that the FK should include a small number of institutions, with different age composition of students, located in a residential area, among the teachers whom are parents of students that contribute to the development of preschool children and the personality-oriented approach, the joint activities of children and parents, etc.

2. Volkova T. Century Family children's garden: a practical guide. M. Ajris. – 2011. - 208 p.

3. Volkova T., Chervova A. Features the work of the teacher of the family kindergarten // Pre-school education. - 2013. - № 4. - p. 22-23.

4. Kondrashova N. V. Family kindergartens: experience, problems and prospects // The Humanities and education. – 2014. – № 3. – p. 32-36.

5. Nizenko E. Recommendations on the organization of family preschool groups as structural subdivisions of municipal preschool // Pre-school education. – 2013. - № 1. - p. 18-41